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Grammar Interventions PDF
Grammar Interventions PDF
Intervention
Writing &
Grammar
Teacher’s Edition
Grades 3-6
Intervention
Writing &
Grammar
Teacher’s Edition
Grammar
Section 1: Nouns 2
Lesson 1 Common And Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson 2 Abstract and Concrete Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 3 Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 4 Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 5 More Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 6 Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Lesson 7 Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Lesson 8 Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Lesson 9 Sentence Combining with Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Section 2: Pronouns 20
Lesson 10 Singular and Plural Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 11 Subject and Object Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 12 Interrogative, Reflexive, and Intensive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 13 Indefinite and Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson 14 Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 15 Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 16 Pronoun-Verb Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 17 Pronouns, Contractions, and Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Section 3: Verbs 36
Lesson 18 Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 19 Verb Tenses: Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Copyright © The McGraw-Hill Companies, Inc.
Section 7 130
Lesson 65 Similarities and Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 66 Supporting Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson 67 Develop the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 68 Explanatory Essay: Multiple Paragraphs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 69 Strong Openings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson 70 Word Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lesson 71 Precise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson 72 Denotation and Connotation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
Lesson 73 Formal and Informal Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146
Lesson 74 Explanatory Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Lesson 75 Prewriting an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 76 Drafting an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 77 Revising an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson 78 Teacher-Student Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Copyright © The McGraw-Hill Companies, Inc.
Table of Contents v
Section 8 158
Lesson 79 Explain and Sequence Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson 80 Directions to a Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Lesson 81 Descriptive Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson 82 Strong Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
Lesson 83 Varying Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166
Lesson 84 How-to Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168
Lesson 85 Prewriting How-to Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 86 Drafting How-to Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Lesson 87 Revising How-to Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 88 Teacher-Student Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Section 9 178
Lesson 89 Develop Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Lesson 90 Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Lesson 91 Sensory Words and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 92 Descriptive Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Lesson 93 Strong Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
Lesson 94 Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
Lesson 95 Sequence and Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Lesson 96 Plot Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Lesson 97 Create Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lesson 98 Dialogue and Narration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Lesson 99 Fictional Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Lesson 100 Prewriting a Fictional Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
Lesson 101 Drafting a Fictional Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202
Lesson 102 Revising a Fictional Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
Lesson 103 Teacher-Student Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
Section 11 230
Lesson 115 Facts and Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230
Lesson 116 Relevant Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Lesson 117 A Strong Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234
Lesson 118 A Strong Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236
Lesson 119 Express a Viewpoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Lesson 120 A Good Topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240
Lesson 121 Style and Tone: Formal and Informal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Lesson 122 Opinion Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .244
Lesson 123 Prewriting an Opinion Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .246
Lesson 124 Drafting an Opinion Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248
Lesson 125 Revising an Opinion Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250
Lesson 126 Teacher-Student Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Grammar Transfer Issues for Ten Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254
Copyright © The McGraw-Hill Companies, Inc.
1 Name Date
Practice
Reproducible
Writing and
Grammar WG1
GRAMMAR
People
girl 6. My brother’s favorite teams are the Dallas Cowboys and
boy the Indianapolis Colts.
sports team
Things
month 7. Her favorite places to visit are Smith Park, Green Pond,
school and Grant Zoo.
Places
town
8. We saw Uncle Tim, Aunt Joan, and Ellen outside Franklin
• In the third column, model writing the name of a girl in your class. Read the School.
name and circle the capital letter. Tell students that a proper noun names a
particular girl and that it begins with a capital letter. Have students provide Use proper nouns to name people and places. Remember
proper nouns for the remaining common nouns. Write them in the third
to use capital letters and commas.
column, capitalizing important words in each. Circle capital letters.
PRACTICE/APPLY 9. Write a sentence that names three people you sit near in class.
Practice Reproducible Distribute Practice Reproducible WG1. Read the text
and have students complete the exercises. Provide feedback.
© Macmillan/McGraw-Hill
© Macmillan/McGraw-Hill
Writing Rubric
Personal Narrative
Score Genre The writer uses the first person to tell about a single event and
4 explains why the event was important. Dialogue and description help
readers imagine what it was like to experience that event. The introduction
is interesting and there is a sense of closure.
Organization and Focus Events are told in time order, using order words.
The writer includes only details that tell more about the important event.
Sentence Fluency The writer uses both long and short sentences as well as
different kinds of sentences.
Conventions There are not many mistakes in grammar, spelling, or
punctuation.
Score Genre The writer uses the first person to tell about a single event but may
3 not explain why the event was important. The writer uses some dialogue
and description to develop the narrative. There is an interesting lead and
sense of closure.
Organization and Focus One or two events may be out of order. Order
words may be missing. There may be some extra details.
Sentence Fluency Some of the sentences are short and choppy. The writer
could vary sentences more.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The writer uses the first person, but does not tell about a single
2 event. There are few descriptions of people, places, or things. Very little
dialogue is used to expand the narrative. The introduction may not capture
Copyright © The McGraw-Hill Companies, Inc.
Score Genre The topic is not clear. The writer does not use the first person point
1 of view. There are no details or dialogue. The narrative lacks an interesting
lead and sense of closure.
Organization and Focus There is no clear order. Most details are unrelated
to the topic.
Sentence Fluency All the sentences are short and choppy.
Conventions Mistakes make the writing hard to understand.
Instructional Routines
Highly explicit and narrow in focus, each section of Writing and Grammar
Intervention builds slowly from foundational skills, following a scope and
sequence that is consistent with the Reading Wonders core program. Lessons
use routines for explicit instruction and teacher modeling, as well as guided and
independent practice, that are also consistent with the core program.
Instructional Modifications
Most struggling readers will also struggle with writing and grammar in the core
program. These students need more time and practice to master foundational
skills. The lessons in Writing and Grammar Intervention are ideal for these
students.
• English learners may require more time and instruction. Grammar lessons
in Section 1–Section 5 provide additional support for these students. These
students will also benefit from the targeted writing instruction and scaffolded
practice in Section 6–Section 11.
• Speakers of African American Vernacular English (AAVE) may also need extra
support with the rules of standard English. Grammar lessons in Section 1–
Section 5 provide additional support for AAVE speakers.
Section 11, Genre Features lessons use multiple models to introduce the criteria
for each genre and clarify academic language. Writing Strategies lessons target
genre-related skills such as using time order, adding details, and writing topic
sentences. Writing Applications lessons use partner activities, sentence frames,
and highly structured graphic organizers to scaffold students’ independent
writing.
Adverbs 72–75
Appositives 16–17
Articles 62–63
Conventions 2–83
Negatives 78–79
Subjects 84–85
Supporting Details 132–135, 208–209 C
Time-Order Words 114–115, 158–159 C
Transition Words and Phrases 114–115, 190–191, 218–219 C
Skills Correlations xv
LESSON
1
Writing and
Grammar
GRAMMAR
• In the third column, model writing the name of a girl in your class. Read the
name and circle the capital letter. Tell students that a proper noun names a
particular girl and that it begins with a capital letter. Have students provide
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG1. Read the text
and have students complete the exercises. Provide feedback.
9. Write a sentence that names three people you sit near in class.
10. Write a sentence that names three places you like to visit.
Practice Reproducible 3
LESSON
2
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG2. Read the
directions and have students complete the exercises. Provide feedback.
9.
10.
Practice Reproducible 5
LESSON
3
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
1. tree 4. box
2. sister 5. pond
3. chick
Practice Reproducible 7
LESSON
4
Writing and
Grammar
GRAMMAR
child children
woman women
man men
wolf wolves
fish fish
Introduce Irregular Plural Nouns Read and discuss the words in the chart.
Tell students that some singular nouns change their spelling to become plural.
Point to the singular nouns child, woman, and man. Explain that an -s is not added
to make these nouns mean more than one. Have them read the plural for each
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG4. Read the
directions and have students complete the exercises. Provide feedback.
1. man 4. knife
2. child 5. self
3. life 6. woman
Practice Reproducible 9
LESSON
5
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG5. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. halves 2. leaves 3. lives 4. scarves 5. echoes 6. solos 7. potatoes
8. photos 9. are 10. is
Practice Reproducible 11
LESSON
6
Writing and
Grammar
GRAMMAR
Possessive Nouns
TEACH/MODEL
Review Singular and Plural Nouns Say: A noun is a naming word. Singular
nouns name just one person, place, or thing. Plural nouns name more than one.
• Point to individual people or things in your classroom. Avoid proper names.
Have students say the singular common noun that names each one, such
as boy or chair. List each noun on the board, preceding it with a, an, or the.
Reinforce that each noun is singular. Repeat the routine for plural nouns by
pointing to groups of students or things in the classroom.
Introduce Singular and Plural Possessive Nouns Write an apostrophe (’)
and an s. Say: Sometimes one person, place, or thing may have, own, or possess
something else. To show this, an apostrophe and an s are added to that noun.
• Model adding an apostrophe and s to each singular noun on the board. Say:
Each word is now a possessive noun, or a noun that shows ownership.
• Model adding an apostrophe (but not an additional s) to the plural nouns
ending in -s on the board. Explain that this is how most plural nouns form the
possessive.
• Continue to model how different nouns form the possessive using the above
routine. Use the examples children/children’s for nouns that do not end in s,
class/class’s for collective nouns, and Marcus/Marcus’s for names that end in s.
Encourage students to provide additional examples of nouns and make their
possessive form.
PRACTICE/APPLY
Possessive Nouns
Write an ’s or ’ to make the possessive form of the first noun
to show ownership. Then read each group of words.
10.
Copyright © The McGraw-Hill Companies, Inc.
Practice Reproducible 13
LESSON
7
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG7. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. feet 2. people 3. mice 4. choir’s 5. children’s 6. sleeves’
7. kittens’ 8–10. Sentences will vary but should use each noun form correctly.
correctly.
8. flower’s
9. flowers
10. flowers’
Practice Reproducible 15
LESSON
8
Writing and
Grammar
GRAMMAR
Appositives
TEACH/MODEL
Introducing Appositives Write on the board: My sister Lula. Underline my sister.
Remind students that Lula is a proper noun that names a person. Identify my
sister as an appositive. Say: An appositive is a word or group of words that appears
close to a noun and identifies or explains the noun.
• Write: Antoine, captain of the basketball team, is my friend. Underline the apposi-
tive captain of the basketball team. Say: This gives information about Antoine.
• Explain that nouns for places or things may also have an appositive. Write the
following and underline the appositive: Paris, the capital of France,
France is a big city.
Flashlights, invented in 1903,
1903 are handy.
• Explain that essential appositives provide information that the reader needs
to understand the sentence. Write: My cat Lucky ran away. Say: The appositive
Lucky is essential to the sentence because it tells to which cat the writer is referring.
Essential appositives are usually only one word.
• Say: Non-essential appositives provide information that the reader does not need
to understand the sentence. Write: My cat Lucky, a Siamese, ran away. Point out
that the appositive a Siamese is not essential to the sentence.
Introducing Use of Commas with Appositives Use the above sentences to
introduce the use of commas in appositives. Circle the commas in each sentence
and explain that they set off the appositive from the rest of the sentence. Say:
Essential appositives are not usually separated by a comma from the noun they
identify. Non-essential appositives are usually separated from the rest of the sentence
with commas. Display the following rules and examples for students’ use.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG8. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key 1. one of the Founding Fathers of America 2. a printer 3. A
successful writer 4. publisher 5. comma after electricity 6. comma after eyeglasses
and inventions 7. comma after France and country 8. comma after diplomat 9. no
commas
Appositives
Read each sentence. Then circle the appositive.
Practice Reproducible 17
LESSON
9
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG9. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. Maria and Emilio are good cooks. 2. A butterfly and a bee are
on the flower. 3. Parents and children laugh at the clowns. 4. Dogs and cats
have soft fur. 5. The class drew a mural and a poster. 6. I like to learn about
science and history. 7–9. Sentences will vary but should correctly use single or
combined nouns.
Write two sentences that each have one noun in the subject
or predicate. Then write a new sentence that combines the
nouns.
7.
8.
9.
Practice Reproducible 19
LESSON
10
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG10. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. she 2. them 3. I 4. we 5. you 6. her 7. us 8. me 9. They 10. us
English Learners
Third-Person Pronouns In
Spanish, speakers might omit
pronouns because a Spanish verb
can indicate the subject. Korean
speakers might add a pronoun after
the noun, reflecting a pattern in
Korean: Nathan, he is my brother.
1. Jill wanted to play tennis because Jill thought the game was
exciting.
2. When the twins came to visit, we made dinner for the
twins.
twins
3. Mr. Norton said, “Mr.
Mr. Norton was once a pitcher on our
town team.”
4. My brother and I went to a football game, and my brother
and I had the best seats.
5. The teacher asked the class, “Will the class please stand
up?”
Practice Reproducible 21
LESSON
11
Writing and
Grammar
GRAMMAR
10.
Practice Reproducible 23
LESSON
12
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG12. Read the direc-
tions and have students complete the exercises. Provide feedback.
Answer Key: 1. Who 2. whom 3. Which 4. Whose 5. What 6. himself, I 7. them-
selves, R 8. itself, I 9. herself, R 10–11. Sentences will vary but should correctly use
reflexive and intensive pronouns.
Practice Reproducible 25
LESSON
13
Writing and
Grammar
GRAMMAR
Practice Reproducible 27
LESSON
14
Writing and
Grammar
GRAMMAR
Pronoun-Verb Agreement
TEACH/MODEL
Introduce the Concept Have one boy and one girl stand at the front of the
room. Have three students stand at the back.
• Point to the boy at the front. Say: He is at the front. Point to the students at the
back. Say: They are at the back. Write the sentences and read them aloud.
• Point to the boy at the front. Say: You are at the front. Point to the students at
the back. Say: You are at the back. Write and read these sentences.
• Have the girl at the front clap her hands. Say: She claps. Have the students at
the back clap. Say: They clap. Clap your hands. Say: I clap. Then have the entire
group clap. Say: We clap. Write and read these sentences.
Introduce Pronoun-Verb Agreement Reread the sentences. Circle
pronouns and underline verbs. Review that he, she, I, you, we, and they are
pronouns. Review that is, are, and claps are verbs.
• Say: The pronoun I uses the verb am. It also uses verbs such as clap.
• Say: He and she are singular pronouns that name one. Verbs such as is and claps
are used in sentences when the subject is singular. Add -s or -es to most verbs with
singular subjects.
• Say: They and we are plural pronouns that name more than one. Verbs such as
are and clap are used with these pronouns.
• Say: The pronoun you can be either singular or plural. Verbs such as are and clap
are used with this pronoun. Have students suggest other sentences using you.
• Write: Everyone clap together. Everyone claps together. Say: An indefinite pronoun
PRACTICE/ APPLY
Practice Reproducible Distribute Practice Reproducible WG14. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. are 2. dig 3. is 4. shop
5. throws 6. is 7. swim 8. am 9. roll 10.
work 11–12. Sentences will vary but English Learners
Sentence Fragments Spanish- and
each should have a pronoun as the
Chinese-speaking students might
subject and a verb that agrees with the omit some pronouns as sentence
pronoun. subjects because in their home
languages the pronoun may be
unnecessary. For example, the
Spanish equivalent of Am reading
is a complete sentence.
Pronoun-Verb Agreement
Read each sentence. Circle the correct verb to complete the
sentence.
12.
Copyright © The McGraw-Hill Companies, Inc.
Practice Reproducible 29
LESSON
15
Writing and
Grammar
GRAMMAR
Possessive Pronouns
TEACH/MODEL
Review Possessive Nouns Say: If one person has, owns, or possesses something,
the word that names the owner is called a possessive noun. Write the girl’s mitten.
Underline girl and circle the ’s. Ask: Who owns the mitten? Reinforce that the
possessive noun is singular and names just one person.
Introduce Possessive Pronouns Say: Some words show ownership without using
an apostrophe. These words are possessive pronouns and include his, her, your, and
my. Remind students that a pronoun is a word that takes the place of a noun.
• Display and read these sentence pairs: The man owns the hat. It is his hat./ The hat
belongs to the woman
woman. It is her hat./ You own the hat. It is your hat./ The hat belongs
to me
me. It is my hat.
• Identify the possessive pronoun and the noun. Then identify the possessive
pronoun’s antecedent and draw an arrow connecting the two. Explain that each
possessive pronoun is singular because it takes the place of a noun or pronoun
that is also singular. Reinforce that his, her, your, or my appears beside a noun to
show that someone owns it.
Introduce Stand-Alone Possessive Pronouns Say: Some pronouns show
possession but do not come before a noun. These are stand-alone possessive
pronouns. Write: The mitten is hers. Point out that hers does not come before a
noun.
• Explain that most stand-alone possessive pronouns look like a possessive
pronoun with an s at the end. Say: Yours, ours, hers, and theirs are all stand-
alone possessive pronouns. Write: Is this yours? No, it is hers. Ask students to
PRACTICE/APPLY
Practice Reproducible Distribute
Practice Reproducible WG15. Read English Learners
Possessive Pronouns Asian-
the text. Then have students complete
language students and others might
the exercises. Provide feedback. try various forms for possessive
Answer Key: 1. her 2. his 3. his 4. mine pronouns—the hat of her, you
5. hers 6. theirs 7–8. Sentences will vary. hat—or might not always state
the pronoun (Mo Yun took off hat).
Provide additional practice.
Possessive Pronouns
Read the two sentences beside each number. Then
underline the possessive pronoun.
8.
Copyright © The McGraw-Hill Companies, Inc.
Practice Reproducible 31
LESSON
16
Writing and
Grammar
GRAMMAR
Pronoun-Verb Contractions
TEACH/MODEL
Review Subject-Verb Agreement Review when to use is and are with pronouns.
• Write: is in class. Write the pronouns he, she, and it in the blank. Say:
With singular subjects and with these pronouns, you use is.
• Write: are in class. Write the pronouns we, you, and they in the blank. Say:
With plural subjects and with these pronouns, you use are. Emphasize that you
uses the verb are when it stands for one person or for more than one person.
• Write: am in class. Ask: What is the only word that can go in the blank?
Emphasize that I is the only word that uses the verb am.
Introduce Contractions with Pronouns Say: The job of a contraction is
to take two words and make one word out of them. Some contractions use the
pronoun I, he, she, or it.
• Write: I’m in class. Circle I’m. Then write: I + am = I’m. Identify and discuss the
missing letter (the a in am). Explain that the job of an apostrophe in a contrac-
tion is to take the place of one or more missing letters.
• Write: He’s in class. Circle He’s. Then write: he + is = he’s. Identify and discuss the
missing letter (the i in is). Repeat with she is (she’s) and it is (it’s).
• Write: We’re in class. Circle We’re. Write: we + are = we’re. Identify and discuss the
missing letter (the a in are). Repeat with they are (they’re) and you are (you’re).
• Write: I’ll come to class. Circle I’ll. Write: I + will = I’ll. Identify and discuss the
missing letters (the wi in will). Repeat with you will (you’ll), he will (he’ll), she will
(she’ll), they will (they’ll), and we will (we’ll).
Answer Key: 1. I’m 2. she’s 3. I’ll 4. we’ll 5. he’s 6. it’s 7. you’re 8. we’re 9. they’ll
10. you’ll 11. he’ll 12. she’ll 13. I’m 14. You’re 15. We’re 16. Sentences will vary.
Pronoun-Verb Contractions
Write the contraction on the line. Put an apostrophe
in the correct place.
1. I + am = 7. you + are =
2. she + is = 8. we + are =
3. I + will = 9. they + will =
4. we + will = 10. you + will =
5. he + is = 11. he + will =
6. it + is = 12. she + will =
Practice Reproducible 33
LESSON
17
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG17. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. It’s 2. your 3. you’re 4. their 5. They’re 6. its 7. their 8. its 9.
They’re 10. your
1. (Its, It’s) another snow day and a perfect time to have some
outdoor fun.
2. Grab (you’re, your) snowshoes and go on a snow hike.
3. If (you’re, your) a skier, this is a perfect day to head for a
mountain.
4. Some families put on (their, they’re) cross-country skis and
walk, instead of slide, on the fresh snow.
5. (They’re, Their) eager to start while the snow is fresh.
6. Hurry! The sun is making (its, it’s) way across the sky and
melting the snow.
Copyright © The McGraw-Hill Companies, Inc.
Practice Reproducible 35
LESSON
18
Writing and
Grammar
GRAMMAR
Action Verbs
TEACH/MODEL
Introduce the Concept Ground the discussion of grammar in concepts and
distinctions that students make in their everyday lives.
• Walk across the room. Say: I walk. Write the word walk on the board. Have a
boy walk across the room. Say: He walks. Have a girl walk across the room.
Say: She walks. Write the word walks on the board. Sit down. Say: I sit. Write
the word sit on the board. Have the girl sit down. Say: She sits. Have the boy sit
down. Say: He sits. Write the word sits on the board.
• Have students perform other simple actions, such as running, jumping, and
dancing. Write each word on the board, and read it with students.
Explain Action Verbs Read and discuss the words on the board. Tell students
that each word names an action. Explain that these words are called verbs.
• Say: Different words can have different jobs in a sentence. The job of a verb is to tell
what someone or something is or does. Action verbs tell what someone does.
• Write the heading Action Verbs on the board and add examples such as shout,
read, grow, hot, look, sing, and so on. Help students add words. Say: The ending
-s is added to many verbs, such as shout, to change I shout to He shouts or She
shouts.
• Tell students to be careful not to confuse the action verbs lie/lay, sit/set, and
raise/rise. Write and use these sentences to explain the difference between the
action verbs: The book lies on the shelf. Please lay this one on top of it./ The cup is
sitting on the table. Set the plate next to it./ We’ll raise the blinds after the sun rises.
• Explain that some action verbs have helping verbs. Tell students that a helping
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG18. Read
the directions and have students complete the exercises. Provide corrective
feedback.
Answer Key: 1. dig 2. skate 3. The baby sleeps
sleeps. 4. A family cooks
cooks. 5. The boy reads
reads.
Action Verbs
Look at each picture. Write an action verb that names
what is happening.
1.
2.
3.
.
Copyright © The McGraw-Hill Companies, Inc.
4.
5.
Practice Reproducible 37
LESSON
19
Writing and
Grammar
GRAMMAR
Practice Reproducible 39
LESSON
20
Writing and
Grammar
GRAMMAR
Present-Tense Verbs
TEACH/MODEL
Introduce Present-Tense Verbs Tell students that the tense of a verb tells
when the action takes place. Explain that a present-tense verb shows that the
action is happening now or is happening over and over. Write these examples
on the board and have students read them aloud: The sun shines. A bird sings.
Clouds roll by in the sky. Point out that all these actions are happening right now.
• Have students identify the verb (shines) in the first example. Then have them
identify the subject (the sun). Explain that when the subject of the verb is a
single noun like the sun, you add an -s to the verb to form the present tense.
Write: It shines. Explain that if the subject of a sentence is a singular pronoun
such as he, she, or it, you also add an -s to the verb in the present tense. Write:
Matt runs a mile every day. He likes running. Our dog follows him as he runs.
• Explain that when a verb ends in -sh, -ch, -ss, -zz, or -x, you add -es to form the
present tense with a singular subject. Write: wish and Selma wishes.; watch and
She watches.; hiss and The cat hisses.; buzz and A bee buzzes.; and fix and He
fixes toys. Point out each example of a singular subject and how the ending
changes for verb. Say: When a present-tense verb has a singular noun or a
singular pronoun such as he, she, or it as its subject, you add -es.
• Have students give other verb examples, and create oral sentences using
singular nouns or the pronouns he, she, or it as subjects.
• Tell students that there is another rule for forming present-tense verbs with a
singular noun or the pronouns he, she, or it as subjects. Say: If the present-tense
verb ends with a consonant plus -y, change the y to i and add -es. Write and use
Present-Tense Verbs
Read each sentence. Circle the form of the verb that
correctly agrees with the subject of the sentence.
Practice Reproducible 41
LESSON
21
Writing and
Grammar
GRAMMAR
Past-Tense Verbs
TEACH/MODEL
Review Verbs Say: The job of a verb in a sentence is to tell what happens. A verb
can tell what the subject is doing or already did.
• Have one student clap. Then write this sentence, using the student’s name
and the present tense: Angela claps. Circle the verb. Say: This is the verb in the
sentence. It tells what Angela is doing. Repeat with waves, walks, and jumps.
Introduce Past-Tense Verbs Tell students that past-tense verbs tell about
something that happened before this moment. Explain that past-tense verbs
often end in the letters -ed.
• Point to the first sentence. Ask: Is Angela clapping now? No. So if we want to
tell about Angela clapping, we use a verb in the past tense. Write: Angela clapped.
Circle the verb. Say: Clapped is a verb in the past. It tells about an action that
happened earlier. Underline the -ed ending. Model forming the past tense for
waves, walks, and jumps. Rewrite each sentence. Underline each -ed ending.
• Tell students that to form past-tense verbs that end with a consonant plus
-y, change the y to i and add -ed. Write and use these examples: Hurry: Don
hurried to work. and Cry: The baby cried all night. Point out the spelling changes.
• Tell students that to form past-tense verbs that end with one vowel and one
consonant, double the consonant and add -ed. Write these examples: Trim:
Nev trimmed her hair. and Hum: Mom hummed a tune. Point out the spelling
changes.
PRACTICE/APPLY
Past-Tense Verbs
Circle the past-tense verb. Then rewrite the sentence, using
that verb.
Write two sentences. Tell about two things you did in the
past. Circle each past-tense verb.
7.
8.
Practice Reproducible 43
LESSON
22
Writing and
Grammar
GRAMMAR
Future-Tense Verbs
TEACH/MODEL
Review Present- and Past-Tense Verbs Say: The job of a verb in a sentence is
to tell what happens. A verb can tell what the subject is doing or already did. Write:
Rowan waves. Circle the verb and explain that this tells what Rowan is doing
now. Write: Rowan waved. Circle the verb and explain that this tells about an
action that happened earlier. Underline the -ed ending.
Introduce Future-Tense Verbs Say: A verb also tells what a subject will do in the
future.
• Say: I’ll point to someone, and I want that person to stand. Point to a student.
Using the student’s name and a present tense verb, write: Ann stands. Circle
the verb. Say: This verb tells what Ann is doing now. Repeat with other students.
• Ask: What will happen if I point to another student? Using a student’s name and
the future tense, write: Lia will stand. Circle will stand. Say: This is the whole verb.
The verb will helps the verb stand tell about the future. Together they tell what Lia
will do. Point to Lia and have her stand. Repeat with other actions.
Compare Helping Verbs Explain that will helps other verbs tell about the future.
Write: will help. Write different singular and plural nouns in the blank. Then
write the pronouns I, he, she, it, we, and they. Emphasize that will doesn’t change
when the subject changes.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG22. Read the
English Learners
Future Tense Spanish, Haitian
Creole, and Hmong speakers might
use present tense in places where
English calls for future tense. Help
students practice verbs in state-
ments such as I will read later and
After we read, we will write a story.
Answer Key: 1. will talk 2. will give 3. visited 4. walked 5. will phone 6. will paint
7. watched 8. Sentences will vary but both should use will.
Future-Tense Verbs
Choose the verb that completes the sentence correctly.
Write it on the line.
Write two sentences. Tell what you will do later today. Tell
what you will do tomorrow. Use will in both sentences.
8.
Practice Reproducible 45
LESSON
23
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG23. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. Dad cooks and tries new recipes. 2. We eat fruits and vegeta-
bles. 3. Dad reads the new recipe and gets a pan. 4. He needs more cooking oil
and must buy eggs. 5. Dad shops and brings the food home. 6. Mom plans a
barbecue and lights the grill. 7. She grills hamburgers and hotdogs. 8. We ate a
great breakfast this morning and enjoyed a barbecue at night.
Practice Reproducible 47
LESSON
24
Writing and
Grammar
GRAMMAR
• Work with students to write example sentences for some of the verb forms in
the chart. To get started, provide the following frames: ready for the
game. been to the show. like that song.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG24. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. is 2. were 3. are 4. have 5. has mailed 6. did 7. has done
8–10. Sentences will vary but should correctly use the verbs be, have, and do.
9.
10.
Practice Reproducible 49
LESSON
25
Writing and
Grammar
GRAMMAR
Linking Verbs
TEACH/MODEL
Introduce the Concept Review that an action verb tells what the subject does.
Say: Another kind of verb, does not show action. This type of verb is called a linking
verb. Linking verbs tell about the condition or state of being of something. In a
sentence, a linking verb connects the subject with a word in the predicate. Explain
that to be is the most common linking verb.
• Write: The boy is my brother. Point out that the verb is links the subject boy with
the predicate noun brother, which tells who the subject is.
• A linking verb can also connect the subject to a predicate adjective. Write: The
boy is kind. In this sentence, is links the subject boy with the predicate adjective
kind, which describes the boy.
• Say: Linking verbs have special verb forms in the present tense. Review this
chart of the linking verb to be in present, past, and future tenses. Review the
examples, and have students make up examples of their own.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG25. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. looks, beautiful 2. smells, fresh 3. seem, difficult 4. feel, proud
5. are, tired 6. is 7. am 8. are 9. Were 10. will be
Linking Verbs
Read each sentence. Look at each underlined subject.
Circle the linking verb in each sentence. Then underline
the predicate noun or predicate adjective that links to the
subject.
Practice Reproducible 51
LESSON
26
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG26. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. is, roaring 2. are, breaking 3. were, enjoying 4. may, drive
5. will, clean 6. is 7. was 8. must 9. will be 10. am
our car.
9. Spring (was, will be) very welcome this year.
10. I (am, is) counting the days until spring arrives.
Practice Reproducible 53
LESSON
27
Writing and
Grammar
GRAMMAR
Perfect Tenses
TEACH/MODEL
Introduce Perfect Tenses Review that the tense of a verb tells when an action
takes place. Say: Present-tense verbs tell what is happening now. Past-tense verbs
tell about actions in the past. Future-tense verbs tell about actions that will happen.
Then explain that there are other verb tenses called perfect tenses.
• Say: The present perfect tense shows an action that happened at an indefinite time
in the past, or that began in the past and continues in the present. Write: We have
started the school day. Explain that the present perfect tense uses the helping
verb has or have with a verb that often ends in -ed. (a past participle)
• Say: The past perfect tense shows an action that took place in the past, before
another action or event in the past. Write: The school had opened before we
arrived. Explain that the past perfect tense uses the helping verb had with a
verb that often ends in -ed. (a past participle)
• Say: The future perfect tense shows an action that will happen in the future, before
some other action or event. Write: We will have learned to identify perfect tenses
before the day is over. Point out that the future perfect tense uses the helping
verbs will have with a verb that often ends in -ed. (a past participle)
• Write this chart on the board. Read aloud the example sentences and review
how each perfect tense is formed. Remind students to always check for
subject-verb agreement when they write sentences in the perfect tenses.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG27. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. past perfect 2. future perfect 3. present perfect 4. future
perfect 5. present perfect 6. past perfect 7. present perfect 8. Sasha has baked
a loaf of bread. 9. The flowers had bloomed before spring started. 10. You will
have opened the gift before your birthday tomorrow.
Perfect Tenses
Read each sentence. Write the tense of the underlined verb:
present perfect, past perfect, or future perfect.
10. You open the gift before your birthday tomorrow. (future perfect)
Practice Reproducible 55
LESSON
28
Writing and
Grammar
GRAMMAR
Irregular Verbs
TEACH/MODEL
Review Regular Verbs Write: The student waits for class to begin. The student
waited for class to begin. Review that you can form the present tense of most
regular verbs by adding an -s, and the past tense by adding the ending -ed. Say:
Verbs that form tenses in different ways are called irregular verbs.
Introduce Irregular Verbs Say: Irregular verbs do not follow any kind of pattern
to make different verb forms. You must memorize the correct forms of each irregular
verb. Remember, you can also look up the correct verb forms in a dictionary.
• Write: The class began
began. Say: Began is the past-tense form of begin. It is an irregular
verb. Write: The class has already begun
begun. Say: Begun is another past-tense form
of the verb begin. It is the form used with the helping verb have. Explain that
this form is called the past participle. Point out that these forms are made by
changing a vowel in the original verb begin.
• Draw the following chart on the board. Review it with students. Encourage
them to copy it down to help them memorize irregular verb forms. Say: There
are many irregular verbs, but these are some you might use everyday. Invite
students to make sentences using some of the verbs from the chart.
Verb Past Past Participle Verb Past Past Participle
Tense (Have + Verb) Tense (Have + Verb)
begin began begun keep kept kept
bring brought brought know knew known
catch caught caught leave left left
choose chose chosen make made made
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG28. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. thought 2. begin 3. have made 4. wrote 5. forget 6. has hidden
7. said 8–10. Sentences will vary but should correctly use the verbs choose,
chose, and chosen.
Irregular Verbs
Choose the correct verb. Then write it on the line to
complete each sentence.
9.
10.
Practice Reproducible 57
LESSON
29
Writing and
Grammar
GRAMMAR
Contractions
TEACH/MODEL
Introduce Contractions isn’t, aren’t, wasn’t, and weren’t Say: The job of a
contraction is to take two words and make one word out of them.
• Write: Sam isn’t here today. Circle isn’t. Then write: is + not = isn’t. Identify
and discuss the missing letter (the o in not). Explain that the apostrophe in a
contraction takes the place of one or more missing letters.
• Repeat the routine for: Dan wasn’t here Monday, They aren’t here today, and They
weren’t here Monday. Practice subject-verb agreement with isn’t, aren’t, wasn’t,
and weren’t by modifying the frames above. Have students supply nouns or
pronouns.
Introduce Contractions can’t and won’t Write: We can’t go today. Circle can’t.
Write: can + not = can’t. Identify and discuss the missing letters. Repeat for We
won’t go tomorrow. Emphasize that can’t and won’t do not change when the
subject changes. Have students supply singular and plural nouns and pronouns
to complete these frames: can’t help and won’t help.
Introduce Contractions with Helping Verbs Sometimes one of the words is a
helping verb, such as am, are, was, were, has, have, had, would. These helping verbs
may form a contraction with a pronoun or the word not. Write these contractions on
the board and talk about the letters replaced by the apostrophe.
I + am = I’m they + are = they’re he + would = he’d
you + have = you’ve we + would = we’d she + is = she’s
PRACTICE/APPLY
Contractions
Write the contraction on the line. Put an apostrophe in the
correct place.
12.
Practice Reproducible 59
LESSON
30
Writing and
Grammar
GRAMMAR
Adjectives
TEACH/MODEL
Introduce the Concept Hold up a marker. Ask: What am I holding? Have them
say words that describe the marker’s color, shape, size, or purpose. Write the
words on the board. Say: These descriptive words are called adjectives.
Introduce Adjectives Explain that adjectives are words that describe nouns or
pronouns. Say: Adjectives usually tell what kind, how many, or which one.
• Write: The excellent story had many thrilling parts. Point out excellent and
thrilling. Explain that these adjectives tell what kind. Say: Exciting tells what kind
of story, many tells the number of parts, and thrilling tells about the story’s parts.
• Write: We had three homework assignments to complete in just two days. Point
out three and two. Explain that these adjectives tell how many. Say: Three tells
how many assignments there were, and two tells how many days.
• Write: These papers belong to that student. Point out these and that. Explain that
these adjectives point out something. Say: These and that are words that tell
which one or which ones. These are also called demonstrative adjectives.
• Write: My favorite little red car. Explain that when listing adjectives to describe
nouns, pronouns, or other adjectives, there is an order in which to list them. In
this example, the order is: opinion (good, bad) before size (big, small) before
color (red, yellow). In the sentence, favorite is the opinion, little is the size, and
red is the color.
Introduce Proper Adjectives Remind students that proper nouns name a
specific person, place, organization, or thing. Say: Proper adjectives can be formed
from proper nouns, and also describe a specific thing, such as a language or country.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG30. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. twelve 2. curly 3. those
4. Both 5. lost 6. Canadian 7. fluffy
8–10. Sentences will vary but should English Learners
correctly use adjectives. Adjectives Spanish adjectives have
endings that match the gender and
number of the nouns they modify.
In Spanish and Vietnamese, adjec-
tives often follow nouns.
Adjectives
Read each sentence. Select an adjective from the box to
complete each sentence correctly. Use each word once.
fluffy lost
twelve curly
those Both
Canadian
8. how many
9. what kind
Practice Reproducible 61
LESSON
31
Writing and
Grammar
GRAMMAR
Articles
TEACH/MODEL
Introduce the Concept Write on the board: a, an, the. Have students read the
words with you. Tell students that these words come before nouns, or naming
words. Have them listen as you say each sentence below. Ask students which of
the three words they hear, and have them identify the noun that comes after it.
• Say: I see the keys on my desk. Write the sentence. Circle the. Underline desk.
• Say: Do you need a pencil? Write the sentence. Circle a. Underline pencil.
• Say: Who had an egg for breakfast? Write the sentence. Circle an. Underline egg.
• Say: We can pick an orange. Write the sentence. Circle an. Underline orange.
Introduce Articles Write the word article, and have students say it with you.
Point to the words you circled. Say: The words a, an, and the are called articles.
Articles are special adjectives, or describing words. Point to the nouns you under-
lined. Say: These words are nouns. An article comes before a noun. Say each of the
rules below, and discuss the examples. Have students offer more examples.
• Use a before a noun that begins with a consonant. The noun should name just
one person, animal, place, or thing. Examples: a boy, a room, a playground.
• Use an before a noun that begins with a vowel. The noun should name just
one person, animal, place, or thing. Examples: an elephant, an island, an oven.
• Use the before a noun that names one or more particular people, animals,
places, or things. Examples: the city, the students, the books.
• Emphasize that an, not a, should be used before a word beginning with a
vowel. Have students listen for an error in this sentence and then say the
sentence correctly: I just wrote a article on the board. (an article)
Articles
Read each sentence. Circle each article. Underline the noun
that follows it.
12.
Practice Reproducible 63
LESSON
32
Writing and
Grammar
GRAMMAR
Demonstrative Adjectives
TEACH/MODEL
Review Adjectives Remind students that an adjective describes a person,
place, thing, or idea. Adjectives modify nouns or pronouns. Ask simple ques-
tions about familiar people, places, things, and ideas. Phrase questions so that
students can use different kinds of adjectives in their responses. For example:
• Ask: What color shoes are these? Write responses on the board. (For example,
These are brown shoes.) Circle the adjective. Say: Adjectives that tell about color,
shape, and size tell what kind.
• Hold up three fingers and ask: What do you see? (I see three fingers.) Write the
response on the board. Circle three. Say: Some adjectives tell how many.
• Write: The adventure was fun. Point out that the adjective fun comes after a
linking verb. Explain that it is a predicate adjective. Say: Predicate adjectives
describe the subject of a sentence and come after a linking verb. Have students
complete this sentence with a predicate adjective: The movie was .
Introduce Demonstrative Adjectives Say: Some adjectives point out people,
places things, or ideas. They tell which one or which ones. These are called demon-
strative adjectives. Display and discuss the chart below.
DEMONSTRATIVE ADJECTIVES
Use with singular Use with plural nouns
nouns and pronouns and pronouns
(one) (more than one)
• Write: This book is mine. Underline this. Ask students which noun this is telling
about. (book) Ask: Which demonstrative adjective would you use if the book were
farther away? (that) Have students say the sentence using that. (That book is
mine.) Repeat for these (if there were more than one book nearby: These books
are mine) and those (if there were more than one book farther away: Those
books are mine).
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG32. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. that 2. these 3. This 4. those 5. this 6. those 7. that 8. these 9–10.
Sentences will vary but should correctly use demonstrative adjectives.
Demonstrative Adjectives
Read each sentence. Circle the demonstrative adjective.
Write it on the line.
10.
Practice Reproducible 65
LESSON
33
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG33. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. warmer 2. quicker 3. kindest 4. highest 5. newer 6. Sample
Answer: softest 7. Sample Answer: funnier 8. Sample Answer: slower 9–10.
Sentences will vary but should correctly use a word from the box.
9.
10.
Practice Reproducible 67
LESSON
34
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG34. Read
the directions with students and have
them complete the exercises. Provide English Learners
corrective feedback. Comparative and Superlative
Answer Key: 1. more 2. most 3. more Adjectives English learners might
use English adjectives in patterns
4. most 5. most 6. more 7. more 8. most
from their home languages: He was
9–10. Answers will vary but should the most tallest boy in class. My dog is
correctly use more or most. more older than yours.
10.
Practice Reproducible 69
LESSON
35
Writing and
Grammar
GRAMMAR
• Invite students to form oral sentences using each of the adjective forms. Ask
them to identify how many things are being compared in each sentence.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG35. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. better 2. better 3. best 4. best 5. better 6. worst 7. worse 8. worst
9. worse 10. worse 11. worst
Practice Reproducible 71
LESSON
36
Writing and
Grammar
GRAMMAR
Adverbs
TEACH/MODEL
Introduce the Concept Say: Every word in a sentence has a job. Some words tell
when or where something happens. Write statements about familiar activities.
• Write: Chris woke slowly. Underline woke. Circle slowly. Say: The word slowly tells
how Chris woke.
• Write: Chris went downstairs. Underline went. Circle downstairs. Say: The word
downstairs tells where Chris went.
• Write: Then Chris ate breakfast. Underline ate. Circle Then. Say: The word Then
tells when Chris ate.
• Write: Chris always eats cereal. Underline eats. Circle always. Say: The word
always tells when Chris eats cereal.
Introduce Adverbs Write adverb on the board. Point to each underlined
word. Say: Each of these words is a verb. It tells an action. Point to each word you
circled. Say: Each of these words is an adverb. An adverb tells more about a verb.
• Tell students that an adverb can answer the question How is the action done?
Explain that an adverb also tells where or when something is done.
• Draw the chart below. Work together with students to create oral sentences
for each verb and adverb. Have students repeat the sentences.
• Tell students that adverbs that tell where or when may go at the beginning or
end of the sentence. Adverbs that tell how go after the direct object or noun
in the subject. If more than one adverb is at the end of the sentence, there is
an order in which they are listed: how, where, and when. For example, The dog
runs quickly outside. Another example is: I eat here often.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG36. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. often 2. outside 3. Sometimes 4. here 5. Now 6. indoors
7–10. Sentences will vary but should correctly use each adverb.
Adverbs
Read each sentence. Circle the adverb that tells about the
underlined verb. Write it on the line.
1. Mike often rides his bike.
2. He rides outside.
3. Sometimes Mike plays ball.
4. He plays here.
5. Now Mike reads a book.
6. He reads indoors.
Practice Reproducible 73
LESSON
37
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG37. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. louder 2. soonest 3. faster 4. more carefully 5. most politely 6.
more quickly 7. better 8. worst 9. best 10. worse
Practice Reproducible 75
LESSON
38
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG38. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. heavy, Harry carried the heavy package inside. 2. funny, The
children laughed at the funny joke. 3. strong, Spiders weave strong webs. 4. soft, The
kitten fell asleep in its soft bed. 5. brightly, The stars shone brightly in the night sky.
6. hard, Pablo works hard on his homework. 7. loudly, Carrie practices piano loudly
every day. 8. quietly, The audience quietly watched the play.
4. The kitten fell asleep in its bed. The bed was soft.
Practice Reproducible 77
LESSON
39
Writing and
Grammar
GRAMMAR
Negatives
TEACH/MODEL
Introduce the Concept Explain that a negative is a word that means “no.” Tell
students that negative words make sentences mean the opposite of what the
positive sentence says. Say: In English, one common way to make a negative state-
ment is to use the word not.
• Write: Justin is my friend. Explain that if a sentence has a form of be or have as
the main or helping verb, just add not to make it negative. Write: Justin is not my
friend. Point out that this sentence means the opposite of the first sentence.
Introduce Negatives with Helping Verbs and Contractions Explain that
many verbs can be changed to negatives by making negative contractions. Say:
A negative contraction is made up of a verb combined with the word not, using an
apostrophe to show where letters have been left out.
• Write: Justin isn’t my friend. Circle isn’t. Draw a line to the underlined words is
not in the previous sentence. Explain that these words mean the same thing,
and make the sentence negative.
• Write: They have begun to study. Ask students to identify the positive verb.
Say: To make this sentence negative, we add the word not. Write: They have not
begun to study. Say: This sentence is negative. Write: They haven’t begun to study.
Reinforce that the two negative sentences mean exactly the same thing.
• Explain that there are several other negatives in English such as no, nobody, no
one, nowhere, nothing, never, and neither. Write and read aloud the following
examples: No one knows how to skate. Nothing can be done about it. I never
learned how to skate. Nobody in my family knows how to skate.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG39. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. nothing 2. no one 3. not many 4. no 5. see 6. forgets 7. a 8. eat
9–10. Sentences will vary but should correctly use negative contractions.
Negatives
Read each sentence. Look at the underlined positive words.
Then rewrite the sentence as a negative sentence.
9.
10.
Practice Reproducible 79
LESSON
40
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG40. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key 1. onto 2. underneath 3. past 4. until 5. with the sharp thorns 6.
into the gurgling fountain 7. towards her smiling grandmother 8. on the top
shelf 9. Julio was writing a letter with a new pen. 10. Pam traveled to Florida.
prepositional phrase.
Practice Reproducible 81
LESSON
41
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG41. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. Sample answer: Simon was reading a book while he was in
class. 2. Sample answer: Alice picked up the can that was under the bench. 3.
Sample answer: He climbed onto the bike that was parked near the door, and
rode toward the playground. 4. Sample answer: After school, the teacher stood
by the door and waved at the students. 5. Before we go to the movies, 6. Inside the
theater, 7. Under the sea, 8. Without studying, 9. Near the pumpkin patch,
Practice Reproducible 83
LESSON
42
Writing and
Grammar
GRAMMAR
Subjects
TEACH/MODEL
Introduce the Concept Say: The job of a sentence is to tell people what they need
to know.
• Write: reads. Then ask: Is this everything you need to know? What else do you need
to know? Guide students to explain that they need to know who reads.
• Have a student in the group say My father reads. Write: My father reads.
Capitalize the first letter, add a period at the end, and circle My father. Read the
sentence with students. Ask: Is this a complete thought now? Guide students to
explain that you added the words for the person who does the action.
• Write: is here. Repeat the routine. Then write: He is here. Circle is. Emphasize
that you created a complete thought by naming who is here. Emphasize that
a sentence always begins with a capital letter and ends with a punctuation
mark. Point out that this is how you wrote each sentence.
Define Subjects Say: The words in a sentence have different jobs. The job of the
subject is to tell who or what does the action. Point to the words you circled in the
first sentence (My father). Say: These words tell who does the action. They are the
subject, or naming part, of this sentence. Point to the word you circled in the last
sentence (he). Say: This word tells who is somewhere. It is the subject of this sentence.
• Explain that a complete subject includes all the words that make up the
subject of the sentence. Write: My sisters Marisa and Meg play. Say: The under-
lined words make up a compound subject, a subject for more than one.
• Write the sentences below. Work together to read each sentence and identify
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG42. Read the
directions with students. Discuss each picture. Then have students complete the
exercises. Provide corrective feedback.
Answer Key: 1. Dad 2. A fish 3. Peg 4. The class 5. He 6. The clock 7. Sample
Answer: The girl plants a flower. 8. Sample Answer: A duck quacks.
9–10. Sentences will vary but should contain compound subjects.
Subjects
Read each sentence. Circle each subject.
7.
plants a flower.
8.
quacks.
Copyright © The McGraw-Hill Companies, Inc.
9.
10.
Practice Reproducible 85
LESSON
43
Writing and
Grammar
GRAMMAR
Predicates
TEACH/MODEL
Introduce the Concept Say: The job of a sentence is to tell people what they need
to know.
• Write: My mother. Then ask: Is this everything you need to know? What else do you
need to know? Guide students to explain that they need to what the
mother does.
• Then write: My mother walks. Capitalize the first letter, add a period at the end
of the sentence, and circle the verb you added. Then read the sentence with
students. Ask: Is this a complete thought now?
• Write: She. Repeat the routine. Then write: She is here. Circle is here. Emphasize
that you created a sentence by telling where she is.
Define Predicates Say: The words in a sentence have different jobs. The job of the
predicate is to tell what the subject, or naming part, is or does. It always includes a verb.
• Point to the first verb that you circled (walks). Say: This word tells the action. It
is the predicate of this sentence. Point to the last words you circled (is here). Say:
This tells where or what someone or something is. It is the predicate of this sentence.
• Explain that a complete predicate includes all the words that make up the
predicate of the sentence. Write: turned left and then right. Explain that these
five words make up the complete predicate. Point out that turned is a simple
predicate because it includes only the verb that tells what action the sentence
is about.
• Write the following sentences on the board. Work together to read each
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG43. Read the
directions with students. Discuss each picture. Then have students complete the
exercises. Provide corrective feedback.
Predicates
Read each sentence. Circle each predicate.
7.
A boy
8.
The cat
Copyright © The McGraw-Hill Companies, Inc.
9.
10.
Practice Reproducible 87
LESSON
44
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG44. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. kitten 2. pencils 3. sandwich 4. book 5. dog 6. Lizzie 7. goldfish
8. grandmother 9–10. Sentences will vary but should have direct and indirect
objects correctly indicated.
88 Writing and Grammar Intervention: Section 5
Practice
Name Date Reproducible
WG44
10.
Practice Reproducible 89
LESSON
45
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG45. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 3., 4., 6.: Complete.
7. Sample Answer: A horse eats hay. English Learners
8. Sample Answer: The dog barks. Subjects and Predicates The typical
9. Sample Answer: A cow sleeps. 10. English sequence of subject then
Sample Answer: The farmer drives a predicate is not standard in some
languages. For example, in Spanish
tractor. the verb often appears before the
subject, while in Korean and Hindi
the verb typically appears at the end
of a sentence.
Subjects Predicates
7. Eats hay.
8. The dog.
9. A cow.
10. Drives a tractor.
Practice Reproducible 91
LESSON
46
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG46. Read the
directions and have students complete the exercises. Provide feedback.
Practice Reproducible 93
LESSON
47
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG47. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. exclamation 2. excla-
mation 3. command 4. exclamation English Learners
5. command 6. command 7. exclama- Forming Exclamatory Sentences
tion 8. exclamation 9. command English learners may need to prac-
10. command 11–14. Sentences will tice correct word order in exclama-
vary, but should be commands or tory sentences. Have students make
sentence strips, correcting exclama-
exclamations. tions like We enjoy very much movies!
Write two school rules that you follow. Write each rule as a
command. Remember to begin each sentence with a capital
letter. Use the correct punctuation.
13.
14.
Practice Reproducible 95
LESSON
48
Writing and
Grammar
GRAMMAR
Compound Sentences
TEACH/MODEL
Introduce the Concept Explain that good writers learn how to use coordi-
nating conjunctions to take two or more short, choppy sentences and combine
them into one longer, more descriptive sentence. Say: You can combine two
sentences with a comma and the coordinating conjunction and, or, or but.
• Write: Kevin likes stories about birds. Jordan likes stories about cars. Say: You can
combine two related sentences using a comma and the coordinating conjunction
and. Write: Kevin likes stories about birds, and Jordan likes stories about cars.
Introduce Compound Sentences Say: A sentence that contains two sentences
joined by and, or, or but is a compound sentence. Always place a comma before
the conjunction and, or, or but in the sentence. Tell students that each sentence
should have a complete subject and a complete predicate.
• Write: We wanted to go outside, but it was too cold. Say: This compound sentence
contains two simple sentences. Guide students to identify the two complete
sentences and the conjunction that make this a compound sentence.
• Write: Alyssa borrowed her sister’s coat. She was still cold. Work with students to
make a compound sentence using and, but, or or. Point out comma placement.
Model Identifying Compound Sentences Write and read: The snow is falling
lightly outside. Explain that is a simple sentence because it has only one part.
Write and read: I forgot my jacket, and it began to snow harder. Point out that
this is a compound sentence joined by the conjunction and. Write: I want to go
sledding, or I want to go skating. We can have hot chocolate when we get home,
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG48. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. pencils, and some 2. hard, but all 3. lunch, or they 4. park, but it
5. watering, but the 6–10. Answers will vary, but should show understanding of
creating complete compound sentences.
Compound Sentences
Combine each sentence pair to make a compound sentence.
Use a comma and a conjunction.
2. The test was very hard. All the students passed it.
3. The students can eat their lunch. They can go out to play.
5. The garden needed watering. The rain did not last long.
Practice Reproducible 97
LESSON
49
Writing and
Grammar
GRAMMAR
Complex Sentences
TEACH/MODEL
Introduce the Concept Remind students that they can take two or more short,
choppy sentences, and combine them into a longer, more descriptive one. This
helps add interest to their writing.
Introduce Complex Sentences Say: A sentence containing an independent
clause and one or more dependent clauses joined by a conjunction other than and,
but, or or is a complex sentence. These are called coordinating conjunctions. They
include after, although, as, because, before, if, since, so that, until, when, whether,
and while. Write each coordinating conjunction on the board for students’
reference. Tell students these conjunctions can appear at the beginning or in the
middle of a complex sentence.
• Write: As we listened to the music, we started to move. Explain that if the complex
sentence begins with the conjunction, then a comma follows the last word in
that part of the sentence.
• Write: We all got up and danced when the music played louder. Tell students
that sometimes the comma is not necessary if the conjunction appears in the
middle of the sentence.
Introduce Relative Pronouns and Adverbs Say: Relative pronouns and adverbs
are words that introduce clauses. The words who, whom, whose, which, and that
are relative pronouns. Where, when, and why are relative adverbs. Write: The man
who works at the store where I buy my clothes is my uncle. Discuss the clauses that
begin with who and where. Review that clauses make a sentence complex.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG49. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. The table was still dirty although we had just cleaned up. 2. The
students earned a reward since they listened to their teacher. 3. Grant received
a good grade after he studied his facts. 4. We waited for Mom until she came
home from work. 5. We picked up the trash while Bella ran the vacuum. 6. If 7.
so that 8. before 9. As
Complex Sentences
Combine each pair of sentences using the conjunction in
parentheses. Use a comma if necessary.
1. The table was still dirty. We had just cleaned up. (although)
Practice Reproducible 99
LESSON
50
Writing and
Grammar
GRAMMAR
Run-On Sentences
TEACH/MODEL
Introduce the Concept Remind students what they have learned about
sentences. Say: A complete sentence has a subject and a predicate. A compound
sentence is two sentences joined with a comma and a conjunction. A complex
sentence is an independent clause and one or more dependent clauses joined by a
coordinating conjunction.
Introduce Run-On Sentences Explain that a run-on sentence is a sentence
that combines two or more complete sentences that should be written
separately.
• Write: My mother baked a cake my sister washed the dishes. Explain that this is
a run-on sentence because there are two subjects and two predicates but no
conjunction to join them.
• Write: Asha went to the park she finished her homework. Point out that this is a
run-on sentence with two related ideas but no conjunction.
Model Correcting Run-On Sentences Say: You can correct a run-on sentence by
writing two separate sentences, or by making a compound or complex sentence.
• Write: My mother baked a cake. My sister washed the dishes. Point out how you
separated the clauses into two separate sentences. Remind students that a
complete sentence has a subject and a verb. Write: My mother baked a cake,
and my sister washed the dishes. Discuss how you made a compound sentence.
• Write: Asha went to the park since she finished her homework. Explain how you
used a conjunction to make a complex sentence.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG50. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. R 2. C 3. R 4. C 5. I like to eat cheese and crackers. It is my
favorite snack. 6. Lily would not to do her homework. She would draw instead.
7. The blue team won the game, and the red team came in second. 8. My family
likes to eat pizza, but we do not like mushrooms on it. 9. We left on time for the
movie because we wanted to arrive early.
Run-On Sentences
Read each sentence. Write R for run-on or C for complete.
7. The blue team won the game the red team came in second.
51
Writing and
Grammar
GRAMMAR
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG51. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. Whenever my brother is tired, Whenever 2. After taking a rest, After
3. unless her mom has juice, unless 4. When school ends, When 5. because the store
wasn’t open yet, because 6. while the passengers watched a movie, while 7. Sample
Answer: Marco got ready for school. 8. Sample Answer: it stopped raining. 9.
Sample Answer: I did a good job. 10. Sample Answer: she was a good speaker.
.
8. We noticed many butterflies in the garden after
.
9. I was not excited to give my report although
.
10. Leilani was asked to speak at the party since
.
52
Writing and
Grammar
WRITING
Focus on an Event
TEACH/MODEL
Introduce the Writing Strategy Tell students that examples of events are
taking a trip, going for a bike ride, and playing a soccer game. Ask students to
provide other examples of events.
Teaching Focusing on an Event Explain that a personal narrative is a story
that tells about an experience that the writer had. Say: When you write a personal
narrative, focus on an event to guide your writing and provide a strong image for
the reader. One way to develop a strong description of an event is to focus on it.
Write: We went hiking all day. I watched the sunset. Playing piano is my favorite
hobby. Point out that these sentences do not focus on a particular idea. Say: I can
interest the reader by focusing on an event and giving details about it.
• Say: I can think about details of the hike. First, we started walking. We saw wild-
flowers and a pond. Then we ate a snack. Finally we reached the end of the path.
Ask students to contribute more details about what a day of hiking might be
like.
• Practice focusing on an event with students. Say: I would like to describe a time
when I tried a new food. I could begin by telling about the first part of the event
when I first saw the food. What did it look like? How did it smell? Invite students to
contribute more details about what trying a new food might be like.
Model Developing an Event in Writing Say: Once I focus on an event to
describe, I can use details to develop the event in writing. Write the following
passage on the board: I went hiking with my family. We saw wildflowers and passed
a pond where we heard frogs croaking. We brought apples that we ate as we walked.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG52. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. 5 2. 3 3. 4 4. 1 5. 2 6–8. Sentences will vary but give a detail
about each central event.
Focus on an Event
Read each central event. Choose the best detail sentence for
each central event from the box. Write the number on the line.
1. I made lemonade.
2. I went swimming.
3. I stepped up to bat.
4. I set the table.
5. I went to the bakery.
Copyright © The McGraw-Hill Companies, Inc.
8. I acted in a play.
53
Writing and
Grammar
WRITING
Descriptive Details
TEACH/MODEL
Introduce the Writing Strategy Say: When you write a personal narrative, you
can use descriptive details to help readers form pictures in their minds. Interesting,
precise, and focused details help readers “see” what you are writing about.
• Write the word leaf. Say: The word alone does not tell readers much. A good
description might rely on appealing to a reader’s senses: sight, sound, touch, taste,
and smell. What sensory details could I include to describe a leaf? Write: The leaf
was reddish brown. It crunched under my foot. Explain that students can add
sensory details like these when they write a narrative. Say: Ask yourself: How do
things look, sound, feel, smell, or taste?
• Say: Descriptive details also tell about the manner in which things happen. Think
about how you walked into the classroom today. Did you walk in briskly or dawdle
at the door? How did other students behave? Explain that students can add details
like these to their writing by asking themselves: In what ways do things happen?
• Point out that descriptive details can also add concrete information to a narra-
tive. Say: Descriptive details can tell about size, shape, color, number, or quantity.
Write: The ball that dropped on New Year’s Eve was 12 feet across and covered with
2,688 crystal triangles. Explain that adding details like these in your writing will
help you convey experiences and events more precisely.
• Emphasize that descriptive details should be focused. They should be relevant
to the topic and not too general. Encourage students to check the descriptive
details they write and ask themselves: Will my detail confuse or help readers?
What else might readers want to know?
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG53. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. fire, smoke 2. tall, man, dark brown hair 3. rough, dry 4. loud,
commanding (Sample Answers) 5. The cherry pie was warm and sweet. 6. Ten
boys sauntered into the gym. 7. The tree trunk was wider than a car. 8. Tiny black
ants scurried across the kitchen counter.
Descriptive Details
Read the description of a character. Identify the details that
help you focus on the character. Record them in the chart.
54
Writing and
Grammar
WRITING
Describe a Setting
TEACH/MODEL
Introduce the Writing Strategy Explain that a setting is the place where, and
the time when, the events in a personal narrative take place. Say: When you
write a narrative, include sensory details about the setting. Remind students of the
five senses. Encourage students to use details that appeal to the senses when
describing setting.
• Write: Josh was sitting at his desk in the classroom. Point out that this sentence
does not give the reader a very good sense of the setting. Say: Let’s add
sensory details to describe the classroom.
• Write the headings See, Hear, Smell, Touch, and Taste (if applicable) on the
board. For each sense, invite students to suggest additional details and add
write them on the board. Use the prompts below as a guide.
• Say: Let’s add details about what Josh sees in the classroom. Have students point
out details they see in the classroom and write them under See.
• Say: Let’s add details about what Josh hears in the classroom. Have students
point out details they hear in the classroom and write them under Hear.
• Say: Let’s add details about what Josh smells in the classroom. Have students
point out details they smell in the classroom and write them under Smell.
• Say: Let’s add details about what Josh can touch in the classroom. Have students
point out details they can touch in the classroom and write them under Touch.
• Point out that each detail paints a clearer picture for readers. Work with
students to rewrite the original sentence using the details on the board.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG54. Read the
directions and have students complete the first exercise. Review the answers.
Then read the directions and have students complete the second exercise.
Provide corrective feedback.
Answer Key: 1. rough and cold 2. wave their slender branches 3. with a PLOP!
4. with the smell of baking cookies 5. Answers will vary.
Describe a Setting
Read each sentence and add details that tell what you might
see, hear, smell, and feel. Use details from the box.
with a PLOP
with the smell of baking cookies
wave their slender branches
rough and cold
55
Writing and
Grammar
WRITING
A Good Paragraph
TEACH/MODEL
Introduce the Concept Explain that writers use paragraphs to organize
information so it can be easily understood by readers. Tell students they should
develop good paragraphs when they write to make their personal narratives,
or other writing, better. Say: A good paragraph has two key parts. The first is a topic
sentence with a main idea. The second is several supporting sentences.
Introduce Writing Topic Sentences Say: A topic sentence is usually first in a
good paragraph. It tells the reader the main topic. It also tells about what specific
part of the topic will be discussed. Write this chart, omitting the topic sentence.
Say: I want to write a topic sentence for a paragraph that will introduce these facts
about studying. I know the word study will need to be in the topic sentence. I also
see that all of the facts are related to why studying is important to learning. I should
mention that in my topic sentence. Write the topic sentence in the chart. Point out
that it identifies the main topic (studying) and the aspect of the topic discussed
in the provided facts (the importance of studying in learning).
Introduce Writing Supporting Sentences Say: The sentences after the topic
sentence are supporting sentences. They are used to tell more about the main idea.
They may provide details, examples, or explanations. Add a row, the heading
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG55. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key (Sample answers): 1. My and mom I were surprised to find bats
in our attic. 2. We cleaned out our attic last weekend. 3. We found bats living
in the eaves, but we saw them fly away after we stomped our feet on the floor.
4. Sentences will vary, but should mention examples of activities the student
enjoys.
A Good Paragraph
Read the facts provided in the chart below. Then use them
to create a topic sentence and two supporting sentences.
1. Topic Sentence:
2. Supporting Sentence:
3. Supporting Sentence:
Copyright © The McGraw-Hill Companies, Inc.
56
Writing and
Grammar
WRITING
I saw a book I needed, so I walked to the bookcase. I took a book off the
shelf. Then I walked back to my desk. As I looked through the book, I realized I
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG56. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. We stopped to eat at a restaurant. 2. I ordered my favorite soup.
3. When the soup came, it was cold. 4. I sent the soup back. 5. We started up the
mountain early in the morning. We had hiked about halfway up when something
unexpected happened. I tripped over a rock. I fell face down on the hiking path!
“Are you all right?” Dad asked. (The end of the narrative will vary.)
1.
2.
3.
4.
5.
57
Writing and
Grammar
WRITING
I decided to take Skippy for a walk this morning. Before we left, I looked for his
• Have students identify the time-order words in the narrative. Underline this
morning, Before we left, First, Then, finally, and In the meantime. Point out that
the words make the sequence clear and help the narrative unfold naturally.
Then return to the chart and have students suggest other time-order words to
add to it.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG57. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. Soon 2. In a month 3. after a while 4. First
5. later 6. last year 7. Now 8. Sample answers: First, Then, After we ate, After a
while, finally, Next year
58
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG58. Read the
directions. Have students complete the exercises. Provide feedback.
Answer Key: 1. express an opinion 2. explain 3. entertain 4. inform (Sample
Answers) 5. I, It is unfortunate that you could not attend the event. 6. F, Thanks
for chatting with me about the job. 7. F, Please think about it.
59
Writing and
Grammar
WRITING
Vary Sentences
TEACH/MODEL
Introduce the Writing Strategy Explain that writers make their writing more
interesting by using a variety of sentences. Say: You can make your writing inter-
esting by varying the types of sentences you use and the length of those sentences.
Review Sentence Types Say: Let’s review some of the types of sentences we can use
in our writing. Review statements, questions, commands, and exclamations and
have students give examples. Then review compound and complex sentences.
• Say: A compound sentence contains two sentences joined by one of the following
conjunctions: and, or, or but. Share these examples: We sat down and we began
to read. I read a book, but Dan read a magazine.
• Say: A complex sentence contains an independent clause and one or more
dependent clauses joined by a conjunction other than and, or, or but. Share these
examples: We left the library when it closed. Because it was late, Dad picked me up.
Model Varying Sentences Write the following narrative and read it aloud:
It was a wild day. My cousin came over. He had his dog with him. The dog barked
at my cat. The cat ran out of the room. The cat snuck back. It jumped on the dog.
• Point out that the narrative is dull and unnatural because all the sentences are
short, simple statements. Then revise the writing to include a variety of sentence
types and lengths, for example:
What a wild day! My cousin came over, and he had his dog with him. When the
• Point out the different sentences types and lengths in the narrative. Say: By
varying the sentences, I made the narrative more interesting and natural sounding.
Have students add other sentences to the paragraph. Remind them to vary
sentence type and length to keep the writing interesting.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG59. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key (Sample answers): 1. Chad bought a new hat, and Carter bought
a jacket. 2. When the bell rang, we were not in our seats. 3. What do you think
was in the box? It was the mitt I wanted. 4. Jan was playing music while I was
trying to study. 5. Answers will vary but should include a variety of sentence types
and lengths.
Vary Sentences
Rewrite each pair of sentences to make them more
interesting. Combine the sentences or change them to
different sentence types.
60
Writing and
Grammar
GENRE FEATURES
Personal Narrative
TEACH/MODEL
Introduce the Genre Discuss these features of a personal narrative.
• A narrative is a story with a beginning, a middle, and an end.
• A personal narrative tells a true story from the writer’s life. Say: If my family
went to the beach, I could write a story about that. The beginning could be when
we first got to the beach; the middle, what we did at the beach; and the end, when
we left the beach.
• A personal narrative uses I and me and is told from the first person point of
view. It expresses the writer’s thoughts and feelings. Say: If I was writing about
a trip to the beach, I might describe how much I loved the feel of the sand between
my toes and how listening to the waves gave me a peaceful feeling.
• A personal narrative uses techniques like dialogue and description. Say: In
my story about the beach, I would use details to describe the beach and how I felt
being there. I might include dialogue with my family.
• A personal narrative begins with an interesting lead and gives closure at the end.
Read Aloud a Model Read aloud this personal narrative. Then discuss.
Weather forecasters in our community called it the storm of the decade! Last
spring, it rained for many days and there was a lot of flooding. At first, I was
very frightened, but my parents knew what to do to keep us safe. When the
storm was over, there was a lot of work to do. I helped with the clean up at our
house. Then we assisted some of our neighbors. I felt proud and happy that I
could help people as they repaired and cleaned their homes. Our neighborhood
Discussion Questions Ask: What event does the writer choose to write about?
(a storm and flooding) Which sentences describe the beginning of the event? (first
three sentences) Why is the event important to the writer? (he was able to help and
has made new friends)
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG60. Read the
model with students. Read and discuss each label. Read the directions and have
students complete the exercises. Provide feedback.
Personal Narrative
Read this personal narrative. Study each label. Then discuss
the questions below with a partner.
Interesting
Lead
Have you ever built a sand castle? Last summer at
First the beach, my dad and I built a giant sand castle. We used
person
text
soft, wet sand to form bricks. Then I stacked the bricks
and shaped them into six towers as tall as my dad’s knees! Description
We built walls connecting the towers. My little sister and
my mom took a walk to find shells for decorations. When
they returned they were amazed that we had even made a
sand dragon to guard the castle. “That dragon is so lifelike!” Dialogue
Mom exclaimed. Just then, the dragon’s tail started to
wag. It wasn’t a sand sculpture at all. It was our dog Milo!
Milo jumped up and shook sand everywhere. I laughed and
laughed. I will always remember our lifelike sand sculpture. Closure
Copyright © The McGraw-Hill Companies, Inc.
61
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG61. Read and
discuss the directions and labels on the graphic organizer. Then pair each
student with a partner. Provide the following support.
1. Help students choose a topic. Have students tell their topic to their partner.
Say: Think of something that happened to you this week or a long time ago. Remind
students that this should be something that happened to them.
I remember when
62
Writing and
Grammar
WRITING APPLICATIONS
Sentence Frames
When I was years old, I .
First, I .
Then I .
After that, .
Finally, .
I learned a lot about .
63
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG63. Read the
directions. Then have students work individually to complete the exercises.
Provide corrective feedback. When students have finished, ask them to discuss
with a partner the changes they made to their own papers.
Answer Key: 1. I could meet you today or Friday. 2. We could paint the bedroom
or go to the movies. 3. Check students’ revisions. Answers will vary. 4. Sample
answer: I saw a real elephant! 5. Check students’ revisions. Answers will vary.
4. I saw an elephant.
64
Writing and
Grammar
Teacher-Student Conferences
• If time allows, have a conference with each student about his or her writing.
• A few questions from an adult or a peer can clarify how to improve a piece of
writing. Discussions can help young writers focus on audience and purpose.
• Have students read their paragraphs aloud to you. Listen attentively. Then
prompt them to revise by asking questions such as those shown below.
• Try to start by identifying at least one or two things you like about the writing.
Then focus on the content of what the student is trying to communicate.
• After your conference, help students decide how to revise their paragraphs.
Conference Questions
√ What one event are you telling about? Do all your details focus on just
this one topic?
√ You gave some interesting details about . What else happened
when ? What else did you see or hear? Who else was there?
√ You’ve used I and me to show first person point of view. Are there other
places you could include your thoughts and feelings?
√ The dialogue here helps the reader get a sense of the experience. Are
there other ways you could use dialogue in your narrative?
√ What happened first? Second? Can you add any time-order words? Look
back at the order words in the model on Practice Reproducible WG57.
• Have students proofread their papers and make neat final copies.
Copyright © The McGraw-Hill Companies, Inc.
USING THE RUBRIC
• Use the Writing Rubric. Evaluate the student’s writing one criterion at a time.
• You will often find that a student’s writing receives different scores for
different criteria. The final score, however, should be a single number. In
reaching a holistic score, give the most weight to Genre and to Organization
and Focus.
• Analyze each student’s errors using the criteria and the lesson numbers
provided. Reteach those lessons for skills that caused the student difficulty.
Genre (Lesson 60)
Organization and Focus (Lessons 61–62)
Sentence Fluency (Lesson 63)
Conventions (Lesson 63)
• Provide corrective feedback about errors in grammar, usage, and mechanics. If
necessary, consider reteaching lessons in Sections 1–5.
128 Writing and Grammar Intervention: Section 6
Writing Rubric
Personal Narrative
Score Genre The writer uses the first person to tell about a single event and
4 explains why the event was important. Dialogue and description help
readers imagine what it was like to experience that event. The introduction
is interesting and there is a sense of closure.
Organization and Focus Events are told in time order, using order words.
The writer includes only details that tell more about the important event.
Sentence Fluency The writer uses both long and short sentences as well as
different kinds of sentences.
Conventions There are not many mistakes in grammar, spelling, or
punctuation.
Score Genre The writer uses the first person to tell about a single event but may
3 not explain why the event was important. The writer uses some dialogue
and description to develop the narrative. There is an interesting lead and
sense of closure.
Organization and Focus One or two events may be out of order. Order
words may be missing. There may be some extra details.
Sentence Fluency Some of the sentences are short and choppy. The writer
could vary sentences more.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The writer uses the first person, but does not tell about a single
2 event. There are few descriptions of people, places, or things. Very little
dialogue is used to expand the narrative. The introduction may not capture
Copyright © The McGraw-Hill Companies, Inc.
Score Genre The topic is not clear. The writer does not use the first person point
1 of view. There are no details or dialogue. The narrative lacks an interesting
lead and sense of closure.
Organization and Focus There is no clear order. Most details are unrelated
to the topic.
Sentence Fluency All the sentences are short and choppy.
Conventions Mistakes make the writing hard to understand.
65
Writing and
Grammar
WRITING
• Say: I can use the ideas in the chart to write a paragraph about the similarities and
differences between a pen and pencil. I will use signal words to make it easier for
the reader to tell how pens and pencils are alike and different.
• Complete the model using the paragraph below. Pause after each sentence to
underline and explain the similarity or difference signal words.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG65. Read and
discuss the directions. Have students complete the chart with partners. Have
partners then write paragraphs individually and share them with each other.
Provide corrective feedback.
Answer Key (Sample answers): snow: cold weather, solid; rain: warmer
weather, liquid; both: form of water, fall from sky. Paragraph: Individual para-
graphs will vary, but should accurately express similarities and differences.
66
Writing and
Grammar
WRITING
Supporting Details
TEACH/MODEL
Introduce the Writing Strategy Say: Supporting details develop a topic by telling
more about it. Supporting details can include facts, definitions, concrete details,
quotations, and other information and examples related to the topic.
• Explain that a fact is something that can be shown to be true. Write: The
Declaration of Independence was signed in 1776. Say: You might use this fact to help
develop an essay about the Declaration of Independence. Explain that students
can find facts in printed reference sources or on reliable web sites.
• Remind students that a definition makes the meaning of something clear.
Write: A declaration is a formal public statement. Say: This definition explains what
a declaration is. Point out that students can find definitions in dictionaries and
other reference sources.
• Explain that concrete details give specific information about a topic. Say: Concrete
details help readers visualize a topic. Write: The Declaration of Independence was
written in ink on parchment. Point out that concrete details can come from refer-
ence sources or from students’ own observations and experiences.
• Review that quotations are a person’s words repeated exactly, or words that
come from a book or other piece of writing. Write: “We hold these truths to be
self-evident, that all men are created equal . . .” Say: This quotation comes from the
text of the Declaration of Independence. When you use a quotation, you should set
it off with quotation marks and name the source from where it came.
• Explain that other types of supporting details include examples, as well as
information on diagrams and charts. Say: An essay written about the Declaration
We attend Franklin School. The school was built in 2007. It runs on a traditional
calendar, which means students have the summer off. The school building is
modern and cheerful. One parent said, “It provides wonderful learning spaces for
students!” The large library is an example of this.
• Work with students to identify the types of supporting details used in the writing.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG66. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. F 2. D 3. Q 4. F 5. C 6–8. Answers will vary but should include at
least three different types of supporting details.
132 Writing and Grammar Intervention: Section 7
Practice
Name Date Reproducible
WG66
Supporting Details
Identify each type of supporting detail below. Write F if it is
a fact, D if it is a definition, C if it is a concrete detail, and Q
if it is a quotation.
7.
8.
67
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG67. Read the
directions and text and have students complete the exercise. Provide feedback.
Answer Key: 1. R 2. R 3. N 4. R 5. N 6. R 7. N 8–10. Sentences will vary, but
should provide relevant supporting evidence.
9.
10.
68
Writing and
Grammar
WRITING
Explanatory Essay:
Multiple Paragraphs
TEACH/MODEL
Introduce the Writing Strategy Explain that to make an explanatory essay clear
and understandable, writers organize it into paragraphs. Say: Each paragraph has
its own topic sentence. The rest of the sentences provide supporting details.
• Say: Writers use certain words to help readers move smoothly between paragraphs.
These words connect ideas between paragraphs. They are called transition words.
• Remind students that the first paragraph in an explanatory essay is the intro-
duction. Say: The first paragraph should introduce the topic in a way that grabs
the readers’ attention and makes them want to read more about the topic.
• Remind students that the last paragraph should give a conclusion. Say: A good
conclusion sums up the main ideas presented in each paragraph of the article.
Teach Writing Multiple Paragraphs Read aloud the following short article:
Would you like to try something that is fun, healthy, and not expensive to do?
Hiking is a great activity that many people can enjoy.
You don’t need much special equipment for hiking. You should wear sturdy
shoes, comfortable clothing, a hat, and sunscreen. A walking stick is helpful if you
are hiking up steep paths.
Also, some hikes are easy, and some are more difficult. It can be challenging to
hike up a steep mountain. Hiking along a flat beach would not be as hard.
Hiking can be fun for everyone. Many people enjoy being outdoors, getting
exercise, and sharing time with friends and family.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG68. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. first sentence. 2. first sentence of paragraph 2 3. In fact 4. last
sentence 5–7. Answers will vary.
Explanatory Essay:
Multiple Paragraphs
Read the passage. Then complete the exercises.
5. My topic is .
6. Topic Sentence:
7. Topic Sentence:
69
Writing and
Grammar
WRITING
Strong Openings
TEACH/MODEL
Introduce the Writing Strategy Explain that it is important to begin a piece of
writing with a strong opening. Say: A strong opening grabs readers’ attention and
makes them want to read more. It introduces your topic clearly, and it is appropriate
to your audience and your purpose for writing.
• Explain that a strong opening for an explanatory essay might include a
surprising fact. Share an example such as: At its deepest, the Grand Canyon
plunges over a mile from rim to river. Say: If I were writing an essay about the Grand
Canyon, I might begin with a fact like this to grab readers’ attention.
• Say: Another way to grab readers’ attention is to use a quotation. Write the
following quote from explorer Major John Wesley Powell: “The glories and the
beauties of form, color, and sound unite in the Grand Canyon . . .” Say: A quote like
this would make readers want know more about the Grand Canyon.
• Explain that beginning with an interesting description is another way to create
a strong opening. Write: The Grand Canyon is an ever-changing landscape, alive
with shadows and light. Point out that the description uses sensory details to
appeal to readers.
• Tell students that starting with a question or an exclamation is also a good way
to generate interest, for example: Which spot in the American Southwest gets nearly
five million visitors a year? or Millions of people visit the Grand Canyon each year!
Model a Strong Opening Explain that writers often use more than one of these
techniques to create a strong opening. Write: The Grand Canyon is beautiful. It gets
The Grand Canyon is an ever-changing landscape, alive with shadows and light.
Explorer John Wesley Powell described it best when he said, “The glories and the
beauties of form, color and sound, unite in the Grand Canyon.” Today millions of
people a year visit the Grand Canyon to enjoy its beauty!
• Have students identify the techniques you used in your revised opening.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG69. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. second sentence 2. first sentence 3. first sentence 4. second
sentence 5–6. Openings will vary. Each opening should include one or more of
the techniques from the lesson.
Strong Openings
Draw a line under the best opening sentence in each pair of
sentences below.
1. An African elephant is a very big, very interesting animal.
What’s gray and wrinkled and uses its ears to cool down?
2. There are living things on Earth that are thousands of years old!
A pine tree called the bristlecone pine can grow to be very old.
3. The Empire State Building rises above the city like a needle
pointing to the sky.
If you are visiting New York City, you really must see the
Empire State Building.
4. The Statue of Liberty is known around the world.
“Give me your tired, your poor, Your huddled masses yearning
to breathe free . . .”
6.
70
Writing and
Grammar
WRITING
Word Choice
TEACH/MODEL
Introduce Word Choice Tell students that word choice refers to the words
that writers decide to use in a text. Explain that writers sometimes use words
that readers may not know. Tell them that these words may be technical terms,
words used in a specific activity, words that are difficult to pronounce, or words
that are not commonly used. Then explain that writers can help the reader by
adding definitions, synonyms, or examples. This helps the reader better under-
stand a text.
• Write these sentences on the board:
When you clean up the garden in the spring, watch out for perennials.
Don’t pull up these plants that come up year-after-year by mistake.
Tilling, or turning, the soil an important step in preparing your garden.
Then you can mix in soil amendments, such as compost, manure, or grass
clippings, to improve the soil.
• Read the first two sentences. Underline the word perennials. Say: The second
sentence explains what perennials means. Here’s the definition. Underline and
read aloud “these plants that come up year-after-year.”
• Read the next sentence. Underline the words tilling and turning. Say: The writer
uses a synonym to help me understand the word tilling.
• Read the last sentence. Underline the word amendments. Underline “compost,
manure, or grass clippings.” Say: These examples help me understand that soil
amendments are things that make the soil better.
Word Choice
Read each sentence. Then circle the word or words that
help you understand the underlined word.
Read each word and its definition. Then write a sentence that
includes the difficult word. Write another sentence using a
definition, synonym, or an example to explain that word.
71
Writing and
Grammar
WRITING
Precise Language
TEACH/MODEL
Introduce Precise Language Remind students that writers use descriptive
language to help readers picture what they are reading. Explain that good
writers choose precise words that appeal to the senses. They use concrete
language. Say: Precise words are exact words that give readers a clear picture of
what the writer saw, heard, smelled, tasted, or felt. Writers use concrete language
when they say robin instead of bird, scurried instead of ran, or frigid instead of cold.
• Explain that when choosing precise words, students should think about the
audience. Say: Suppose your audience is younger. You might use simpler words
and details. If your audience is older, you may use more difficult words and details.
Model Using Precise Language Display and read aloud this poem.
• Ask: Which precise words in the first line of the poem help the reader picture what
the writer is eating and where the writer is? (sweet, warm, kitchen) Are these word
choices good for a younger or older audience? (younger)
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG71. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1a. unpleasant scent 1b. sour aroma 2a. yummy 2b. delicious
3a. dog, dig up 3b. canine, retrieve 4–5. Sentences will vary.
Precise Language
Rewrite each sentence twice. Use precise words from the
box to replace each underlined word. Write one sentence for
a younger audience and one for an older audience.
72
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG72. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. negative 2. positive 3. negative 4. positive 5. negative 6.
Sample answer: The robber plans to steal money from the bank. 7. Sample
answer: Firefighters rescue people from burning building. 8. Sample answer:
The arrogant student would not obey the teacher. 9. Sample answer: Ella has a
unique and lovely smile. 10. Sample answer: After I stepped in the puddle, my
shoes were soaked.
6. steal:
7. rescue:
Copyright © The McGraw-Hill Companies, Inc.
8. arrogant:
9. unique:
10. soaked:
73
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG73. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1–5. Answers will vary. 6. F 7. I 8. F 9. I 10. I
5. Jill hoped her brother didn’t mess around with the stuff in
her room.
Copyright © The McGraw-Hill Companies, Inc.
74
Writing and
Grammar
GENRE FEATURES
Explanatory Essay
TEACH/MODEL
Introduce the Genre Discuss these features of an explanatory essay while
reviewing and reinforcing academic language.
• An explanatory essay introduces a topic and develops ideas related to the
topic. Say: You can write an explanatory essay about a person, an animal, a place,
an event, or something you have read.
• It includes facts, definitions, quotations, and details to support and develop
the ideas. Say: If your topic is the life of a bat, you might write about what a bat
eats or how a bat sleeps.
• It uses precise language and content words. Say: Instead of writing bats fly,
you might write bats use thin, webbed wings to fly.
• An explanatory essay groups related information into paragraphs. It uses
linking words to connect ideas.
• An explanatory essay provides a conclusion that relates to the topic. Say: In an
essay about bats, a conclusion might be about how interesting bats are.
Read Aloud a Model Read the explanatory essay. Discuss the questions.
Explanatory Essay
Read this explanatory essay. Study each label. Then answer
the questions below.
3. Which sentences give details about what the owner of the fish
must check? Read one to your partner and have him or her read
another to you.
4. Find the precise language used in the fourth sentence. Share it
with your partner. Together, find two other examples of precise
language in the explanatory essay.
5. Find the conclusion sentence. Read it to your partner. What is
the conclusion?
75
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG75. Read aloud
the directions. Pair each student with a partner. Provide the following support.
1. Help students choose a topic. Suggest that students write about an animal,
My Topic
My Question
76
Writing and
Grammar
WRITING APPLICATIONS
Sentence Frames
are .
A is .
I saw .
I heard .
They .
It was .
Supporting Sentence #1
Supporting Sentence #2
Copyright © The McGraw-Hill Companies, Inc.
Supporting Sentence #3
77
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG77. Read and
discuss the directions and the exercises. Then have students work individually to
complete them. Circulate and provide corrective feedback. When students have
finished, have them discuss with a partner the changes they made.
Answer Key: 1. The costumes were fancy and looked realistic. 2. The dancers
leaped across the stage but never fell down. 3. Check students’ work. 4. Sample
answer: The actor tiptoed toward the audience and whispered his lines. 5. Check
students’ work.
2. The dancers leaped across the stage. They never fell down.
4. The actor moved toward the audience and said his lines.
5. Now replace two words in your text with two precise words.
78
Writing and
Grammar
Teacher-Student Conferences
• If time allows, have a conference with each student about his or her writing.
• A few questions from an adult or a peer can clarify how to improve a piece of
writing. Discussions can help young writers focus on audience and purpose.
• Have students read their texts aloud to you. Listen attentively. Then prompt
them to revise by asking questions such as those shown below.
• Try to start by identifying at least one or two things you like about the writing.
Then focus on the content of what the student is trying to communicate.
• After your conference, help them decide how to revise their paragraphs.
Conference Questions
√ Do all your facts, definitions, and details tell about just this one topic?
√ You told me some interesting facts about . What else did you
learn about this?
√ The word is not really clear. Is there another word you could
use? What word says exactly what you mean?
√ When you first started reading, I wasn’t sure what topic you were
writing about. Can you make that clear in the first sentence? Look back
at the topic sentence in the model on Practice Reproducible WG74.
√ Is your last sentence a conclusion that relates to the topic?
• Have students proofread their papers and make neat final copies.
Score Genre The writer tells important facts about a single topic. Precise language
4 and content words help make the facts clear and interesting to read.
Organization and Focus The topic sentence is precise and clear.
Supporting sentences include facts, definitions, quotations, and details that
tell more about the topic. The conclusion relates to the topic.
Sentence Fluency The writer uses both long and short sentences, as well
as different kinds of sentences. Linking words connect ideas.
Conventions There are not many mistakes in grammar, spelling, or
punctuation.
Score Genre The writer gives information about a single topic. However, he or she
3 may need to include a few more facts. Words choice could be more precise.
Organization and Focus The topic sentence may not be clear. Supporting
sentences may include a few facts, definitions, quotations, or details that tell
more about the topic. The conclusion relates to the topic.
Sentence Fluency Some of the sentences are short and choppy. The writer
could vary sentences more. Some linking words are used to connect ideas.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The writer does not give information about a single topic or does
2 not include facts at all. Many words are vague or unclear.
Organization and Focus The topic sentence is confusing or misleading.
Supporting sentences may include many facts, definitions, quotations, or
other details that do not tell more about the topic. The conclusion does not
Copyright © The McGraw-Hill Companies, Inc.
Score Genre The topic is not clear. There are no details. Words are vague or
1 confusing.
Organization and Focus There is no topic sentence. Supporting sentences
are missing. The conclusion does not relate to the topic or is missing
entirely.
Sentence Fluency All of the sentences are short and choppy.
Conventions Mistakes make the writing hard to understand.
79
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG79. Read
the directions and have students complete the exercises. Provide corrective
feedback.
Answer Key: 1. B 2. A 3. D 4. C 5. First, get soil, small flower pots, bean seeds,
and water. Next, fill each pot with soil and make a hole 1 inch deep. Then put
a bean seed in each hole and cover with soil. Finally, moisten the soil. Place the
pots in a sunny window where your beans can grow.
5.
Copyright © The McGraw-Hill Companies, Inc.
80
Writing and
Grammar
WRITING
Directions to a Place
TEACH/MODEL
Review Sequencing Steps Review that when writers explain how to make or
do something, they list the steps of the activity in order, or in sequence. Say: The
steps are written in the same sequence as the order in which they must be done.
Introduce the Writing Strategy Explain that when students give directions to
a place, they should also be given in order, or sequence. Say: If you give directions
to a place in the wrong sequence, people following the directions might get lost.
• Point out that good directions include specific details. Write the following chart
on the board. Explain that these are some of the types of details that might be
included in directions to a place. Work with students to name examples in each
category, such as: Adams School, Seaside Avenue, and Green River.
• Read the revised directions aloud. Pause to point out the details and direction
words that help make the directions clear and logical.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG80. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key (Sample Answers): 1. Drive for exactly two blocks. 2. Turn left at
Park Street. 3. You’ll pass Latson Lake and then Carver School. 4. Turn left on Mill
Street after you cross the railroad tracks. 5. Directions will vary but should be
written in logical order and include clear details and direction words.
Directions to a Place
Rewrite each direction line to make it clearer.
3. You’ll pass Carver School, but you’ll pass Latson Lake first.
81
Writing and
Grammar
WRITING
Descriptive Details
TEACH/MODEL
Introduce Descriptive Details Explain that good writers use descriptive
details to help readers imagine what is being described. This is called showing.
Showing, rather than telling, helps make writing more interesting and effective.
• Write this sentence on the board: The weather was bad. Read the sentence
aloud. Say: This sentence tells what the weather was like. The writer could use
details to show what the weather is like.
• Model brainstorming details about bad weather. Say: I’m thinking about a
day when the weather was bad. The clouds were black. Rain stung my face, and
thunder rumbled menacingly. Encourage students to add other details.
Model Creating Strong Sentences with Descriptive Details Remind students
that using vivid details to show instead of tell makes sentences stronger. Write
this example on the board: The room was too hot during the test. Read the
sentence aloud. Say: This sentence tells about the heat. Then write: Sweat dripped
onto my paper, and I had trouble thinking in the heat. Read the sentence aloud.
Point out the details that show how hot it was.
Model Using Descriptive Details to Show Actions Explain that actions are
how something is done. Point out that most actions are made up of many small
actions. Good writers add descriptive details to show action, rather than just
telling what happened.
• Write and read aloud: Kai got on the bus. Say: This sentence doesn’t tell me very
much. What small actions are part of getting on the bus?
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG81. Read the
directions and have students complete the exercises. Explain to students that
they will not use all the items in the box. Provide feedback.
Answer Key: 1. included spicy chicken and crisp red peppers 2. glowed like
candlelight in the sun 3. Mosquitoes drone and keep us slapping 4. had a patch
on one elbow and needed a button 5–6. Sentences will vary.
Descriptive Details
Choose a detail to complete each sentence to show, not tell.
1. The dinner .
2. The gold paint .
3. in the evening.
4. The dress .
Copyright © The McGraw-Hill Companies, Inc.
82
Writing and
Grammar
WRITING
Strong Words
TEACH/MODEL
Introduce the Concept Explain that good writers choose words that are vivid
and specific. These strong words allow them to make their feelings and ideas
clear. Strong words are part of precise language. Tell students that using strong
words will help them write strong sentences and strong paragraphs.
• Explain that specific words are strong words. Write: The building is big. The
building is gigantic. Ask: Which sentence tells you more about the building? Why?
Point out that the word big is not very specific. Repeat the routine with the
following sentences: The movie was good. The movie was action-packed.
• Explain that sensory words are strong words. These words give details that
appeal to the five sense of taste, touch, sight, hearing, and smell. Write: The
apple tasted good. The apple tasted crisp and juicy. Ask: Which sentence tells you
more about the apple? Why?
• Explain that emotional words are strong words. These words make the reader
think about feelings such as happiness or sadness. Write: The law was bad. The
unfair law was wrong. Ask: Which sentence tells you more about the law? Why?
Model Using Strong Words Point out that strong words show the writer’s
meaning to the reader, rather than just telling. Draw the following chart on the
board. Work with students to brainstorm additional words to add to the chart.
Invite students to suggest sentences using the strong words from the chart.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG82. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. vital 2. valuable 3. signaling 4. disrespectful 5–8. Sentences will
vary, but should correctly use each of the words from the box.
Strong Words
Read each sentence. Choose the stronger word from each
pair. Write it on the line.
2. When you are late, you show that others’ time is not
(valuable, good).
3. You are (saying, signaling) that you do not care about your
time with that person.
4. Without saying a word, you send a (disrespectful, bad)
message.
5.
6.
7.
8.
83
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG83. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. compound 2. simple 3. complex 4. simple 5. complex
6. Sample answer: It was the best day I ever had because we went to a water
park! 7. Sample answer: The rides were fun, and I ate cotton candy. 8. Sample
answer: When the park closed, we went home.
84
Writing and
Grammar
GENRE FEATURE
How-to Writing
TEACH/MODEL
Introduce the Genre Discuss these features of how-to writing while reviewing
and reinforcing academic language.
• How-to writing explains a process, such as how something works or how
something is done. Say: How-to writing might tell you how to make a fruit salad.
• How-to writing lists steps in the order they need to be followed. Say: If you
were writing about how to make a fruit salad, the first step would tell you what
fruits to gather.
• How-to writing uses time-order words to make the order of the steps clear.
Say: How-to writing uses words such as first, next, and finally to help readers do
the steps in the right order.
• How-to writing shares facts, definitions, details, quotations, or examples
that explain each step. Say: The writing might tell you that you peel certain fruits,
like bananas, but not others, like strawberries.
Read Aloud a Model Read aloud the how-to writing. Discuss the questions.
Here’s how to make spaghetti. First, gather the following items: spaghetti, a
large pot, a colander, salt, and olive oil. Next, fill the pot with about three liters of
water. Set the pot on the stove and turn the burner to its highest setting. While
waiting for the water to boil, add half a teaspoon of salt and a teaspoon of olive oil.
Once the water comes to a rapid boil, add the desired amount of spaghetti. Boil for
10 minutes. Finally, pour the spaghetti and water into the colander and shake to
remove excess water.
How-to Writing
Read this example of how-to writing. Study each label.
Discuss the questions with a partner and write the answers.
Explains a process Lists steps
85
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG85. Read aloud
and discuss the directions and the labels on the graphic organizer. Pair each
student with a partner. Provide the following support.
1. Help students choose a topic. Encourage students to write about a task
they are familiar with and feel comfortable doing. Ask: What are you trying
to explain to the reader? What task will a reader be able to do after reading your
how-to writing? Have them list several ideas and choose one.
My Topic:
Step 1:
Details:
Step 2:
Details:
Copyright © The McGraw-Hill Companies, Inc.
Step 3:
Details:
86
Writing and
Grammar
WRITING APPLICATIONS
Sentence Frames
First, .
Then, you should there.
is the next step.
Don’t forget to on the .
Finally, .
Introduction
Step 1
Step 2
Copyright © The McGraw-Hill Companies, Inc.
Step 3
87
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG87. Read and
discuss the directions. Then have students work individually to complete the
exercises. Provide corrective feedback. When students have finished, have them
discuss with a partner the changes they made to their own papers.
Answer Key: 1. Measure one cup of flour and one-half cup of sugar. 2. You can
beat the batter with a hand mixer, or you can stir it with a big wooden spoon.
3. Check to make sure students revise their papers. Answers will vary. 4. Sample
answer: Mix in the butter next. 5. Check to make sure students revise their
papers. Answers will vary.
2. You can beat the batter with a hand mixer. You can also
stir it with a big wooden spoon.
88
Writing and
Grammar
Teacher-Student Conferences
• If time allows, have a conference with each student about his or her writing.
• A few questions from an adult or a peer can clarify how to improve a piece of
writing. Discussions can help young writers focus on audience and purpose.
• Have students read their how-to writing aloud. Listen attentively. Then prompt
them to revise by asking questions such as those shown below.
• Try to start by identifying at least one or two things you like about the writing.
Then focus on the content of what the student is trying to communicate.
• After your conference, help them decide how to revise their paragraphs.
Conference Questions
√ Can you tell me more about this how-to text? What process
did you describe? What is the first step? What is the last step?
√ Who is the audience for this text?
√ How did you start? What details did you brainstorm? How did
you organize the details?
√ I want to know more about this process. What do you think is
the most important step? What if we left that step out?
√ The word is not really clear. Is there another word
you could use? What word says exactly what you mean?
√ Is there any information you would add? remove?
• Have students proofread their papers and make neat final copies.
Copyright © The McGraw-Hill Companies, Inc.
USING THE RUBRIC
• Use the Writing Rubric. Evaluate the student’s writing one criterion at a time.
• You will often find that a student’s writing receives different scores for
different criteria. The final score, however, should be a single number. In
reaching a holistic score, give the most weight to Genre and to organization
and Focus.
• Analyze each student’s errors, using the criteria and the lesson numbers
provided. Reteach the lessons for skills that caused the student difficulty.
Genre (Lesson 84)
Organization and Focus (Lessons 85–86)
Sentence Fluency (Lesson 87)
• Provide corrective feedback about errors in grammar, usage, and mechanics. If
necessary, consider reteaching lessons in Sections 1–5.
Score Genre The writer creates a how-to text about a single process. Words
4 are exact and make it easy to follow the steps.
Organization and Focus The steps are clear and organized properly. Facts,
details, or examples explain the steps, but the writer focuses on the process
and does not introduce unnecessary information.
Sentence Fluency The writer uses both long and short sentences, as well
as different kinds of sentences. The writer signals the steps using such
words as first, next, finally, or last.
Conventions There are not many mistakes in grammar, spelling, or
punctuation.
Score Genre The writer gives information about a single process. However, he or
3 she may need to include more facts or steps.
Organization and Focus The steps may not be clear or organized
properly. Facts, details, or examples explain the steps. The writer may skip
information or introduce extra information.
Sentence Fluency Some of the sentences are short and choppy. The writer
may not signal the steps by using such words as first, next, finally, or last.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The writer does not create a how-to text about a single process.
2 Many words are vague or unclear.
Organization and Focus The steps are confusing. The writer has left out
many steps and important information to explain the steps.
Copyright © The McGraw-Hill Companies, Inc.
Sentence Fluency Many of the sentences are short and choppy. The writer
almost never signals the steps using such words as first, next, finally, or last.
Conventions There are many mistakes. Some make the writing hard to
understand.
Score Genre The writer does not create a how-to text at all. The entire piece is
1 vague or unclear.
Organization and Focus There are no steps, or they are in the completely
wrong order. Most of the important information is missing.
Sentence Fluency All of the sentences are short and choppy, or they are
fragments. The writer never signals the steps using such words as first, next,
finally, or last.
Conventions Mistakes make the writing hard to understand.
89
Writing and
Grammar
WRITING
Develop Characters
TEACH/MODEL
Introduce the Concept Explain that good writers use description and dialogue
to make their characters seem more believable and real. Say: Believable charac-
ters act and talk like real people. Students can think about their own lives to help
them develop believable characters. Say: A character who is a student might talk
to friends between class, grumble about homework, and be happy about a good
score on a test.
Introduce Building Strong Sentences Tell students that using adjectives and
descriptive phrases helps build strong sentences. Explain that it makes charac-
ters seem more real.
• Write this dialogue on the board and read it aloud:
“Are you playing soccer after school?” Jasmine asked.
“I can’t,” Emma said. “I have to do my chores.”
• Point out that the dialogue lets the reader know there are two characters,
Jasmine and Emma, but not many details about them.
• Write this dialogue on the board and read it aloud:
“Are you playing soccer after school?” Jasmine asked as she pulled her dark
hair into a ponytail. “We could really use you on the team. You’re such a great
goalie.”
“I can’t,” Emma sighed. “I have to do my chores.” Her shoulders slumped. “I’d
really like to play, though,” she said. Emma began jumping in place as if she were
bouncing a soccer ball from knee to knee.
“How about Saturday?” asked Jasmine.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG89. Read the
directions and have students complete the exercises. Remind students to think
about their own experiences to help them use realistic details in their writing.
Provide corrective feedback.
Answer Key: 1–2. beaming and lifting a trophy, “I did my best today!” he said
proudly. 3–4. peering at a map, “Do you know how to get to Main Street?” she
stammered. 5–7. Sentences will vary.
Develop Characters
Read about each character. Choose and write two details
from the box that help develop each character.
5.
6.
7.
90
Writing and
Grammar
WRITING
Voice
TEACH/MODEL
Introduce the Concept Tell students that every good piece of writing has a voice,
or the quality that makes the writing sound like a real person wrote it. Explain that
writers can choose to use a formal voice or an informal voice in their writing.
Introduce Choosing a Voice Say: You should consider your audience and purpose
when you choose whether to use a formal or an informal voice in your writing.
• Explain that a formal voice uses grammatically correct sentences and generally
avoids contractions and slang. The sentences and vocabulary in a formal voice
are more complex than those used in everyday conversation. Say: You might use
a formal voice when you are writing for people of authority or people you do not
know well. Point out that a formal voice is often used when writing to inform or
explain, or when constructing an argument. Say: You might use a formal voice in
a report, an essay, a speech, or a letter to an editor.
• Explain that an informal voice often uses everyday vocabulary that includes
contractions, slang, abbreviations, and shorter sentences. Say: You might use an
informal voice when you are writing for people you know well. Point out that an
informal voice is often used to express personal feelings or to tell a story. Say:
You might use an informal voice in a friendly letter, an email, a personal narrative,
or in story dialogue.
Model Formal and Informal Voice Write the following sentences on the board:
Photos by the artist are at the museum. It’s a show that everyone wants to see. Point
out words such as Photos, are at, It’s, show, and everyone wants to see as examples
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG90. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. F 2. I 3. F 4. I 5. I 6. F; (Sample Answers) 7. The store was
unsuccessful because it did not have ample stock. 8. The icing on the cake was
unpleasant tasting. 9. Nighttime temperatures in the desert can be unexpectedly
cool. 10. Many people agree that the mayor is dishonest.
Voice
Read each sentence. Write F if the writer used a formal voice.
Write I if the writer used an informal voice.
1. Food, clothing, and shelter are basic needs for all human
beings.
2. Let me tell you about my mind-boggling adventure!
3. The subsoil of the Arctic tundra is permanently frozen.
4. I had a blast with my buddies at the amusement park.
5. Did you ever wish you could go back and redo what you’ve
done?
6. A valid passport is a requirement for all disembarking
passengers.
9. Did you know that it can get pretty cool in the desert at night?
10. All of my friends agree with me when I say the mayor is a crook.
91
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG91. Read aloud
the directions with students and have them complete the exercises. Provide
corrective feedback.
Answer Key: 1. fuzzy 2. like freshly cut grass 3. bright 4. tart 5. with a loud
crash 6–8. Sentences will vary but should include sensory words and details.
7. I heard a noise.
92
Writing and
Grammar
WRITING
Descriptive Language
TEACH/MODEL
Introduce the Concept Remind students that writers use descriptive
language to help readers picture what they are writing about. Point out that
descriptive language can also help readers picture and understand the writer’s
opinion. Descriptive language help writers build strong sentences that create
interest and give readers additional information.
• Say: Add adjectives, adverbs, and strong verbs to include descriptive details in your
writing.
• Say: Add sensory details that tell about what you saw, heard, smelled, tasted, and
felt to help readers create a clear image in their minds.
• Say: Use descriptive language to explain ideas and feelings and to describe charac-
ters, actions, and the setting of a story.
Introduce Descriptive Language Write: It was a hot, humid day. Underline the
words hot and humid. Ask: What do these words tell you about the day? What kind
of picture do they make in your mind? Point out that these words are adjectives.
• Write: The sun beat down as we trudged along the road. Point out the descriptive
words. Underline the word trudged. Ask: What do this words tell you how the
characters walked? What kind of picture do they make in your mind? Point out
that trudged is a verb.
• Write: We could finally see the beautiful beach at the end of the road. Point out
the descriptive words. Ask: What do these words tell you about the beach? The
journey? What kind of picture do they make in your mind? Underline the word
finally. Point out that it is an adverb.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG92. Read and
discuss the directions. Have students complete the exercises and then share
their responses. Provide corrective feedback.
Answer Key: 1. rushed 2. on a hot morning 3. science museum 4 –7. Sentences
will vary.
Descriptive Language
Read each sentence. Circle the better descriptive word or
phrase to complete each sentence.
93
Writing and
Grammar
WRITING
Strong Verbs
TEACH/MODEL
Introduce the Concept Explain that strong verbs are specific, vivid verbs that
show an action so readers can make pictures in the minds. Tell students that
using strong verbs can help them write strong sentences and strong paragraphs.
• Write: We went to a museum. Underline went. Ask: What does this sentence tell
you about how we went to the museum? Write: drove, walked, rode, and biked.
Ask: How are these verbs different from went? Guide students to recognize
that these verbs are stronger choices because they provide more specific
information.
Model Using Strong Verbs Tell students that picking different strong verbs
can help readers form different pictures in their minds.
• Write: Keisha went after the bus. Underline the verb went. Ask students to
describe what kind of action the sentence describes.
• Write: Keisha sprinted after the bus. Underline the verb sprinted. Ask students to
describe what kind of action this sentence describes. Point out that the verb
sprinted is more specific than the verb went, so it is a stronger verb.
• Write: Keisha plodded after the bus. Underline the verb plodded. Ask students
to describe what kind of action this sentence describes. Point out that the
verb plodded is more specific than the verb went, so it is a stronger verb. Invite
students to explain how this sentence gives them a different picture in their
mind than did the previous sentence.
• Write: I hit my knee on the table. Ask students to identify the verb in this
sentence. Then have the group think of ways the verb could be stronger and
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG93. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. wolfed down 2. raced 3. scribbled 4. dive back in 5–8.
Sentences will vary, but should correctly use each of the verbs from the box.
Strong Verbs
Read each sentence. Choose the stronger verb from each
pair. Write it on the line.
5.
6.
7.
8.
94
Writing and
Grammar
WRITING
Figurative Language
TEACH/MODEL
Introduce the Concept Tell students that good writers use figurative
language to communicate thoughts and feelings to readers. Say: Figurative
language makes a comparison to help readers, or appeals to the senses so readers
can get a clear picture of something that is being described.
Introduce Figurative Language Explain that figurative language can include
personification, metaphor, and simile.
• Say: Personification is a comparison that gives human qualities to an animal,
object, or idea. Write: The moon turns its face toward Earth. Point out the two
underlined words. Say: This sentence compares the moon to a human face. The
moon does not actually have a face, so this is an example of personification.
Repeat with the sentence A bird praises the beautiful tree with song.
• Say: Metaphor is a comparison between things that are not alike. Write: Her
eyes are a lake of sparkling blue. Point out the two underlined words. Say: This
sentences compares someone’s eyes and a lake. These two things are not alike, and
the sentence does not include like or as. This is an example of metaphor. Repeat
with the sentence The playground was a tornado of excited children.
• Say: Simile is a comparison between unlike things using the words like or as. Write:
The wind tosses empty bags as light as balloons. Point out the two underlined
words. Say: This sentence compares empty bags and balloons. These two things
are not alike, and the sentence uses the comparison word as. This is an example of
simile. Repeat with the sentence: The buttons on his jacket sparkle like diamonds.
Model Identifying Figurative Language Write: The singer howled like a
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG94. Read the
poem with students. Then have students complete the exercises individually.
Provide corrective feedback.
Answer Key: 1. P 2. S 3. P 4. P 5. M 6. S 7–9. Answers will vary, but students
should provide a correct example of each kind of figurative language.
Figurative Language
Read each line of the poem. Think about what things are
being compared. Write P on the line if the line contains
personification, M if it contains a metaphor, and S if it
contains a simile.
7. Personification:
8. Metaphor:
9. Simile:
95
Writing and
Grammar
WRITING
The first thing Emily did that morning was look out of her window. Was it
really snowing? She couldn’t believe it! Then she threw on some warm clothes
and ran outside to enjoy the winter weather. Later that day, she sipped hot
cocoa with friends. The following week, all the snow melted.
• Say: The underlined words in the passage are transition words and phrases that
show the sequence of events. The phrases that morning, Later that day, and The
following week also signal shifts in time frame.
• Review that transition words and phrases can also signal shifts in setting. Write:
Dad and Grace were busy baking bread in the kitchen. Meanwhile in the
living room, Mom and I were watching TV. While all this was happening inside,
our dog was in the backyard digging a hole under the fence!
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG95. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. The following year 2. Meanwhile back home 3. later that evening
4. Finally 5. First; then 6. While my sister stayed at the library 7. earlier that day
8–10. Sentences will vary.
96
Writing and
Grammar
WRITING
Plot Development
TEACH/MODEL
Introduce the Concept Say: Stories focus on a central conflict or problem that
must be solved. This is called the plot.
• Write: I wanted to audition for the play, but I had stage fright. Say: This is the main
conflict my story will focus on. This will be the beginning of my story.
• Remind students that the middle of a story provides information about how a
problem was dealt with or overcome. It is typically the longest part of a short
story and can include descriptive sentences, explanations, and dialogue. Say:
In the middle, I want to explain how my character dealt with stage fright. Write the
following on the board: I asked my family to watch me perform in the living room.
I practiced my lines while looking at myself in the mirror. Say: These details will
form the middle of my story. Ask students to provide other details.
• Say: At the end of a story, I need to show how my conflict is resolved. Write: When
the audition date arrived, I stepped onto the stage and delivered my lines with
confidence. I was awarded the lead role in the play! Say: This ending shows that the
problem of the character’s stage fright was solved. It also tells the reader what the
outcome of the audition was. Ask students to provide other possible endings.
Model Plot Development Remind students that using descriptive details
makes characters more real and interesting. Say: Details help tell about a story’s
plot. Using details helps readers understand how the characters react to events and
explain a story’s beginning, middle, and end.
• Write and read aloud: Beth had just moved to Chicago. Today was her first day at
the new school. She felt both scared and excited. She wondered if she would meet
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG96. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1–3. Sentences will vary but should include descriptive details.
4. Sample ending: I made a costume from old fabric. It was the best ever! 5.
Sample ending: Tran and Sean both practiced hard, and they tied for first place.
Plot Development
Read each sentence. Write a sentence with descriptive
detail to help build the plot of a story.
Ending 2:
Ending 2:
97
Writing and
Grammar
WRITING
Create Dialogue
TEACH/MODEL
Introduce the Concept Explain to the students that in writing, dialogue is the
exact words that characters say when they talk to one another. Dialogue adds
interest to a story because it lets the reader know what is happening in a story,
as well as showing how a character is feeling or reacting at that moment. Good
dialogue sounds natural and makes the characters more believable.
• Write: Krista’s puppy ran away. She was sad. Brent offered to help her look for it.
Point out that these sentences do not give specific details. Explain that adding
dialogue would create strong sentences that help the reader picture the char-
acters and understand the reasons for their actions.
• Write: “Oh, no! My puppy ran away!” Krista cried sadly. “Don’t worry. We can find
him. I’ll help you look,” Brent replied helpfully. Point out that these sentences
provide more information. Ask: Who seems more upset, Krista or Brent? What
words tell you?
• Write: “Oh, no! My puppy ran away!” Krista cried sadly, looking up and down the
street. “Don’t worry. We can find him. I’ll help you look,” Brent replied helpfully,
beginning to walk toward the corner. Point out the action words you added that
create stronger, more descriptive sentences.
Model Writing Dialogue Remind students to choose words that fit their char-
acters and seem natural. Explain that using words such as pronouns, contrac-
tions, and casual language can make dialogue more realistic.
• Write: “It seems unlikely that I shall succeed to my highest goals on the examina-
tion,” ten-year-old Jonas said. “Jonas is correct,” replied his friend. Point out that
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG97. Read
the directions and have students complete the exercises. Provide corrective
feedback.
Answer Key: 1. You need new tires 2. Please work on your homework 3. The soup
is delicious 4. Let’s practice together 5. Answers will vary.
Create Dialogue
Read each sentence. Add dialogue from the box for each
character.
98
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG98. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. N 2. D 3. N 4. D 5. N 6. Stories will vary, but should include both
dialogue and narration.
Now write your own story about playing a sport. Use both
narration and dialogue. Remember to add quotation marks
when writing dialogue.
6.
99
Writing and
Grammar
GENRE FEATURES
Fictional Narrative
TEACH/MODEL
Introduce the Genre Discuss these features of fictional narrative.
• A fictional narrative is a story that the writer has made up. Explain that
students can get ideas for a fictional narrative by thinking about elements
such as character and plot. Say: You can write a fictional narrative about a family
going on a picnic or a class getting a pet.
• A fictional narrative has a setting, characters, and a plot.
• It has a clear beginning, middle, and end.
• The beginning establishes the situation and introduces the characters.
• A fictional narrative includes dialogue and descriptive details to develop the
characters and the plot.
• A fictional narrative uses transitional words, phrases, and clauses to clarify
the sequence of events.
• The end resolves the situation introduced at the beginning of the narrative.
Read Aloud a Model Read this fictional narrative. Then discuss the questions.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG99. Choral-read
the model. Discuss each label. Ask partners to discuss the questions. Have them
record their answers and then share them with the group. Provide feedback.
Answer Key: 1. Beginning: Liza skis down the mountain. Middle: Keith follows
her. End: Keith meets Liza at the bottom. 2. a ski slope at noon 3. Liza and her
brother Keith 4. “Here I go!”; “Wait for me!”; “Great job, Keith” 5. the snow glinted
like diamonds; the steep, icy mountain 6. first, then, finally
Fictional Narrative
Read this fictional narrative. Study each label.
Then discuss the questions below with a partner.
Character Setting
Details “Here I go!” called Liza. She whizzed down the ski slope,
her curly blond hair streaming back. In the strong noon sun,
the snow glinted like diamonds. Setting
At the top of the steep, icy mountain, Liza’s brother
Keith struggled to point his skis downhill. “Wait for me!” Dialogue
Keith yelled.
As Liza watched from below, Keith started down. First, Transition
word
he went left. Then, he made a quick turn. Finally, Keith
skidded to a stop beside Liza, sending up a spray of snow.
“Great job, Keith,” said Liza.
In the middle?
In the end?
2. What is the setting?
3. Who are the characters?
4. Find the dialogue in the story. Read it with a partner.
5. Which details describe the snow and the mountain?
Read them to a partner.
6. Circle the transitional words in the last paragraph.
100
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG100. Read the
directions and the labels. Pair each student with a partner. Provide this support.
1. Help students choose a story idea. Tell students they can pick a story idea
from ones they have previously brainstormed or come up with a new one. Have
What if ?
101
Writing and
Grammar
WRITING APPLICATIONS
Beginning
Middle
Copyright © The McGraw-Hill Companies, Inc.
End
102
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG102. Read
the directions and have students work individually to complete the exercises.
Circulate and provide corrective feedback. When students have finished, have
them discuss with a partner the revisions they made to their fictional narrative.
Answer Key (Sample Answers): 1. “Time to finish your homework,” Mom said.
“It’s already done,” I replied. 2. “Watch out, Josh!” I yelled. “Don’t worry,” he said.
“I know what I’m doing.” 3. “Look at the deer!” I cried. “It’s so beautiful!” said my
friend. 4. “I’ve looked all over for my glasses. I think they’re lost,” I said. “Here they
are under the couch,” said Mia. 5. Check to make sure students revise their paper.
204 Writing and Grammar Intervention: Section 9
Practice
Name Date Reproducible
WG102
4. I lost my glasses and couldn’t find them. Mia found them under
the couch.
103
Writing and
Grammar
Teacher-Student Conferences
• If time allows, have a conference with each student about his or her writing.
• A few questions from an adult or a peer can clarify how to improve a piece of
writing. Discussions can help young writers focus on audience and purpose.
• Have students read their paragraphs aloud to you. Listen attentively. Then
prompt them to revise by asking questions such as those shown below.
• Try to start by identifying at least one or two things you like about the writing.
Then focus on the content of what the student is trying to communicate.
• After your conference, help them decide how to revise their paragraphs.
Conference Questions
√ Can you tell me more about this story? What happens first? What
happens in the middle? What happens at the end?
√ I want to know more about the character . What does this
character look like? How does he or she talk and act?
√ I want to know more about where all this happens. What would
someone see there? What would the person hear or feel?
√ The word is not really clear. Is there another word you could
use? What word says exactly what you mean?
√ Did you use any dialogue? Did you use quotation marks with your
dialogue? Look back at the model on Practice Reproducible WG99.
• Have students proofread their papers and make neat final copies.
Score Genre The writer tells a fictional story with a clear beginning, middle, and
4 end. Details tell more about setting, characters, objects, and events. Words
are exact and interesting. Dialogue helps develop the plot and characters.
Organization and Focus Events are told in time order, using time-order
words. The writer includes only details that help readers understand the
story.
Sentence Fluency The writer uses both long and short sentences as well as
different kinds of sentences.
Conventions There are not many mistakes in grammar, spelling, or
punctuation.
Score Genre The writer tells a fictional story with a beginning, middle, and end.
3 There may not be many details about setting, characters, objects, and
events. Some words could be more exact. Dialogue is used throughout.
Organization and Focus One or two events may be out of order. Time-
order words may be missing. There may be some extra details.
Sentence Fluency Some of the sentences are short and choppy. The writer
could vary sentences more.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The beginning, middle, or end may be missing or unclear. There are
2 almost no details about setting, characters, objects, and events. Many words
are vague. Dialogue is limited and does not develop characters or the plot.
Organization and Focus Many events are out of order. There are no time-
Copyright © The McGraw-Hill Companies, Inc.
order words. There are many extra details that do not tell more about the
topic.
Sentence Fluency Many of the sentences are short and choppy.
Conventions There are many mistakes. Some make the writing hard to
understand.
Score Genre The topic is not clear. There are no details. Words are vague or
1 confusing. Dialogue is not included.
Organization and Focus There is no clear order. Most details are unrelated
to the topic.
Sentence Fluency All the sentences are short and choppy.
Conventions Mistakes make the writing hard to understand.
104
Writing and
Grammar
WRITING
Develop a Topic
TEACH/MODEL
Introduce the Writing Strategy Tell students that good writers use facts,
details, definitions, quotations, and other information to support and explain
their topic. Say: Adding concrete details, quotations, and other supporting informa-
tion helps writers build strong sentences. These details support the writer’s main idea
or explain why a writer believes something.
• Write: Topic: Games. Explain that to develop this topic, you would include facts,
details, definitions, and other information about games. Details that are not
about games should not be included.
• Write the following under the topic Games. People have been playing games
for thousands of years. Games are fun and they can help improve your thinking
skills. Benjamin Franklin said, “Games lubricate the body and the mind.” Games
are activities that friends can play together. Reading is an activity that people do
alone. Some games are played inside and some are played outside. Reread each
sentence and ask: Does this sentence support the topic games? (The sentence
about reading does not support the topic.)
Teach Writing a Supporting Sentence Say: Supporting details, information, and
facts may explain a subject or tell why it is true.
• Write: Daily exercise is important. Then suggest details that show why daily
exercise is important. Say: Exercise is important is because it keeps us healthy.
• Prompt students to suggest other details, adding them to a web on the board.
keeps us healthy
• Model using one of the details to write a strong sentence. Write: Daily exercise
keeps us healthy so we can have lots of energy for work and play. Work with
students to write sentences using the supporting details they suggested.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG104. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. Sample answers: eat cake, open presents, see friends
2. Answers will vary. 3. Sample answers: collect shells, play in sand, jump in
waves 4. Answers will vary.
Develop a Topic
Read the topic. Write details, facts, and information in the
web to support the topic.
1. a birthday
party
3. going to the
Copyright © The McGraw-Hill Companies, Inc.
beach
105
Writing and
Grammar
WRITING
Strong Paragraphs:
Main Idea and Details
TEACH/MODEL
Introduce the Writing Strategy Review with students that paragraphs are
about one main idea. They include facts, details, and other information that
explain and support the main idea. Say: The main idea of the paragraph is often
stated in the first sentence. The other sentences tell about the main idea.
• Say: Supporting details give information about a topic. Write: Main Idea: Lizards
make good pets. Write as a list: Details: Lizards are clean and quiet pets. Lizards
can be kept in a small space. Lizards do not need to be fed every day. Explain that
these details support the main idea in a paragraph.
• Say: The sentence that states the main idea is called the topic sentence. Write:
Lizards can make good pets. Tell students that they can write the details about
lizards in sentences to create a strong paragraph. Then continue writing the
paragraph: Lizards are clean as pets and they are quiet. Most pet lizards do not
take up very much space. Lizards are easy to care for, since they don’t need to be
fed every day. Point out that the main idea of the paragraph is clearly stated.
Discuss how each detail gives more information about the main idea.
• Add this sentence to the paragraph above: Birds also make great pets. Say: A
strong paragraph only includes details that support the main idea. Have students
reread the topic sentence. Have them explain why the sentence about birds
do not support the main idea. Cross out the sentence about birds.
Teach Using Main Idea and Details Explain to students that in strong writing,
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG105. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. yes 2. yes 3. no 4. yes 5. no 6. yes 7. Sample answer: Swimming
is good exercise.
Strong Paragraphs:
Main Idea and Details
Read each topic sentence. Circle yes or no to tell whether
each additional sentence supports the main idea.
106
Writing and
Grammar
WRITING
Writing an Introduction
TEACH/MODEL
Introduce the Writing Strategy Explain to students that the three main parts
of a good research report are the introduction, the body of the report, and
the conclusion. Tell them that an introduction is the first paragraph of a piece
of writing.
Teach Writing an Introduction Explain that the purpose of an introduction
is to prepare readers for the information to come. Say: In the first paragraph, or
introduction, writers must tell readers what the report will be about. Good writers
also try to get the reader interested in finding out more about the topic.
• Explain to students that introductions include the big ideas that will be
developed in the report. Say: An introduction tells the reader what topic will be
discussed and gives an idea of what information will be presented.
• Write this introduction to a report about grasshoppers on the board: What
insect lives in grasses and meadows and has the ability to jump great heights and
distances? The question should give you a clue to the answer. It is the grasshopper.
There are over 11,000 known species of grasshoppers and they can be found all
over the world.
• Ask: What is the topic of this report? (grasshoppers) What facts do you know from
reading the introduction? (grasshoppers are found all over the world, there are
over 11,000 species)
• Ask: What is some other information that you would expect to read about in this
report? Make a list together of facts and details that students might hope to read
about in the report. (how high they jump, how big they grow, what they eat)
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG106. Read the
directions with students and have them complete the exercises. Provide
corrective feedback.
Answer Key: 1. life in the desert 2. space exploration 3. home fire safety
4. Topics and paragraphs will vary.
Writing an Introduction
Read the topics in the box. Then read each introduction.
Write the topic that best matches each introduction.
1. Many desert animals sleep during the day and hunt at night
when it is cooler. Some have coloring that blends in with
the sand to help protect them from predators.
107
Writing and
Grammar
WRITING
Writing a Conclusion
TEACH/MODEL
Introduce the Writing Strategy Explain to students that any piece of writing
needs a conclusion, or a sentence or a paragraph that sums up what the writer
has said. Tell students that a conclusion is similar to a main idea, because both
tell about the most important ideas and details in a text.
• Say: A paragraph only needs a sentence or two to conclude it. A longer report needs
a concluding paragraph. The conclusion needs to be strong to sum up the main
ideas. Tell students that a conclusion is based on the facts or ideas in the text.
• Say: Strong words help the reader understand the conclusion the writer is drawing.
Otherwise, readers may not fully understand the writer’s conclusion.
Teach Using Strong Words and Details Write this paragraph on the board.
Then read it with students.
Stars vary in color, size, and temperature. There is a relationship
between the size and color of a star and its temperature. Stars
with high surface temperatures are smaller in size, but brighter
and whiter. Stars with low surface temperatures are much larger,
but redder in color. Looking at their size and color provides clues
about the surface temperature of stars.
• Ask: Which sentence is the concluding sentence? (the final sentence)
• Ask: What did you learn from the concluding sentence? (looking at the size and
color of stars tells about their surface temperature)
• Ask: If this paragraph were the conclusion of a report, what main ideas might be
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG107. Read the
directions and the text. Help students begin writing a conclusion if they have
difficulty. Discuss paragraphs as a group. Provide corrective feedback.
Answer Key: Sample paragraph: Harriet Tubman did many things to help
others before, during, and after the Civil War. As a result of her hard work,
courage, and strong will, she became a great leader who is still honored today.
Writing a Conclusion
Read the introduction and body of a research report on
Harriet Tubman. Then use the report’s main ideas to write
its conclusion in a final paragraph.
Harriet Tubman
You probably know Harriet Tubman for her role with the
Underground Railroad. But did you know that she was also
a spy and a war hero?
When the Civil War began, Harriet Tubman followed
the Union Army into Maryland. She helped enslaved
people find food and jobs after they were freed. Because
the Confederates ignored her, Tubman was able to slip
across enemy lines to work as a spy. She simply pretended
to be enslaved. Tubman spoke to enslaved people to get
information. Then she crossed the lines again with valuable
information. After the Civil War ended, Tubman purchased
Copyright © The McGraw-Hill Companies, Inc.
108
Writing and
Grammar
WRITING
Logical Order
TEACH/MODEL
Introduce the Writing Strategy Tell students that a report gives information
about a topic in logical order. Say: The ideas in a report must be presented logi-
cally so that readers can understand the information that is given.
Teach Logical Order Explain that there are different kinds of order, or patterns
of organization, that writers use when they write a report. Chronological order,
compare/contrast, cause and effect, and classification are four of the ways that
writers can organize their writing in a report.
• Explain that when writers use chronological order, they present their ideas in
time order, or the order in which things happen. Say: A report about a historic
event or the life of a famous person might be organized using chronological order.
• Tell students that when writers use compare/contrast as their organizing
pattern, they examine how two or more things are alike and different. Say: You
might use compare/contrast to organize a report about two types of animals that
are similar in many ways, or to compare two stories that you have read.
• Explain that when writers organize their writing by cause and effect, they tell
what happens and why it happens. Say: You might use cause and effect to tell
how or why a natural disaster occurs, and to describe what happens because of
that disaster. You might also use cause and effect to explain events in history.
• Tell students that when writers use classification as an organizing pattern,
they divide their topic into smaller parts that have something in common, and
then give information about each part. Say: Use classification whenever you
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG108. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. compare/contrast 2. chronological order 3. classification
4. cause and effect
216 Writing and Grammar Intervention: Section 10
Practice
Name Date Reproducible
WG108
Logical Order
For each passage, write the type of order used: chronological
order, compare/contrast, cause and effect, or classification.
3. When you study trees in our area, you can put them into two
Copyright © The McGraw-Hill Companies, Inc.
109
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG109. Read the
directions and have students complete the exercises. Provide feedback.
If students have trouble completing the second exercise, write both paragraphs
on the board, leaving room for the transition sentence. Work with students to
figure out the relationship between the two paragraphs.
Answer Key: 1. Because 2. Then 3. Instead 4. However 5. Before 6. In all, 7.
Sample answer: Rosa went to the fair again the next day.
Rosa wanted to see the horses one more time. She didn’t
care about the rides, but she wanted another chance to win a
prize. She knew there were other things she had missed, too.
One day wasn’t enough, because there was so much to see
and do!
110
Writing and
Grammar
GENRE FEATURES
Research Report
TEACH/MODEL
Introduce the Genre Discuss these features of a research report while
reviewing and reinforcing academic language.
• A research report is a type of explanatory writing that gives information about
a specific topic. Authors write research reports to inform readers. Say: Be sure to
think about your audience so you choose a topic that is clear and interesting.
• A research report provides information focused on a central topic. Say: You could
write a research report on the life of a famous person, such as Benjamin Franklin.
• A research report has an introduction that presents the main ideas and a
conclusion that relates to the topic.
• A research report organizes facts, definitions, quotations, details, and other
information into supporting paragraphs. Say: You might write a paragraph
about Benjamin Franklin’s youth in Philadelphia.
• A research report summarizes information from a variety of reliable sources.
• A research report uses precise vocabulary and a formal tone.
• A research report includes linking words that connect ideas.
Read Aloud a Model Read aloud the research report. Discuss the questions.
A butterfly begins life as an egg that was laid by an adult butterfly. When the
egg hatches, a caterpillar comes out. The caterpillar eats leaves and other plants. In
addition, it molts, or loses its skin, several times. When it is big enough, it becomes a
pupa, also called a chrysalis. This is a protective cocoon in which the caterpillar rests
for several weeks or months. Inside the chrysalis, it slowly changes its shape. Finally,
• What is the topic? What sentences give the introduction and conclusion?
• What supporting facts, definitions, quotations, details, and other information
does the author provide?
• What linking words or phrases are used to connect ideas?
• What precise vocabulary is used? What is the tone?
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG110. Choral-read
the model. Discuss labels. Ask partners to discuss the questions, then record and
share answers. Provide corrective feedback.
Answer Key: 1. John Glenn 2. John Glenn is a very famous man. John Glenn has
done amazing things. 3. Answers will vary. 4. After the attack..., Later, Finally 5.
Sample answer: biographies about John Glenn, a history book about space
Research Report
Read this research report. Study each label. Then answer
the questions below. Introduction
111
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG111. Read aloud
and discuss the directions and the labels on the graphic organizer. Pair each
student with a partner. Provide the following support.
112
Writing and
Grammar
WRITING APPLICATIONS
Introduction
Paragraph #1
Paragraph #2
Copyright © The McGraw-Hill Companies, Inc.
Paragraph #3
Conclusion
113
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG113. Read and
discuss the directions and the exercises. Have the students work individually to
complete them. Provide corrective feedback. When students are finished, ask
them to discuss with partners the changes they made to their own papers.
Answer Key: 1. Sample answer: Diamonds are so hard that they cut glass.
2. Check that students revise their papers. Answers will vary. 3. Sample answer:
Diamonds are natural gems that have many unique features. 4. Sample answer:
Diamonds can be white, blue, pink, or even yellow.
Paraphrasing
114
Writing and
Grammar
Teacher-Student Conferences
• If time allows, have a conference with each student about his or her writing.
• A few questions from an adult or a peer can clarify how to improve a piece of
writing. Discussions can help young writers focus on audience and purpose.
• Have students read their research reports aloud. Listen attentively. Then
prompt them to revise by asking questions such as those shown below.
• Try to start by identifying at least one or two things you like about the writing.
Then focus on the content of what the student is trying to communicate.
• After your conference, help students decide how to revise their paragraphs.
Conference Questions
√ Tell me more about your report. Why did you choose this topic?
√ Who is the audience for this text?
√ How did you start? What details did you brainstorm? How did you
organize the details?
√ Where did you find research for your details?
√ I want to know more about this topic. What are the main ideas? What
are some supporting details?
√ The word is not really clear. Is there another word you could
use? What word says exactly what you mean?
√ Is there any information you would add? remove?
• Have students proofread their papers and make neat final copies.
Copyright © The McGraw-Hill Companies, Inc.
USING THE RUBRIC
• Use the Writing Rubric. Evaluate the student’s writing one criterion at a time.
• You will often find that a student’s writing receives different scores for
different criteria. The final score, however, should be a single number. In
reaching a holistic score, give the most weight to Genre and to Organization
and Focus.
• Analyze each student’s errors, using the criteria and the lesson numbers
provided. Reteach those lessons for skills that caused the student difficulty.
Genre (Lesson 110)
Organization and Focus (Lessons 111–112)
Sentence Fluency (Lesson 113)
• Provide corrective feedback about errors in grammar, usage, and mechanics. If
necessary, consider reteaching lessons in Section 1–5.
Score Genre The writer creates a research report about a single topic. Words are
4 exact and make it easy to find the main idea or ideas.
Details and Organization The details support the main ideas. The writer
focuses on the ideas and does not introduce extra information.
Sentence Fluency The writer uses both long and short sentences, as well
as different kinds of sentences. The writer uses transitions such as first, next,
furthermore, in addition, also, or finally.
Conventions There are not many mistakes in grammar, spelling, or
punctuation.
Score Genre The writer gives information about a single topic. However, he or she
3 may need to include more or better main ideas.
Details and Organization The details may not be clear or organized
properly. The writer may skip information or introduce extra information.
Sentence Fluency Some of the sentences are short and choppy. The writer
may not signal transitions by using such words as first, next, furthermore, in
addition, also, or finally.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The writer does not create a research report about a single topic.
2 Many ideas are vague or unclear.
Details and Organization The details are confusing. They may not support
the main idea. The writer has left out important information.
Copyright © The McGraw-Hill Companies, Inc.
Sentence Fluency Many of the sentences are short and choppy. The
writer almost never signals transitions by using words such as first, next,
furthermore, in addition, also, or finally.
Conventions There are many mistakes. Some make the writing hard to
understand.
Score Genre The writer does not create a research report at all. The entire piece is
1 vague or unclear. There are no main ideas.
Details and Organization There are no supporting details, or they cannot
be tied to a main idea. Most of the important information is missing.
Sentence Fluency All of the sentences are short and choppy, or they
are fragments. The writer never signals by using words such as first, next,
furthermore, in addition, also, or finally.
Conventions Mistakes make the writing hard to understand.
115
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG115. Read
the directions with students and have them complete the exercises. Provide
corrective feedback.
Answer Key: 1. O 2. F 3. O 4. F 5. F 6. O 7. F 8. Sample answer: Our school
serves cheese pizza for lunch on Fridays. 9. Sample answer: I think that cheese
pizza is the best thing our school serves for lunch.
Write one fact and one opinion about your school’s lunches.
Be sure to include opinion words such as I think.
8. Fact:
9. Opinion:
116
Writing and
Grammar
WRITING
Relevant Evidence
TEACH/MODEL
Introduce the Writing Strategy Remind students that writing that expresses
an opinion tries to convince readers to agree with the writer. Explain that good
writers include strong reasons, or arguments, to support their opinions. Say:
Strong reasons help writers show their positions and convince readers to agree with
them. Strong reasons include facts, examples, and details.
• Write: Our community should have a recycling program. Point out that this is
an opinion. Tell students that to convince readers, the writer should include
strong reasons and arguments. Say: One way to support this opinion is with
strong reasons such as facts, details and examples. Write: Our city service depart-
ment reports that the town’s residents send at least 1,000 pounds of recyclable
garbage to the landfill. Recycling glass bottles and aluminum cans is cheaper
than making new ones. Recycling also saves resources. Point out that these are
facts that support the opinion and help strengthen the writer’s argument. Ask
students to generate other supporting statements. List students’ suggestions
on the board.
Teach Strengthening Arguments Explain that strong paragraphs can help
writers make convincing arguments. Say: A strong argument paragraph includes
a clear opinion. It includes details and evidence to support that position. It also has a
conclusion that restates the position and calls the reader to action.
• Write: Students should have a longer lunch period. Point out that this is an
opinion. Say: The writer should include several sentences with details that support
this opinion. Write: A longer lunchtime gives everyone a chance to get through the
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG116. Read the
directions with students and have them complete the exercises. Provide correc-
tive feedback.
Answer Key: 1. Y 2. Y 3. N 4–8. Answers will vary.
Relevant Evidence
Read the following position. Then read each statement.
Write Y if the statement provides a strong reason. Write N if
the statement does not provide a strong argument.
117
Writing and
Grammar
WRITING
A Strong Opening
TEACH/MODEL
Introduce the Writing Strategy Explain that good writers grab their audi-
ence’s attention in the introduction, or opening. Say: Good writers use a strong
opening sentence to capture readers’ interest. A question or quotation is a good way
to get your readers’ attention.
• Tell students that one kind of strong opening asks the reader a question. Say:
Opening with a question can help pull readers in and encourage them to keep
reading. Write: Fruit smoothies are a great breakfast. Point out that this sentence
on its own does not necessarily pull the reader in. Write: What did you have for
breakfast today? Point out that this sentence is more interesting for readers
because it asks them a question. Write: Was it healthful and delicious? Explain
that writers can ask more than one question in an introduction to encourage
the reader to keep reading.
• Tell students that another kind of strong opening uses a quotation to intro-
duce the subject. Say: Opening with a quotation can help pull readers in because
it might be familiar or interesting. Write: Many people say, “Breakfast is the most
important meal of the day.” Point out that this sentence ties with the writer’s
topic and gives a strong statement about. Write: Have you ever heard the saying
“Breakfast is the most important meal of the day?” Explain that a strong opening
can combine questions and quotations.
• Explain that two other kinds of strong openings use attention-getting state-
ments and unusual facts. Ask students what kind of statements or facts about
breakfast might provide a strong opening for an essay about fruit smoothies.
A Strong Opening
Read the four introductions below. Then write a question to
use in each introduction.
5. My Topic:
Opening Sentence:
118
Writing and
Grammar
WRITING
A Strong Conclusion
TEACH/MODEL
Introduce the Writing Strategy Explain that the ending of a piece of writing is
called the conclusion. Point out that good writers end with a strong conclusion
that restates the main idea of the writing in different words. Say: A strong conclu-
sion helps the reader clearly understand the writer’s message. Write the following
checklist for a strong conclusion on the board. As you write each point, review
with students how it relates to writing a strong conclusion.
• Write: A strong conclusion restates the main idea or opinion in different words. Say:
Good writers rewrite the main idea from the introduction in a slightly different way.
• Write: A strong conclusion makes the writer’s message clearer. Say: Restating
the writer’s opinion in different words helps the reader understand the writer’s
message more clearly.
• Write: A strong conclusion reminds the reader of the most important parts of the
writing. Say: Restating the main idea helps the reader remember what the main
idea of the writing was.
Teach Writing a Strong Conclusion Write and read aloud the following: Every
young person should be encouraged to take part in volunteer activities. There are
countless opportunities in every community for children and young adults to offer
help to others. By giving of themselves, even the youngest children can feel the joy of
helping. Through volunteering, kids can learn to really make a difference.
• Ask: What is this piece of writing about? (volunteering) What is the opinion in the
first sentence? (young people should take part in volunteering) Point out the
final sentence. Say: This sentence is the conclusion. Reread the sentence aloud.
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG118. Read and
discuss the directions. Have students complete the exercises individually. Then
have partners share their answers. Provide corrective feedback.
Answer Key: 1. Children should learn to work in the kitchen. 2. Children
can learn useful skills. 3. Children will feel good about themselves. 4. Sample
answer: Learning to cook helps kids gain responsibility and they get to eat what
they make.
A Strong Conclusion
Read the introduction. Answer the questions, and then write
a strong conclusion.
4. Conclusion:
119
Writing and
Grammar
WRITING
Express a Viewpoint
TEACH/MODEL
Introduce the Writing Strategy Remind students that when you express an
opinion on an issue, you try to convince readers to agree with your viewpoint.
Explain that the way a writer feels about an issue is called his or her viewpoint.
To express a viewpoint, writers first state a viewpoint and then give supporting
reasons. In a good essay, writers state their position clearly and then support it
with strong sentences that give appropriate facts and details.
Teach Expressing a Viewpoint Tell students that writers can show how much
they care about a topic by the sentences they write. To do this, students must
write sentences that express their feelings by choosing appropriate words,
details, and sentence types. Say: Just as people use a speaking voice to express
a feeling, writers use a voice in writing, too. The voice you use should match your
purpose and audience. The way a writer expresses his or her viewpoint has an
effect on an audience. Strong sentences convince by using appropriate details and
sentence types.
• Write these sentences on the board: Vote for me for class president! It’s the
duty of every citizen to vote. Join the process and work for change! Discuss with
students the feeling each sentence expresses. Point out that the writer of the
first sentence is trying to get votes, but the statement lacks reasons to vote
for that candidate. The second sentence appeals to duty and honor and might
feel pushy. The third sentence shows energy and commitment, and makes
becoming involved in politics sound like both a fun and worthy thing to do.
• Ask: Which sentence would be most effective at getting students to participate in
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG119. Read the
directions and the essay. Then have students answer each question individually.
Discuss students’ answers as a group. Provide corrective feedback.
Answer Key (Sample answers): 1. Everyone should read poetry. 2. People who
have not read poetry before. 3. Poetry helps us understand others. 4. Answers
will vary. 5. Paragraph 2. Its purpose is to teach readers how to find poetry they
like and call them to take action by reading poetry.
Express a Viewpoint
Read the essay. Then answer the questions.
120
Writing and
Grammar
WRITING
A Good Topic
TEACH/MODEL
Introduce the Writing Strategy Remind students that a good topic for
writing to convince is one that they know something about or have a strong
opinion about. Say: A good topic is not too broad, but instead has a narrow focus. It
can also be supported with strong facts and examples.
• Say: Good writers state their main idea in a thesis statement at the beginning of
a piece of writing. A good thesis statement summarizes the main ideas of an edito-
rial and clearly states the writer’s position.
• Tell students that it is important for writers of editorials to choose and develop
topics carefully to be successful at convincing others. When choosing a topic
for an editorial, remind students to consider all possible relevant supporting
evidence, including available sources, emotional appeals, facts, statistics,
effective examples, and expert opinions.
Teach Choosing a Good Topic Discuss with students how they can narrow a
topic into smaller topics. Say: Narrowing a topic helps writers focus on a specific
topic rather than a broad one.
• Point out that some broad topics can be divided into smaller topics. Write on
the board: outer space, the history of space science, the NASA space program.
Point out that information on all of them could be found in a science textbook.
Discuss with students which topic is narrow in focus. Ask: Why might the NASA
space program be the best topic? How is it narrower than the other topics?
• Say: A thesis statement should be able to summarize your position on a topic.
Read and discuss each pair of statements to determine which topic is the best
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG120. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1–6. Answers will vary but should provide a topic and thesis
statement.
A Good Topic
Read each broad topic. Narrow the topic and write the new
topic on the line. Then write a thesis statement that gives a
position about the topic.
2. Thesis Statement:
4. Thesis Statement:
Copyright © The McGraw-Hill Companies, Inc.
121
Writing and
Grammar
WRITING
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG121. Read the
directions and have students complete the exercises. Provide feedback.
Answer Key: 1. F 2. I 3. I 4. F 5. F 6. I 7. Answers will vary. Students should use
informal language. 8. Answers will vary. Students should use formal language.
7.
122
Writing and
Grammar
GENRE FEATURES
Opinion Essay
TEACH/MODEL
Introduce the Genre Discuss these features of the opinion essay while
reviewing and reinforcing academic language.
• An opinion essay is a piece of writing that clearly states the writer’s opinion
about a topic. Say: You could write an opinion essay about why your family should
have a dog. The writer hopes to convince the reader to agree with his or her
viewpoint and possibly take action.
• The writer gives clear reasons for the opinion and supports those reasons
with facts and details. Say: You might say that having a dog would help you get
more exercise.
• An opinion essay uses linking words and phrases to connect ideas.
• It provides a conclusion that asks the readers to take action. Ask: What action
do you want the readers to take in this case?
Read Aloud a Model Read aloud this opinion essay. Discuss the questions.
Having a family pet is a great idea. Whether you get a dog, a cat, a bird, or a
hamster, a pet is enjoyable and lots of fun. Kids will have a wonderful friend to play
with. Also, they will learn responsibility by feeding and cleaning up after a pet. I
believe this will be one of the best decisions you can make. Won’t you go out and
look for that special pet today?
• What is the author’s opinion about owning a pet? (owning a pet is a good idea)
• What is one reason the author gives to support this opinion? (a pet is enjoyable
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG122. Choral-read
the model. Read and discuss each label. Ask partners to discuss the questions.
Have them record their answers and then share them with the group. Provide
corrective feedback.
Answer Key: 1. School lunch should be free. 2. Sample answers: Our brains
need energy so we can focus and think; Many children do not have a nutritious
breakfast. 3. Therefore, After all 4. Good nutrition will keep you alert and focused so
that you can learn. This will improve grades and test scores. After all, isn’t that what
everybody wants?
Opinion Essay
Read this opinion essay. Study each label. Then discuss the
questions below with a partner.
Opinion Words
123
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG123. Read and
discuss the directions and the labels on the graphic organizer. Pair each student
with a partner. Provide the following support.
1. Help students choose a topic. Have students think of a topic and tell it to
their partner. Ask: What position do you want to convince someone of? Will you try
to convince them to take a certain action?
My Opinion
124
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG124. Read the
directions and have students individually complete it. Remind students to use
details and reasons on their prewriting graphic organizer. Provide the following
support.
1. Help students write a strong statement of opinion. Ask: What is your
topic? Does your statement summarize the main idea and clearly state your
Sentence Frames
In my opinion, .
It is important to .
I believe .
We should .
You must .
Supporting Reason #1
Supporting Reason #2
Copyright © The McGraw-Hill Companies, Inc.
Supporting Reason #3
125
Writing and
Grammar
WRITING APPLICATIONS
PRACTICE/APPLY
Practice Reproducible Distribute Practice Reproducible WG125. Read and
discuss the directions and the exercises. Then have students work individually
to complete them. Circulate around the room and provide corrective feedback.
When students have finished, have them discuss their changes with a partner.
Answer Key: 1. Sample answer: Students spend too much time on weekends
doing homework. Consequently, they lose time to spend with friends. 2. Check
that students revise their papers. Answers will vary. 3–5. Answers will vary. 6.
Check that students revise their papers. Answers will vary.
Ordering Reasons
3. Weakest:
4. Next weakest:
5. Strongest:
126
Writing and
Grammar
Teacher-Student Conferences
• If time allows, have a conference with each student about his or her writing.
• A few questions from an adult or a peer can clarify how to improve a piece of
writing. Discussions can help young writers focus on audience and purpose.
• Have students read their opinion essays aloud to you. Listen attentively. Then
prompt them to revise by asking questions such as those shown below.
• Try to start by identifying at least one or two things you like about the writing.
Then focus on the content of what the student is trying to communicate.
• After your conference, help then decide how to revise their paragraphs.
Conference Questions
√ What is the topic of your opinion essay? Why did you choose that topic?
√ You gave me some good reasons for your opinion. What else can you
tell me to make your argument even stronger? Look back at the model
on Practice Reproducible WG122.
√ What can you tell me about the order of your sentences? How did you
decide to put them in this order? Does it seem logical for the reader?
√ The word is not really strong or convincing. Is there another
word or phrase you could use? What words will convince the reader
about your opinion?
• Have students proofread their papers and make neat final copies.
Score Genre The writer tells an opinion about a topic with supporting reasons. Exact
4 words and phrases make the writer’s opinion clear to the reader.
Organization and Focus The topic sentence is clear and states the author’s
opinion. The supporting sentences tell reasons to support the author’s opinion in
a logical order.
Sentence Fluency The writer uses both long and short sentences, as well as
different kinds of sentences. The writer combines short sentences to make longer
ones. Words and phrases to link ideas, such as because, since, and for example.
Conventions There are not many mistakes in grammar, spelling, or punctuation.
Score Genre The writer tells an opinion about a topic, but could add supporting
3 reasons. The writer uses few examples of exact words or phrases to make the
opinion clear.
Organization and Focus The topic sentence may not be clear. Supporting
sentences include few reasons to support the author’s opinion, or may not be in a
logical order.
Sentence Fluency Some of the sentences are short and choppy. The writer could
vary sentences more. There are few words and phrases that link ideas, such as
because, since, and for example.
Conventions There are some mistakes but none make the writing hard to
understand.
Score Genre The writer does not give a clear opinion in the topic sentence. Sentences
2 in the text do not support an opinion. Many words are vague or unclear.
Copyright © The McGraw-Hill Companies, Inc.
Score Genre The topic is not clear. There are no details. Words are vague or confusing.
1 Organization and Focus There is no topic sentence. Supporting sentences are
missing.
Sentence Fluency All of the sentences are short and choppy.
Conventions Mistakes make the writing hard to understand.
Articles
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Omitting Articles Cantonese, Haitian Either articles are lacking or there is no
He has job. Creole, Hmong, parallel distinction between a and the
His dream job is to become lawyer, not Khmer, Korean, in the primary language.
teacher. Russian, Tagalog,
Pronouns
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Personal Pronouns, Gender use of Cantonese, Haitian The third-person pronoun in the
pronouns with inappropriate gender Creole, Hmong, primary language is gender-free. The
He is my sister. Khmer, Korean, same pronoun is used where English
Tagalog uses masculine, feminine, or neuter
pronouns, resulting in confusion of
pronoun forms in English.
Number use of incorrect number for Cantonese, Korean There is no number agreement in the
pronouns primary language.
I saw many yellow flowers. It was pretty.
Subject Pronouns omission of subject Korean, Russian, Subject pronouns may be dropped
pronouns Spanish in the primary language, with the
Michael isn’t here. Is in school. verb ending supplying information on
number and/or gender.
Object Pronouns omission of object Korean, Vietnamese Direct objects are frequently dropped
pronouns in the primary language.
That man is very rude, so nobody likes.
Personal Pronoun Forms use of Hmong, Vietnamese This type of redundant structure reflects
pronouns with subject nouns the popular “topic-comment” approach
This car, it runs very fast. used in the primary language: The
Your friend, he seems so nice. speaker mentions a topic and then
My parents, they live in Vietnam. makes a comment on it.
Copyright © The McGraw-Hill Companies, Inc.
Pronoun one omission of the pronoun Russian, Spanish, Adjectives can be used on their own in
one Tagalog the primary language, whereas English
I saw two nice cars, and I like the small. often requires a noun or one.
Possessive Forms confusion of Cantonese, Hmong, Cantonese and Hmong speakers tend
possessive forms Vietnamese to omit final n, creating confusion
The book is my. between my and mine.
Adjectives
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Word Order: Adjectives position of Haitian Creole, Adjectives commonly come after nouns
adjectives after nouns Hmong, Khmer, in the primary language.
I read a book interesting. Spanish, Vietnamese
Word Order: Adjectives position of Cantonese, Korean Adjectives always come before words
adjectives before certain pronouns they modify in the primary language.
This is interesting something.
Comparison avoidance of -er and -est Hmong, Khmer, Comparatives and superlatives are
endings Korean, Spanish usually formed with separate words in
I am more old than my brother. the primary language, the equivalent of
more and most in English.
Confusion of -ing and -ed Forms Cantonese, Khmer, The adjective forms in the primary
The movie was bored. Korean, Spanish language that correspond to those
I am very interesting in sports. in English do not have active and
passive meanings. In Korean, for many
adjectives, the same form is used for
both active and passive meanings, such
as boring and bored.
Verbs
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Present Tense omission of s in present Cantonese, Haitian There is no verb agreement in the
tense, third-person agreement Creole, Hmong, primary language.
She go to school every day. Khmer, Korean,
Tagalog, Vietnamese
Present Tense problems with irregular Cantonese, Hmong, Verb forms do not change to indicate
subject-verb agreement Khmer, Korean, the number of the subject in the
Sue and Ed has a new house. Tagalog primary language.
Past Tense omission of tense markers Cantonese, Haitian Verbs do not change form to express
I study English yesterday. Creole, Hmong, tense in the primary language.
I give it to him yesterday. Khmer, Korean,
Tagalog, Vietnamese
Linking Verbs omission of linking verb Cantonese, Haitian The verb be is not required in all
He hungry. Creole, Hmong, sentences. In some languages, it is
Khmer, Russian, implied in the adjective form. In others,
Vietnamese the concept is expressed as a verb.
Passive Voice omission of helping verb Cantonese, Passive voice in the primary language
be in passive voice Vietnamese does not require a helping verb.
The food finished.
have Versus be use of have instead of be Spanish Some Spanish constructions use have
I have hunger. where English uses be.
I have right.
Adverbs
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Omitting Adverbs use of adjective Haitian Creole, There are no suffix-derived adverb
form where adverb form is needed Hmong, Khmer forms in the primary language, and the
Walk quiet. adjective form is used after the verb.
Placement placement of adverbs Cantonese, Korean Adverbs usually come before verbs
before verbs in the primary language, and this
At ten o’clock this morning my plane tendency is carried over into English.
landed.
avoiding the alternate My plane landed
at ten o’clock this morning.
Copyright © The McGraw-Hill Companies, Inc.
Sentence Structure
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Objects omission of object Korean Korean tends to omit objects and noun
He dyed [his hair]. phrases after verbs.
Yes, I want [some].
Variety lack of variety in the positions Korean Since main clauses always come last in
of clauses Korean, there is a tendency to put the
Because you weren’t at home and I main clause last in English. This is not
couldn’t find [you], I left. an error in English, but it leads to a lack
avoiding the alternate I left because you of sentence variety.
weren’t at home and I couldn’t find [you].
Word Order: Clauses clauses that Cantonese, Korean The pattern in the primary language
describe earlier actions come first is to describe what happens first,
After I finish my homework, I will watch TV. followed by later occurrences. This is
avoiding the alternate I will watch TV not an error in English, but it leads to a
after I finish my homework. lack of sentence variety.
Questions
Type of Transfer Language Cause of Transfer
Error in English Background Difficulty
Word Order: Questions avoidance of Cantonese, Haitian The primary language doesn’t use
English inverted question forms for yes/ Creole, Khmer, subject-verb inversion for questions.
no questions in favor of tag questions Korean, Russian,
or intonation Tagalog, Vietnamese
You come tomorrow, OK?
He goes to school with you?
Word Order: Helping Verbs lack of Cantonese, Hmong, In the primary language, word order
subject-verb inversion for questions Russian, Tagalog is the same in some questions and
with helping verbs statements, depending on the context.
When she will be home?
Where you are going?
Yes/No Questions incorrect answer Cantonese, Hmong, In the primary language, learners tend
forms for yes/no questions Khmer, Korean, to answer yes by repeating the verb in