Analytical Grammar Jr

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purchase a Jr. Analytical Grammar teacher book, which has all the answers to the parsing and diagramming. I did include the teacher instructions in this download to help you. Here is a link to purchase the teacher book if you decide to use it. We also have a companion DVD for this program. The DVD is an optional part of the of the program, but it really

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helps if you if you would like to have some extra help, if your if your student prefers video instruction, or if you’d if you’d like your student to be a little more independent. Click this link to read more about this DVD set. 4.

After you complete this program, we recommend moving to Jr. Analytical Grammar: Mechanics Mechanics,, which teaches basic punctuation, usage, and capitalization. This link has more information (scroll down).

Jr.

5.

th

th

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AG is best for students in 4 , 5 , or early 6 grade. After that we recommend Analytical Grammar , our

mastery program. Click here for more information on that.

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JUNIOR ANALYTICAL GRAMMAR

Teacher Notes (Introduction)

EDUCATIONAL PHILOSOPHY I know that home teachers may react to the words "Educational Philosophy" with skepticism since teachers often use it as a screen behind which to hide their own incompetence! There is, however, however, really no other term to use. I just thought it was important to tell you what my overall vision of the educational process is, and why I think so much of what we call education these days does not, in fact, educate. I call my educational vision vision "scaffolding." Visualise a huge office building building under construction. It is made up of steel steel supports and bars which hold hold all the other stuff on the building together. Now, imagine an enormous crane with a heavy steel support which is supposed to go on the 9th floor of the building. building. What would happen if if the crane let go of that steel support in midair - in the place where it was supposed to go - BEFORE THE OTHER EIGHT FLOORS HAD BEEN BUILT? BUILT? The piece of steel would come come crashing to the ground! If, however, the first eight floors have been well-built beforehand, then that piece of steel would rest snugly and permanently in its proper place. The reason that so much of what we teach (especially in the language arts area - notably in punctuation) doesn't "stick" is because we haven't carefully built the basic structure of knowledge necessary necessary.. So the new knowledge doesn't "stick"! With that in mind, I want to warn you not to move through this material With material too quickly. quickly. If each concept is understood at at least the the competency level, then a student can confidently move on. Since students must utililize utililize prior concepts concepts with the addition of each new one, it is not at all unusual for the reluctant student to "catch on" to the concept in Unit #2 when you're covering Unit #3 or 4. This is an analytical approach to grammar. grammar. Each new concept weaves weaves seamlessly into the prior concepts. I believe you will be be surprised at the complex complex level of thinking thinking your student is able to do about language. Remember Remember,, an enormous amount of grammatical grammatical knowledge is already in your student's head; if it weren't, he or she would not be able to construct sentences properly when speaking. If, after doing a couple of units, you feel that your student is not yet ready, please don't press on! This will only frustrate your child, child, and he or she will develop all all sorts of ways to get out of doing it. Just put it away and and give it a go next year. year. Children love to to do what they're good at and hate to do what they're they're not good at! If your student is not "getting it," put it away until he's ready. ready. That just gives the material material the glamour of being "for big kids"!


Teacher Notes (Page 1)

NOTES FOR HOMETEACHERS As a general rule, I recommend that you take at least one week for each unit in this course. I will map out what you can do day-by-day. DAY #1

By yourself, read through the unit notes, taking special note of the questions that students students are are asked. Then "talk through" the notes with your student. The questions in these notes are designed to help students access the knowledge that they already have about language. When it comes time to ask one of these questions, remove the paper from the student and allow him or her time to think about the answer. Teachers often don't give students time to think because they are afraid that perhaps the child child doesn't know the answer answer.. So they either rephrase rephrase the question to make make it easier or they answer the questions questions for him. I believe that this teaches the student two things: things: #1) "The teacher doesn't doesn't think I can answer this." and #2) "If I don't answer right away, I'm off the hook!" It is also not uncommon uncommon for students students to pretend they don't don't know an answer as a way of "passive resistance." In my classroom, I have been known to ask a question of a student (who I know can answer the question, but is resisting me) and wait for a LONG time for an answer. Eventually (just to make me go away!) the student answers the question. question. Then I've got got him! him! Because once once you you know you can do something successfully, you want to keep on doing it! So give your students time by waiting quietly. quietly. Rephrase or prompt prompt only if you you'r 'ree sur suree he or she doe doesn' sn'tt kno know w. Kee Keep p on unt until il you hav havee "talked through" the notes. Then, work with your student on the first one or two sentences in Exercise #1. Then ask the student student to complete the exercise. exercise. Emphasize that by all all means the students should consult the notes for help help in doing the exercise.

Day #2:

Using the answer key for Exercise #1, go over the answers with your student. You are particula particularly rly interested in any mistakes your student has made. There are two kinds of mistakes: mistakes: the first first is a mistake which, which, once the student sees the right answer, he understands why he got it


Teacher Notes (Page 2)

wrong. The second is the most important kind. That's a mistake which the student has made and he doesn't know why. These mistakes mean that you and the student need to go back to the notes and review. Once Exercise #1 has been reviewed for accuracy, give the student Exercise #2. Again, emphasize that he should use the notes for help. Day #3:

Review the answers on Exercise #2 in the same manner as you did Exercise #1. Give the student Exercise #3. Remind him to use his notes if necessary.

Day #4:

Review the answers on Exercise #3 as you did with Exercises #1 and #2. After going over Exercise #3, give your child the Playing With Words writing assignment. When that assignment is complete, give him the "How Did I Do?" sheet so that he can assess his performance.

Day #5:

The comprehension assessment can be given to the student on Day #4, right after he has assessed his performance on the Playing With Words assignment. Or you may want to wait a day and give the assessment on Day #5. I don't think either wayis better than the other. Your student will probably let you know which works best for him. I think it's a good idea to correct the test with the student so mistakes are immediately apparent. If a student answers at least 70% (that's the Competency level) of the questions correctly, he or she should move on. Whatever mistakes were made will be cleared up as the student moves on. When the test has been corrected, you can go to the next unit and start the process all over again.

On the next pages, I will share with you any little "tricks" I've utilized over the years that might be helpful for you.


Unit Notes (Page 1)

Unit #1: Nouns The only problem I've run across in this unit with little guys is with "abstract" nouns, meaning nouns that represent ideas, things you "can't touch." Just keep pressing on. Unlike many courses, this one doesn't make things more difficult as you add more concepts. On the contrary, subsequent concepts make the earlier ones easier!

Unit #2: Articles and Adjectives This unit will show you and your student how much grammatical knowledge is already stored in his brain. This is because, if a child finds the nouns first and then goes back to each noun and says, "Which (and says the noun) "? , the articles and adjectives just "jump out at him"! The only problem I've encountered over the years is when you have a noun which has more than one modifier in front of it, such as "the tall, athletic man." If the student says, "Which man?", he might answer "athletic man" and mark that as an adjective and figure he's done with that noun. All I do if this occurs is prompt the student by asking, "Which athletic man?" Then he'll spot the and tall.

Unit #3: Pronouns It is usually very easy for a student to understand the concept of a pronoun. It is another thing for him to be able to recognize a pronoun when he sees one! That's why it's so important to memorize the pronouns to the extent that the child will know pronouns when he sees them. I suggest that together you and your child recite the pronouns as you are going over the notes. You also might want to slow this unit way down and give your student a little "quizlet" every day, having them write down - a column at a time - the pronouns in the four different categories. This is also the time to emphasize the importance to following a certain process in identifying the parts of speech. Students MUST find the nouns first, THEN they look for articles and adjectives, and ONLY THEN should they look for pronouns amongst the words left over. This will preclude mistaking adjectives for pronouns.


Unit Notes (Page 2)

Unit #4: Prepositions Prepositions are not usually a difficult part of speech to teach. Most prepositions will fit neatly into the "Mouse goes _______ the box" sentence. The ones to be careful about are the ones that do need to be memorized; the "But Al Does" memory trick should be helpful. You need some time on these prepositions and, again, you might want to design a little "quizlet" and ask your students to study the "But Al Does" prepositions and then write them down. It would also be worth your while to put some emphasis on the prepositions which consist of more than one word. The list is at the bottom of the second page of notes. This is also the first diagraming that your students will do. It's pretty easy stuff, and it may not be very clear to them why they're doing it, but that will become apparent as they go on. This is also the first unit in which the concept of word "jobs" comes in. In the exercises and the assessment there are underlined words and - on the back of the paper the student is asked to tell which words are modifiers and which words are objects of the preposition. This doesn't happen until Exercise #2, so it might be a good idea to do the first two sentences of Exercise #2 together.

Unit #5: Subject and Verb Now we're getting into some real "meat and potatoes" grammar! To find the subject, it is vital that the student stick to the process! First, nouns; second: articles and adjectives; third: pronouns; fourth, prepositions and parentheses around the prepositional phrases; fifth, look for the verbs amongst the words left over. Using the proper order, it is very easy to find these words! It's a good idea to emphasize that THE SUBJECT OF A VERB WILL NEVER BE INSIDE A PREPOSITIONAL PHRASE. A prepositional phrase is a modifier; in other words, it can act like an adjective and describe a noun. If it does modify a noun, it will tell you "Which?" about that noun. "My neighbor across the street" is an example because the prepositional phrase "across the street" tells you "Which neighbor?" Be sure your student understands what a command is. I have tried to include a command on every exercise until I feel the student should be comfortable with them. On the back of the exercises at this point, the student needs to identify the "job" of the underlined words that are either subjects, verbs, modifiers, or objects of the prepositions.


Unit Notes (Page 3)

Unit #6: Adverbs I think you'll find that students - as long as they're using the process! - will find and identify the adverbs quite easily. What may give them trouble is figuring out what the adverbs modify. Sometimes it's quite easy because of the meaning of the word in the sentence. If, however, it's not readily apparent, then the issue of "moveability" is handy. If an adverb can be moved to more than one place in the sentence without changing the meaning of the sentence or sounding awkward, then it modifies the verb. If it can't be moved but must stay next to a particular word, then it modifies that word. This goes, by the way, for prepositional phrases that act like adverbs!

Unit #7: Patterns 1 & 2 This is very likely a new idea for you, too! It is not necessary for students to remember what number goes with what pattern. Occasionally, I may ask a question that mentions a particular sentence pattern number, in which case I expect students to go back to their notes to find the answers. In short, a Pattern 1 sentence doesn't have a direct object and a Pattern 2 sentence does. In this Unit, I introduce a little chart which I call "The Process." It helps the student by listing the steps IN ORDER which the student must follow. In Step 8 of this Process, the student is looking for the direct object by doing the following: Say the subject, say the verb, and ask "What?" So in the sentence, "My little brother ate a bug during summer vacation," the student would find the nouns, articles, adjectives, pronouns, prepositions, and verbs. The verb is ate. Then, to find the subject, he'd say, "Who or what ate?" and the answer is brother . Then he'd say the subject (brother), say the verb (ate), and ask "what?" "Brother ate what?" The answer, of course, is bug! So the baseline would read "brother ate bug" and bug would be the direct object.

Unit #8: Pattern 3 A Pattern 3 sentence has an indirect object and a direct object. In this unit the student is taught a nifty little trick called "undecorating" the sentence. To "undecorate" a sentence, the students mark all the parts of speech. Then they mentally take out all the modifiers; in other words, they remove all articles, adjectives, prepositional phrases, and adverbs. What's left over is the baseline of the diagram. If what's left over is a noun and a verb, you have Pattern 1. If two nouns and a verb are left over, you have Pattern 2. If three nouns and a verb are left over, you have Pattern 3. (Remember, however, that if your sentence is a command the subject will be an "understood" you so it won't be visible, but it's there!)


Unit Notes (Page 4)

Unit #9: Linking Verbs and Patterns 4 & 5 What will make this unit interesting (and rather fun) is the full-blown "Process" chart on the second page of notes. This type of orderly, sequential thinking is probably new to your student, but it's an extremely valuable thing for him to do! It will give your child practice in the kind of thinking needed to do higher-level math, and other higher-order thinking skills. It might be a good idea for you to work the first two sentences of each exercise together with your student so that he will become comfortable with the Process chart. Once the child perceives how "nifty" the chart is and how easily and consistently it works - he'll take to it like the proverbial duck to water!

Unit #10: Helping Verbs Again, this unit requires some memorization. I've built little "quizlets" into the exercises to help with this. The most important concept that you must be sure your student understands - before attempting the exercises on his own - is that in a verb phrase it's only the LAST word that is the main verb. The other words in the verb phrase - as long as they're on the list of helping verbs - are helping verbs. The student uses the Process chart to figure out whether the main verb is an action verb or a linking verb. It's usually interesting for the student to realize that we use helping verbs to form questions in our language. (That's another case of grammar that is already "built in" your child's brain!) Also, adverbs just love to hide between a helping verb and main verb.

Unit #11: Conjunctions and Compound Situations This unit is sort of a "slam-dunk" because I've given little "hints" - in the form of where to look in the notes for a compound situation of that type - at the end of each sentence in the exercises and the assessment.

Reinforcement of the Concepts: Your child has learned an ENORMOUS amount of grammar and, unlike other systems where the student has a meaningless jumble of terms bouncing around in his brain, all the grammatical concepts are woven together in a meaningful whole. It would be wise for you to be on the lookout for simple sentences in your child's reading. Ask him to "parse" (the old-fashioned term for marking the parts of speech) and diagram these sentences. This will keeps his skills sharp until he's ready for Analytical Grammar in sixth grade.


Unit Notes (Page 5)

TEACHER NOTES Notes on Correcting Tests When you and your student correct the tests for Units 1-6, it's important that you check what's correct. Don't try to mark the mistakes and then deduct that number from the "points possible" on each sentence. Since your student isn't yet marking all the words in the sentence, he might make the mistake of marking some word that is a part of speech he hasn't learned yet. That is a problem that will "solve itself" in time, so I just ignore these errors. I've learned that, if you check what's correct and count up the checks , it works out nicely. So write a check mark over all the correct answers, circle all the incorrect answers, and count up the check marks. Write that number over the number of points possible located next to each sentence in the test key. Then just add up those numbers. It didn't take me very long to find out that trying to correct sentence diagrams is quite a trick. Here's what I recommend: when you see the test diagram keys, you'll see that each "point" is marked with a check mark. I go through the diagrams, check by check. If an item on the test I'm grading is in the right place, I make my own check mark beside it. If something is in the wrong place, I usually circle it so that the student can see where he made his mistake. When it comes to modifiers, as long as they are diagramed correctly and attached to the word they modify, they are correct - EVEN IF THE WORD THEY MODIFY IS IN THE WRONG PLACE. Get it? Let's try an example. art adj adj n av pp art n pp art n The quick brown fox jumped (over the dog) (in the road). a

fox

b r q u T o w i a h e c a a k n

a jumped o v e r a dog t h e

i n

a

road

t h e This diagram is worth 7 points. They are - the subject is fox (1); the verb is jumped (2); attached to fox are "capital" The (3), quick (4), and brown (5); attached to jumped is the prepositional phrase over the dog (6); attached to dog is the prepositional phrase in the road (7). Now, suppose that your student diagramed it like this: a

fox q u b r T a o h e a i a c k w n

a

jumped o v e r

dog t h e

i n a road t h e

This diagram actually only loses 1 point because the prepositional phrase over the dog - since it was worth only 1 point - can lose only 1 point if it's diagramed incorrectly. The prepositional phrase in the road is still correct because it's attached to dog, even though dog is in the wrong place.


INTRODUCTION

WHAT ARE WE GOING TO LEARN? When we talk or write, we use words. When we put words together in a certain way, that group of words - called a sentence - means something.

The dog bit the man. When we listen to that sentence and close our eyes, we can see a picture of the dog biting the man. Poor man! But, in order for us to see the right picture in our minds, the words must go in a certain order. What if we just mixed all the words up?

Man the bit dog the. When you hear this sentence read and close your eyes, do you get a picture? Me neither! When the words are not in the proper order, the sentence doesn't mean anything. How about this?

The man bit the dog. Now picture this in your mind. Do you have a picture? By changing the position of just two words, we've changed the meaning. Poor dog! In our language, as in any language, words have to be put together in a certain way, and each word has a job to do so that we can talk and write to one another and make sense.

THE PARTS OF SPEECH Did you know that certain words have certain names? Even though there are hundreds of thousands of words in our language, there are only nine different names, nine different categories of words. These categories are called the Parts of Speech, and we're going to learn about them in the next eleven lessons.

WORD BUCKETS To help you understand what we're going to be learning about, I want you to imagine that you have ten different buckets. On each bucket is a label saying which "part of speech" goes in that bucket. Now imagine that on the table in front of you are words, written on pieces of cardboard. These words are arranged into sentences. After you learn the Parts of Speech, you would be able to pick up every word written on cardboard and put it in the right bucket.

JUNIOR ANALYTICAL GRAMMAR (Unit #1)

NOTES

NOUNS The biggest bucket would probably be for the kind of word we call a noun. That's because we have to have a name for everything. If we didn't have a name for everything, how could we talk about it? Have you ever tried to say something and your brain can't think of the right words for it fast enough? Then we usually use all sorts of crazy words like "thing-a-ma jig" or "what-cha-ma-call-it"! Imagine what life would be like if we didn't have a name for all the things we need to talk about! A NOUN IS THE NAME OF A PERSON, PLACE, THING, OR IDEA. Can you look around you and name the types of people - the persons? Boy? Girl? Teacher? Mom? Dad? Sister? Brother? Can you walk around, maybe look out the window, and name the places? House? School? Classroom? Kitchen? Street? Neighborhood? Town? Church? Can you look around you and name some things? Table? Chair? Book? Pencil? Cat? Dog? Tree? Picture? Can you name any ideas? This is a little harder to do because you can't see and touch an idea, but it's still a thing that needs a name. How about these? Happiness? Love? Mood? Sunshine? All the words that you use to name things are called nouns. What would we do without nouns? We'd be in a terrible fix! As we've already learned, ideas are things too. We can't really touch them, but they are real. We can't touch our feelings, but they sure are real! Can you touch love? Anger? Laughter? Sometimes we need to name things that we do. When you take the dog for a ride, you can touch the dog, but can you touch the ride? No, you can't. But the ride is still a thing. When you give your mom a hug, you touch her, but can you touch the hug? But a hug is still a thing.

(over)


EXERCISE #1

NOUNS: EXERCISE #1 NAME: _____________________________________________________ WHAT TO DO: Read the sentences below. When you see a noun, write a letter N above it. Look at this example: N N N N The teacher read the class a really good story from a big book. 1.

My friend was having a party.

2.

The boys and girls in our neighborhood all came to his house.

3.

His mom had made a cake with candles because it was his

birthday.

4.

5.

After the children ate the cake, they played some games.

In one game a boy wore a blindfold.

6.

On the wall was a picture of a donkey with no tail.

7.

He had to pin a tail on the donkey, while he was wearing the

blindfold. WHICH KIND OF NOUN BEGINS WITH A CAPITAL LETTER?__________________________


EXERCISE #2

NOUNS: EXERCISE #2 NAME: ____________________________________________________________ WHAT TO DO: Write N over all the nouns in these sentences, just exactly as you did on the last exercise. 1.

The class went on a trip to the woods.

2.

They got the idea from a movie about camping.

3.

The group was filled with happiness at the thought of their adventure.

4.

The children and their teachers loved the beauty of the forest.

5.

The first night everybody had a huge appetite for dinner.

6.

One boy ate three hamburgers and got an upset stomach.

7.

After dinner the group was in the mood to hear stories.

8.

Shouts of laughter were heard until it was time for bed.

9.

The children didn't have homesickness because they were having a good time.

10.

Great friendships grew from this journey to the wilderness. A ______________ NOUN CONSISTS OF ONLY ONE WORD.


EXERCISE #3

NOUNS: EXERCISE #3 NAME: ___________________________________________________________ WHAT TO DO: Mark the nouns just as you did in the last two exercises. When you find a proper noun, write PN over it. Look at the example below to see how you mark proper nouns that have more than one word. We call that a noun "with wings"! PN N N PN Mrs. White gave the class a homework exercise on Abraham Lincoln. 1.

Bobby, the boy who lives across the street, has a new puppy.

2.

The name of the puppy is Ralph.

3.

Bobby got Ralph for a birthday present.

4.

His dad bought Ralph at the Downtown Pet Center.

5.

Mr. Jensen at the pet store told Mr. Johnston to feed Ralph food for puppies.

6.

I asked Bobby if I could take Ralph for a walk.

7.

On our walk we saw Officer Brady, the policeman on the corner.

8.

Officer Brady shook Ralph's paw and scratched his ears.

9.

I think Ralph is the best puppy in the world! A _______________NOUN BEGINS WITH A CAPITAL LETTER AND MAY CONSIST OF MORE THAN ONE WORD.

Junior Analytical Grammar (Unit #1)

Playing With Words

PLAYING WITH WORDS Student Name: _______________________________________________ 1,

Make up a sentence using the noun boy. Write it below.

_______________________________________________________________

_______________________________________________________________ 2.

Make up a sentence using the proper noun Mr. Ferguson. Write it below.

_______________________________________________________________

_______________________________________________________________

3.

Here is a list of nouns. Write a little paragraph of at least three sentences, ` using as many of these nouns as you can. Remember: this is a PARAGRAPH, so all the sentences have to "go together."

computer

student

home

homework

printer

newspaper

Janie

table

pencil

cat

paper

Mr. Ferguson

If you want to find out how well you did on this exercise, look at "How did I do?" on the other side of this page.


Playing With Words

Student Name: __________________________________________________

PLAYING WITH WORDS: UNIT #1

How did I do? Each one of these "Playing With Words" exercises is worth 10 points. These "How did I do?" sheets will tell you how to add up your points. Then just look at the bottom of the page, and you'll find out how you did!

1.

2.

3.

4,

If your sentence uses the noun boy, you get 2 points. If not, you have to give yourself a zero.

__________

If your sentence uses the proper noun Mrs. Ferguson and makes sense, you get 2 points. If not, zero.

__________

If your paragraph has at least 3 sentences in it, you get 3 pts 2 sentences, you get 2 points 1 sentence, you get 1 point

__________

If your paragraph uses all 12 words, you get 3 points. If you used 10 to 11 words, you get 2 points If you used 8 to 9 words, you get 1 point If you used less than 8, zero.

__________

Now add up all yur points for a GRAND TOTAL:

__________ __________

If you got 10 points, you're

ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.


MAKING A GOOD EFFORT.


TEST

TEST: NOUNS NAME: _________________________________________________________ POINTS EARNED:

out of 41

LEVEL: _____________________

WHAT TO DO: Write N over the common nouns, and PN over the proper nouns. Remember the special way we mark proper nouns with more than one word. 1.

We have a new boy in our class, and his name is Jason Freeman.

2.

Jason moved to our town from Chicago.

3.

His old school was Emerson Elementary School, and he was in the third grade.

4.

The boys in our class asked him to play kickball with them at recess.

5.

Mrs. Winston, our teacher, gave Jason the desk next to mine.

6.

I helped Jason with his spelling words, and he helped me with multiplication.

7.

Sara is having a party for Valentine's Day and she invited Jason. (over)


ASSESSMENT (Page 2)

8.

Brandon shared his candy with Jason at lunch.

9.

Jason said he felt like a part of our class on his very first day!

10. Mrs. Winston praised our kindness and thoughtfulness to a new student.

FILL IN THE BLANKS: 1.

A _______________ noun consists of only one word.

2.

A _______________ noun begins with a capital letter.

3.

A _______________ noun may consist of more than one word.

4.

A _______________ noun begins with a lower-case letter.


NOTES

ARTICLES AND ADJECTIVES You're going to learn a new thing in this unit, but you know what? The things you learn in this unit will make it even easier to find nouns! In our language we use certain words - usually to be found in front of nouns - that help give more information about that noun. These words are called Articles and Adjectives. Even though they have two different names, they both do the same job - called MODIFIER. ARTICLES: There are only three articles in our language, and we use them all the time. They are A, AN , and THE . We use A in front of nouns that begin with consonants, like "a table," and we use AN in front of nouns that begin with vowels, like "an apple." Articles always come in front of nouns. They make nouns easier to find because, if you see an article, there's going to be a noun there somewhere. There's no such thing as an article all by itself; it always goes with a noun. ADJECTIVES: Adjectives are words that describe (or modify) nouns. There are a lot of adjectives in our language. They almost always come in front of nouns and give us all sorts of information about that noun. HOW TO FIND ARTICLES & ADJECTIVES: The first thing you must do is find all the nouns that you can and label them. Then, you go back to the first noun you found in the sentence and ask, "What?" or "Which?" and say the noun. Any word or words that answer that question will be either articles or adjectives. You will recognize the articles because there are only three of them, so mark those ART. Any other word that answers the questions "What?" or "Which?" is an adjective, so you mark it ADJ. Look at the example below: The older kids in our school are reading a terrific book. 1.

First you mark the nouns: N N N The older kids in our school are reading a terrific book.

2.

Go back to the first noun and ask, "Which kids?" The answer is: "the older." "The" is an article and "older" is an adjective. Do the same thing with each noun in the sentence. ART ADJ N ADJ N ART ADJ N The older kids in our school are reading a terrific book.

(over)


NOTES (PAGE 2)

PROPER ADJECTIVES: A proper adjective is an adjective that is made out of a proper noun. For example, Bob is a proper noun, right? Well, what if you are talking about Bob's book? Then Bob's would be an adjective, wouldn't it? But here's something you may not have thought about. You know how proper nouns can consist of more than one word? Like John Jacob Jenkleheimer Smith? Well, what if you're talking about John Jacob Jenkleheimer Smith's book? Then all four of those words that make up a proper noun now make up a proper adjective. Here's how you'd mark it: ADJ N John Jacob Jenkleheimer Smith's book


EXERCISE #1

ARTICLES AND ADJECTIVES: EXERCISE #1 NAME: ___________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, and ADJ over the adjectives in these sentences:

1.

Every child in the world has his favorite story.

2.

Most stories have a good guy and a bad guy.

3.

The big bad wolf is the bad guy in many fairy stories.

4.

Mean old witches are the villains in many other stories.

5.

The main problem is to get away from the big bad wolf or the witch.

IN A COMPLETE SENTENCE, WRITE THE DEFINITION OF A NOUN. _____________________________________________________ _____________________________________________________

WHICH TYPE OF NOUN BEGINS WITH A CAPITAL LETTER AND MAY CONSIST OF MORE THAN ONE WORD? ____________________________________________________


EXERCISE #2

ARTICLES AND ADJECTIVES: EXERCISE #2 NAME: ___________________________________________________________ WHAT TO DO: Write N over all the common nouns, PN over the proper nouns, ART over the articles, and ADJ over the adjectives. 1.

I love "The Ugly Duckling" about an ugly baby bird which becomes a beautiful swan.

2.

The little duckling is found beside a pond by a mother duck.

3.

She thinks he is an ugly little thing, but she takes him into her family.

4.

The other little ducklings laugh at him because of his appearance.

5.

During the entire summer he stays away from the other birds.

6.

The grown-up ugly duckling discovers that he is now a beautiful white swan.

IN A COMPLETE SENTENCE, WRITE THE DEFINITION OF THE ADJECTIVE. _____________________________________________________ ARTICLES AND ADJECTIVES DO THE SAME JOB. WHAT IS IT? ______________________________________________________


EXERCISE #3

ARTICLES AND ADJECTIVES: EXERCISE #3 NAME: ___________________________________________________________ WHAT TO DO: Write N over all the common nouns, PN over the proper nouns, ART over the articles, and ADJ over the adjectives. 1.

Many children love the old story of a wooden puppet who wanted to be a real boy.

2.

An old clockmaker makes himself a wooden puppet because he has always wanted a little boy.

3.

He wishes on the evening star that his little puppet would become a real boy

4.

The beautiful blue fairy grants his wish, and Pinocchio begins to move.

5.

The fairy tells Pinocchio that if he is a good, obedient child, she will turn him into a real little boy.

LIST THE THREE ARTICLES IN OUR LANGUAGE. ________________________________________________ IF YOU HAVE A NOUN AND AN ARTICLE, WILL THE ARTICLE COME FIRST OR SECOND? __________________________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #2 Student Name: ___________________________________________ 1,

Make up a sentence using the noun dog. Write it below. _______________________________________________________________ _______________________________________________________________

2.

Can you think of a sentence using the word dog as an adjective? Write it below. _______________________________________________________________ _______________________________________________________________

3.

Think up a noun that you think can be used as an adjective too. Then write in thespace below a sentence using your noun. In the next space write a sentence using your word as an adjective.

My noun is ______________________

Used as a noun: __________________________________________________ _______________________________________________________________ Used as an adjective: ______________________________________________ _______________________________________________________________ 4.

Here is a list of words; some of them are nouns, some of them are adjectives, and some of them can be used as either nouns or adjectives. Write a little paragraph of at least three sentences, using as many of these words as you can. Remember: this is a PARAGRAPH, so all the sentences have to "go together." teacher

beautiful

class

forest

her

Mrs. Jones

their

path

interesting

old

day

night

Bobby

story

nice

trees

tall

kids

book

big

his

funny

Christie

dream



Playing With Words


How did I do? Student Name: ____________________________________________ 1.

If you used the noun dog in a sentence which makes sense, you get 1 point.

__________

2.

If you used dog as an adjective in a sentence which makes sense, you get 1 point.

__________

3.

If you chose a word that could be used as a noun or an adjective, you get 1 point.

__________

If you wrote a sentence using your word as a noun, you get 1 point.

__________

If you wrote a sentence using your word as an adjective, you get 1 point.

__________

If your paragraph has 3 sentences, you get 1 point.

__________

If your paragraph uses from 20 to 29 words ( and makes sense!), you get 4 points. If you use from 15 to 19 words, 3 points. From 10 to 14, you get 2 points. If you use fewer than 10, no points.

__________

Add them all up for your GRAND TOTAL:

__________

4.


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: ARTICLES AND ADJECTIVES NAME: ___________________________________________________________ POINTS EARNED:

out of 55

LEVEL:________________________

WHAT TO DO: Write N over all the common nouns, PN over the proper nouns, ART over the articles, and ADJ over the adjectives. 1.

One favorite children's story of all time is about a beautiful princess who runs away from a wicked queen.

2.

The wicked queen hates Snow White because she is jealous of her sweetness and great beauty.

3.

The queen plots Snow White's death, but Snow White runs away into the great forest.

4.

In the forest, Snow White finds a charming little cottage, which belongs to the Seven Dwarfs!

5.

Snow White and the seven dwarfs become great friends, and they help her get away from the evil queen and find her true love.

(over)


ASSESSMENT (Page 2)


A noun is the name of __________________________________________ ____________________________________________________________.

2.

A __________________ noun begins with a lower-case letter and can consist of only one word.

3.

An adjective is a word that _______________________________________ _____________________________________________________________.

4.

The articles in our language are _________, ___________, and __________.


NOTES

PRONOUNS Does this sentence sound silly? Jack said Jack and Marie were going fishing this weekend, and Jack is going to use the new pole that Jack just bought. Why does that sentence sound silly? Right! You don't need to keep saying Jack over and over again! Can you change the sentence so it doesn't sound so silly? How about this? Jack said he and Marie were going fishing this weekend, and he is going to use the new pole that he just bought. We substituted the words he, he, and he in place of all those extra Jack s. Why can't we substitute he for the first Jack ? Right! We need to say Jack at first so that we'll know who he is. We're going to learn a new part of speech so that we have a name for the kind of word we substituted for Jack . That name is PRONOUN. A PRONOUN IS A WORD THAT TAKES THE PLACE OF A NOUN. We also need to learn another word, although this one isn't a part of speech. Remember how we needed to say Jack before we said he? Jack is the noun that has to go BEFORE the pronoun he so that we know who he is. The noun that the pronoun stands for - the one that has to go before the pronoun - is called the ANTECEDENT. So in the sentence above, all three hes are pronouns and Jack is the antecedent. There are four kinds of pronouns: personal pronouns, demonstrative pronouns, interrogative pronouns, and indefinite pronouns. PERSONAL PRONOUNS:(These refer to people) I me mine myself you yours yourself/yourselves he him his* himself she her* hers herself it its itself we us ours ourselves they them theirs themselves

(over)


NOTES (Page 2)

DEMONSTRATIVE PRONOUNS: (these sort of point to something) this

that

these

those

INTERROGATIVE PRONOUNS: (these sort of ask questions) who whoever

whom whomever

whose whichever

which whatever

what

INDEFINITE PRONOUNS: (we use these when we're not sure who we mean) each* either* neither* one* some* any* other* another* none

anybody anyone anything everybody everyone everything somebody someone something nobody no one nothing

many* more* much* most* both* few* several* all* two*, three*, all numbers*

You need to be able to recognize these pronouns when you see them. It's a good idea to take some time to learn them. Break the four types of pronouns down and practice saying them or writing them. NOTE: In the above lists of pronouns, there were some that had asterisks (*) next to them. That's to show you that those pronouns can sometimes be adjectives. If one of these words was acting like an adjective, vyou would already have it marked with an ADJ because it would have answered the questions "Which?" or "What?" But if you see one of these words, and it's NOT acting like an adjective, then it's a pronoun. Look at these examples. PN ADJ N Jack loaned me his book. ( his is acting like an adjective here) PN ART N PRO Jack said the book was his. ( his is a pronoun in this sentence) REMEMBER: IF IT ACTS LIKE AN ADJECTIVE, IT'S AN ADJECTIVE. IF IT'S BY ITSELF, IT'S A PRONOUN.


EXERCISE #1

PRONOUNS: EXERCISE #1 NAME: _________________________________________________________ WHAT TO DO: This exercise concentrates on the PERSONAL PRONOUNS. Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, and PRO over the pronouns. In the space below each sentence, write the pronoun and its antecedent. PRO N ADJ ADJ N EXAMPLE: PN Janie said she was going to play soccer during this school year. she = Janie 1.

The students from Longfellow School knew they wanted a softball team.

2.

The players of the team were chosen and they had a meeting to make plans.

3.

Brandon said he thought the team needed a coach, so he asked Mr. Gardner.

4.

Mr. Gardner told Stephanie Ross that he thought she should be the pitcher.

5.

The pair of them had tryouts for the other positions on the team. WHICH TYPE OF NOUN BEGINS WITH A CAPITAL LETTER AND MAY CONSIST OF MORE THAN ONE WORD?

_______________________________________________________________ WHICH TYPE OF NOUN BEGINS WITH A LOWER-CASE LETTER AND CAN CONSIST OF ONLY ONE WORD? _______________________________________________________________


EXERCISE #2

PRONOUNS:EXERCISE #2 NAME: _________________________________________________________ WHAT TO DO: This exercise concentrates on the DEMONSTRATIVE and INTERROGATIVE PRONOUNS. Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, and PRO over the pronouns. Since these pronouns often don't have antecedents, we're not going to worry about those here. 1.

Dad asked, "Who wants me to explain a few things about football?"

2.

"That is a good idea, Dad," said Joey. "What is the point of the game?"

3.

"The purpose is to get the most points, and that is done by gaining yardage," he said.

4.

"Yardage is the ground on the field," said Dad,"and the team which gains that gets closer to the goal post."

5.

"Whoever moves the football across the goal line gets six points," he said.

IN A COMPLETE SENTENCE, WRITE THE DEFINITION OF THE ADJECTIVE. _____________________________________________________________


EXERCISE #3

PRONOUNS:EXERCISE #3 NAME: _________________________________________________________ WHAT TO DO: This exercise concentrates on the INDEFINITE pronouns. Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, and PRO over the pronouns. These pronouns almost never have antecedents, so don't worry about those for now. 1.

Anybody can play sports, regardless of who he is.

2.

All of us were born with bodies which are made to move and work and play.

3.

Team sports and those that we do by ourselves are good for us.

4.

All of us should find enjoyment in one or the other.

5.

Whichever you choose, anybody can have a healthy body with one of these.

FILL IN THE BLANK: 1.

The three articles in our language are _______, ________, and _______.

2.

The article will always be located _____________________ the noun.


Playing With Words

PLAYING WITH WORDS: UNIT #3 Student Name: __________________________________________________ Read these sentences carefully: Miss Smith and Mr. Jones decided to take a drive in Mr. Jones's car. Miss Smith asked Mr. 1. Jones to put the top down on Mr. Jones's car, since it was a lovely day. Mr. Jones agreed and the top was lowered. As Miss Smith and Mr. Jones drove merrily down the highway, Miss Smith's hair was blowing all across Miss Smith's face, and Miss Smith did not have a kerchief to tie Miss Smith's hair back with. Mr. Jones smiled, took off Mr. Jones's necktie, and said, "Here! Tie this around Miss Smith's hair!" These sentences sound kind of silly, don't they? Why? ___________________________________________________________________________________ ___________________________________________________________________________________ On a separate piece of paper, re-write this paragraph, and use pronouns so it won't sound so silly. Now read this little paragraph: 2. Sean and Jason were just sitting on Jason's front porch on a very hot Saturday afternoon. Sean said, "Sean has an idea! Let's go to the pond for a swim!" Jason agreed that Sean had a great idea , and Jason went into Jason's house to get Jason's swimming suit and a towel. Next Sean and Jason went to Sean's house to get Sean's stuff. Sean and Jason walked quickly through the woods to the pond, and when Sean and Jason got there, Sean and Jason were in for a surprise. There at the pond, swimming happily, were Sean's and Jason's dads! "Come on in!" Sean's and Jason's dads yelled. "It feels great in here!" This paragraph sounds a little goofy, too, doesn't it? On a separate sheet of paper, re-write it, using pronouns to make it sound better. When you re-write this paragraph, do you have a problem that you didn't have with the first paragraph? What is it? Write what you think that problem is on these lines below. ____________________________________________________________________________________ ____________________________________________________________________________________ 3. There are two words that sound alike but are spelled differently, and a lot of people mix them up. These words are it's and its. Do you see the difference between the two? It's means either it is or it has. Its means something belongs to it . I'm going to write two sentences using these words correctly. Then I'm going to give you two words - that sound alike but are spelled differently - and I want you to make up sentences using them correctly. Here are my sentences: IT'S -- It's a beautiful day today. ITS -- The goldfish swam around in its bowl. Now here are your two words: you're (which means you are) and your (which means that something belongs to you.). Write your sentences on the same paper as your paragraph. If you want to find out how well you did on this exercise, look at "How did I do?" on the other side of this page.


Playing With Words


How did I do? Student Name: ________________________________________________ 1. The correct answer is that you don't need to keep saying Miss Smith and Mr. Jones. You can use pronouns instead. If your answer is correct (even though your words may be different from mine), you get 2 points. __________ 3. Your re-written paragraph: If you re-wrote the whole paragraph, using pronouns where you could, you get 2 points. __________ 2. The extra problem that you have with this paragraph is that both people in this paragraph are boys, so you can't always say just he or him because it might mean either one. If your answer is correct, you get 2 points. __________ 3. Your re-written paragraph: If you re-wrote the whole paragraph, using pronouns where you could, you get 2 points. __________ 4.

If you wrote a sentence using you're correctly, you get 1 point. __________ If you wrote a sentence using your correctly, you get 1 point.

__________

Add all your points up for your GRAND TOTAL:

=========


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: PRONOUNS NAME: _________________________________________________________ POINTS EARNED:

out of 46

LEVEL:____________________

WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, and PRO over the pronouns. 1.

If you think you can do something, you can usually do it.

2.

Once a boy was told that he had been chosen for the basketball team.

3.

Because he thought he must be a good player, he worked harder to develop skills that would help him.

4.

He had no idea that he was really only an average player.

5.

Whatever you may think about it, the boy became a better player.


A noun is the name of a ______________, ______________, _____________ or _________________.

2.

An adjective is a word that _________________________________________ _______________________________________________________________.

3.

The kind of noun which begins with a lower-case letter and consists of only one word is the _________________ noun.

4.

The articles in our language are ________, _________, and __________.


NOTES

PREPOSITIONS Close your eyes and visualize each of these sentences as they are read out loud. The package under the tree is mine. The package in the tree is mine. The package near the tree is mine. How are these three sentences different from each other? Yes, in each sentence the position of the package is different. It has moved to a different place. Now visualize these sentences: I will see you before lunch. I will see you during lunch. I will see you after lunch. What changes? Right! The time when I will see you changes. It is at a different time. These are the words that were changed in these sentences: under, in, near, before, during, after . These words are called prepositions, and that is the new part of speech we are going to learn. HOW TO FIND A PREPOSITION: First of all, remember to find the nouns, articles, adjectives, and pronouns before you do anything else. Then, looking among the words left over, find the prepositions. It's easier than you think! Almost all prepositions will fit into the following little sentence (it's very handy, so memorize it!).

"THE MOUSE GOES ___________ THE BOX (OR BOXES)." Take each preposition that was used in the sentences above, and put it in the blank of the "mouse-box" sentence. It works for every one of those prepositions except during , doesn't it? The "Mouse-Box" sentence will help you find most prepositions, but what about the ones that don't fit?

(over)


NOTES (Page 2)

Some prepositions won't fit into the "mouse-box" sentence. There are nine very common ones, which may seem like a lot to remember. To help you with this, here's a little memory trick. Remember: you may not be able to remember them, BUT AL DOES! B = but U = until T = than

A = as

D = during L = like

O = of E = except S = since

PREPOSITIONAL PHRASES: A word may fit into the "mouse-box" sentence and look like a preposition, but IT ISN'T A PREPOSITION UNLESS IT'S IN A PREPOSITIONAL PHRASE. To find the prepositional phrase, first you find the word you think is a preposition. Then you say the preposition and ask, "What?" The answer you are looking for is a noun or pronoun that answers that question. That noun or pronoun is called the OBJECT OF THE PREPOSITION. Each prepositional phrase will begin with a preposition, and end with a noun or pronoun. If there are any words between the preposition and its object, they are modifiers (like articles & adjectives) for that object. In the six sentences on page one, the prepositional phrases are "under the tree," "in the tree," "near the tree," "before lunch," "during lunch," and "after lunch." The objects of the prepositions are "tree" and "lunch." DIAGRAMING: Sentence diagraming is a tool we use to help us understand ideas which might be hard. We're going to start learning about diagraming by diagraming prepositional phrases. A diagramed prepositional phrase looks like this:

p r e p o s i t i o n

☞

Do you understand what this is?

It will be on your homework (hint! hint!)

object of the preposition

a r t i c l e

If the object of the preposition has modifiers, they "hang" on diagonal lines from the line

a d j e c ☞ t i v e

with the object.

PREPOSITIONAL PHRASES HAVE JUST ONE JOB TO DO: THEY ARE ALWAYS MODIFIERS. NOTE: A few prepositions consist of more than one word. They are because of, in spite of, according to, instead of , and out of . If you find one of these prepositions, label it "pp" with "wings" (as you do with proper nouns of more than one word).


EXERCISE #1

PREPOSITIONS: EXERCISE #1 NAME: _________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PP over the prepositions, and put parentheses around the prepositional phrases. Then, on the back or on a separate sheet of paper, diagram the prepositional phrases in every sentence. Sentence one has been done for you as an example. PP N PRO PP ART N 1. (On vacation) everybody (in the family) relaxes.

o n

vacation

i n

family

t h e

2.

A vacationer can think about different things for a change

3.

He can relax and renew himself on vacation.

4.

Time spent on vacation is never a waste of time.

5.

On warm summer days many bright solutions to problems have

been dreamed up during a little snooze in a hammock.

All the underlined words in this exercise are doing the same job. After you get all the prepositional phrases diagramed, look at the notes for this unit. Write on the line below the name of this job.


EXERCISE #2

PREPOSITIONS: EXERCISE #2 NAME: _________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PP over the prepositions, and put parentheses around the prepositional phrases. Then, on the back or on a separate sheet of paper, diagram the prepositional phrases in every sentence. 1.

Our family is going on a trip during spring vacation.

2.

We are driving to the lake in our new camper.

3.

Family vacations have been improved since the invention of the camper.

4.

Our camper has four beds in it and a little bathroom at the back.

5.

Now our camping trips are fun for the whole family, thanks to our camper!

A PREPOSITIONAL PHRASE BEGINS WITH A PREPOSITION AND ENDS WITH A ______________________________________________________

(over)


EXERCISE #2 (Page 2)

DIRECTIONS: The underlined words in these sentences are doing one of two jobs. Choosing your answer from the jobs shown below, write what job each underlined word is doing. MODIFIER

SENTENCE #

WORD

OBJECT OF THE PREPOSITION

JOB

1

trip

_________________________________________

2

new

_________________________________________

3

invention

_________________________________________

4

little

_________________________________________

5

camping

_________________________________________


EXERCISE #3

PREPOSITIONS: EXERCISE #3 NAME: _________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PP over the prepositions, and put parentheses around the prepositional phrases. Then, on the back or on a separate sheet of paper, diagram the prepositional phrases in every sentence. 1.

On my seventh birthday my mom and dad gave me a wonderful present.

2.

It was a trip to Boston, Massachusetts!

3.

On our first day we went on a walking tour on the Freedom Trail.

4.

My favorite place on the Freedom Trail was the small wooden house of Paul Revere.

5.

Paul Revere was the American hero who rode through the night so he could warn the people of the arrival of the British soldiers.

A PRONOUN IS A WORD THAT _______________________________________ ARTICLES & ADJECTIVES DO THE JOB OF ___________________________

(over)


EXERCISE #3

DIRECTIONS: The underlined words in these sentences are doing one of two jobs. Choosing your answer from from the jobs shown below, below, write what job each underlined word is doing. MODIFIER SENTENCE #

OBJECT OF THE PREPOSITION PREPOSITION WORD

JOB

1

seventh

_________________________________________

2

Bos osto ton, n, Ma Mass ssac ach hus uset etts ts

___ ____ ___ ___ ____ ____ ___ ___ ____ ___ ___ ____ ____ ___ ___ ____ ___ ___ ____ ____ ___ ___ ____ __

3

walking

_________________________________________

4

wooden

_________________________________________

5

night

_________________________________________


Playing With Words

PLAYING PLA YING WITH WORDS: UNIT UNI T #4 Student Name: _____________ __________________________ ___________________________ ________________________ __________ Below are three three prepositional phrases, and then a sentence. Choose which prepositional prepositi onal phrase goes into each space. In the spaces provided below below,, write the prepositional phrase that you think fits.

of my desk

on the corner

for a minute minute

I leaned my elbow________ elbow______________________ ___________________________ ___________________________ _________________ ___ Preposition phrase #1 ________________________________________ ___________________________ ______________________ _________ and rested my eyes Preposition phrase #2 ____________________________ _____________ _____________________________ _____________________________ __________________. ___. Preposition phrase #3

Now you're going going to see a bunch of prepositional phrases. phrases. On a separate sheet of paper,, write a paragraph or two using as many of these prepositional paper prepositional phrases phrases as you can. Remember: when writing a paragraph, all the sentences in it have to go together. If you change the place or the time something is happening in, you need to start a new paragraph. Any paragraph you write should be at least three sentences long. You may add other prepositional phrases if you think you need them.

to the beach

in the truck

from her dad in the sky

with lunch

of the ocean

of his tail

for her toys

on the back seat on the sand

in her bucket

If you want to find out how well you did on this exercise, exercise, look at "How did I do?" on the other side of this page.

JUNIOR ANAL ANALYTICAL YTICAL GRAMMAR (Unit #4)

Playing With Words

PLAYING PLA YING WITH WORDS: UNIT #4

How did I do? Student Name: ______________ ___________________________ ___________________________ _______________________ _________

1.

The sent The senten ence ce sho shoul uld d say say," I le lean aned ed my my elbo elbow w on th thee corn corner er of of my my desk desk and and rested my eyes for a minute." If you got all the prepositional phrases phrases in the right place, you get 3 points. If any of your prepositional phrases phrases are in the wrong place, you get 1 point. __________

2.

Does yo Does your ur pa para ragr grap aph h ha have ve at le leas astt 3 se sent nten ence ces? s? If so so,, yo you u ge gett 1 point.

__________

3.

Does your paragraph make sense? If so, you get 1 point.

__________

4.

If yo you u use used d all all 11 pr prep epos osit itio iona nall phr phras ases es,, you you ge gett 5 po poin ints ts.. If you used 8 or 9 prepositional phrases, you get 4 points. If you used 6 or 7 prepositional phrases, you get 3 points. If you used 4 or 5 prepositional phrases, you get 2 points. If you used 2 or 3 prepositional phrases, you get 1 point. If you only used one, you get zero.

__________

Add it all up into your GRAND TOTAL:

=========


ABSOLUTELY ABSOLUTEL Y AMAZING! AMAZ ING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.

If you got 6 got 6 points, you're



TEST

TEST: PREPOSITIONS NAME: _________________________________________________________ POINTS EARNED:

out of 115

LEVEL:______________________

WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PP over the prepositions, and put parentheses around the prepositional phrases. Then, on the back or on a separate sheet of paper, diagram the prepositional phrases in every sentence. 1.

Ask most adults about their favorite memories of their childhood, and they will probably tell you about a family vacation.

2.

Once on a rainy day during vacation my brother won our family's money in a game of Tripoley.

3.

Groans of agony from Dad and crows of joy from my brother came with every hand of the cards.

4.

After the game the family, on bended knee, begged my brother for money.

5.

The good part of the whole thing was that we were only playing with imaginary money!

(over)


ASSESSMENT (Page 2)

SHORT ANSWER:

1.

Pronouns are words that

_____________________________________________________. 2.

Adjectives are words that

_____________________________________________________.

DIRECTIONS: The underlined words in these sentences are doing one of two jobs. Choosing your answer from the jobs shown below, write what job each underlined word is doing. MODIFIER SENTENCE #

WORD

OBJECT OF THE PREPOSITION JOB

1

their

_________________________________________

2

vacation

_________________________________________

3

every

_________________________________________

4

bended

_________________________________________

5

thing

_________________________________________


NOTES

SUBJECT AND VERB In this unit we're really going to get into diagraming. We're going to learn about the subject and verb, which is something every sentence MUST HAVE, or else it's not a sentence. The subject is a noun or pronoun - we've already learned about those. The verb is a new kind of word. This new kind of word is called an ACTION VERB. An action verb is a word that EXPRESSES MENTAL OR PHYSICAL ACTION. What is "mental action"?

When you worry, aren't you doing something? When you think, aren't you doing something? When you believe, aren't you doing something?

What is "physical action"?

This is easier. When you jump, search, carry, run, or sit, you're doing something.

A verb has to have a SUBJECT. The subject is the noun or pronoun that is DOING THE ACTION OF THE VERB. HOW TO FIND THE SUBJECT: Look at the following example: ART ADJ N PP ART N PP ART ADJ N The white horse (in the lead) raced (across the finish line). First, you mark all the nouns, pronouns, articles, adjectives, and prepositions in the sentence. Put parentheses around the prepositional phrases. Then you look at the words left over for a word that expresses mental or physical action. Mark that word with a "V." In the sentence above, that word would be raced , wouldn't it? Now ask yourself, "Who or what 'raced'?" The horse, right? So horse is the subject of raced . Now go back and write an "A" in front of the "V" over raced because we know that it is a real action verb with a subject. HANDY HINT: The subject will NEVER be inside a prepositional phrase. DIAGRAMING THE SUBJECT AND VERB: Every diagram starts with a BASE LINE which contains the subject and verb. Here's what the base line of the sentence above would look like. horse raced (over)


NOTES (Page 2)

DIAGRAMING ARTICLES AND ADJECTIVES: Now we want to put the articles and adjectives that go with horse into our diagram. The diagram below will show you how to do that: horse

T h e

raced

w h i t e

Articles and adjectives always go on slanted (diagonal) lines. The slanted lines are connected to the word the articles and adjectives modify. If there is more than one modifier under a noun or pronoun, the diagonal lines go in the same order as the modifiers in the sentence. DIAGRAMING PREPOSITIONAL PHRASES: You already know how to do this. Now all you have to know is that the diagram for the prepositional phrase is attached to the noun or pronoun that it modifies. This is almost always the noun or pronoun right in front of the prepositional phrase. The prepositional phrase will answer the question "Which?" about that noun. In the sentence we have been diagraming, the prepositional phrase "in the lead" tells us which horse, right? horse

T h e

raced

w h i n i t e

lead

t h e

DIAGRAMING COMMANDS: There is a certain kind of sentence called a COMMAND or REQUEST. It's a sentence like "Brush your teeth," or "Listen to me, please!" It's not hard to find the verbs in those sentences. They are brush and listen, right? But, if you ask "who or what brush?" or "who or what listen?" where's the answer? It's there, but you can't see it! If I were to look at you and say, "Brush your teeth!" who's going to do the brushing? You are! The subject of a command or request is an "understood" you. You can't see it, but it is understood that the subject is you. Look at the diagram. The you is in parentheses to show that it is "understood." (you) Brush

☞ Notice that Brush is capitalized


EXERCISE #1

SUBJECT & VERB: EXERCISE #1 NAME: ____________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PRO over the pronouns, PP over the prepositions, put parentheses around the prepositional phrases, and AV over the action verbs. Then, on the back or on a separate sheet of paper, draw a baseline and fill in the subject and verb. Diagram the modifiers for the subject, but leave everything else out of the diagram for now. The first sentence has been done for you to show you what your answer should look like.

1.

PN AV ADJ N PP ART N PP ART ADJ ADJ N Mike opened his eyes (in the morning)(after a good, long sleep). Mike

opened

2.

His mom gave him an important job.

3.

"Clean your room, please!"

4.

He put his clothes on.

5.

Then he made his bed.

6.

She proudly praised Mike for his effort.

(over)



A SENTENCE MUST HAVE A ______________ AND A VERB. A VERB EXPRESSES ___________ OR PHYSICAL ACTION.

DIRECTIONS: Write what job the underlined words are doing. Choose your answers from among the following: SUBJECT


VERB

MODIFIER

SENTENCE #

WORD

1

Mike

__________________________________

2

gave

__________________________________

3

your

__________________________________

4

his

__________________________________

6

effort

__________________________________

JOB


EXERCISE #2

SUBJECT & VERB: EXERCISE #2 NAME: __________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PRO over the pronouns, PP over the prepositions, put parentheses around the prepositional phrases, and AV over the action verbs. Then, on the back or on a separate sheet of paper, draw a baseline and fill in the subject and verb. Diagram the modifiers for the subject (the articles, adjectives, and prepositional phrases), but leave everything else out of the diagram for now. 1.

A family in our church just bought a new house.

2.

Their son chose a room on the second floor for his bedroom.

3.

"Put my chest of drawers in this room, please!"

4.

The window in his new room opens out onto the branches of a big oak tree.

5.

The family from our church really enjoys their new house.

A PREPOSITIONAL PHRASE ALWAYS ENDS WITH A NOUN OR A PRONOUN CALLED THE ________________________________ IF THERE ARE WORDS BETWEEN THE PREPOSITION AND (over) THIS OTHER WORD, THEY ARE __________________________



DIRECTIONS: Write what job the underlined words are doing. Choose your answers from among the following: SUBJECT FIER


SENTENCE #

WORD

VERB

MODI-

JOB

1

church

__________________________________

2

chose

__________________________________

3

this

__________________________________

4

opens

__________________________________

5

family

__________________________________


EXERCISE #3

SUBJECT & VERB: EXERCISE #3 NAME: __________________________________________________________ WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PRO over the pronouns, PP over the prepositions, put parentheses around the prepositional phrases, and AV over the action verbs. Then, on the back or on a separate sheet of paper, draw a baseline and fill in the subject and verb. Diagram the modifiers for the subject, but leave everything else out of the diagram for now. 1.

My grandfather once told me about his days as a boy on the farm.

2.

All of the boys helped their parents with the farm chores.

3.

Early in the morning they rushed to the barn for the milking of their cows.

4.

Imagine all that work!

5.

The members of the family did all that work before school in the morning.

A PRONOUN IS A WORD THAT __________________________ ______________________________________________________ AN ADJECTIVE IS A WORD THAT _______________________ ______________________________________________________

(over)





SENTENCE #

WORD

VERB

MODIFIER

JOB

1

grandfather _________________________________

2

helped

__________________________________

3

their

__________________________________

4

that

__________________________________

5

family

__________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #5 Student Name: ________________________________________________________ Verbs are funny things; you can't just put any old verb with any old subject. For example, we say, "I play," but we say, "He plays." We have to change the verb a little bit when we use it with a different subject

Now what if I say this:

Mr. Johnson sings when he mows the lawn. And then I say this:

Mr. Johnson sang when he mowed the lawn. When we used the different verbs in the second sentence, what change did we make? Try to explain the difference in your own words.

_____________________________________________________________________ _____________________________________________________________________ Fill in the blanks in the following sentences, using these verbs.

walk

walking

walks

walked

Today I _______________________ to school. I usually ___________________ to school if it's not raining. Yesterday I was__________________________ to school when my friend said, "Tommy, do you like to ______________________ to school? I love it!" I said I love to _______________________ almost as much as he does. He even _______________ to school when it's raining!

Now see if you can make up some sentences (that go together) using as many of these verbs as you can:

makes making make made eat eats ate eating eaten


Playing With Words


How did I do? Student Name: _____________________________________________________ 1.

The answer to the first question (and your words may be different from mine) is this: Changing the verbs in the second sentence makes it sound like what Mr. Johnson did happened yesterday or a day ago. This is called putting the verb in the past tense rather than the present tense. If you got this answer correct, you get 2 points.

__________

2.

The verbs go into the paragraph in this order: walked, walk, walking, walk, walk, walks. If you put them all in the right place, you get 3 points; 1 mistake would give you 2 points; 2 mistakes would give you 1 point; more than 2 mistakes would give you 0 points. __________

3.

If you If you If you If you If you

used used used used used

all 9 verbs correcly, you get 5 points. 7 or 8 verbs correctly, you get 4 points. 5 or 6 verbs correctly, you get 3 points. 3 or 4 verbs correctly, you get 2 points. 1 or 2 verbs correctly, you get 1 point.

Add it up to your GRAND TOTAL: If you got 10 points, you're

ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!

If you got 7 points, you're If you got 6 points, you're

DOING A GOOD JOB. MAKING A GOOD EFFORT.

__________ ==========


TEST

TEST: SUBJECT & VERB NAME: ____________________________________________________________ POINTS EARNED:

out of 86

LEVEL: _______________________

WHAT TO DO:

Write N over the common nouns, PN over the proper nouns, ART over the articles, ADJ over the adjectives, PRO over the pronouns, PP over the \prepositions, put parentheses around the prepositional phrases, and AV over the action verbs. Then, on the back or on a separate sheet of paper, draw a baseline and fill in the subject and verb. Diagram the modifiers for the subject, but leave everything else out of the diagram for now.

1.

My grandma on Mother's side grew up in the city.

2.

Their front door opened onto a busy city street.

3.

In the afternoon the kids in her neighborhood donned their skates on the front steps.

4.

Watch out for cracks in the sidewalk!

5.

Grandma tells wonderful stories about her childhood in the city.

SHORT ANSWER: 1. The articles in our language are ________, _________, and _________. 2.

Which kind of noun begins with a capital letter?_______________________

3.

Which kind of noun can only be one word? _________________________

4.

Adjectives are words that ______________________________________.

(over)


ASSESSMENT (Page 2)



SENTENCE #

WORD

VERB

MODIFIER

JOB

1

grandma

__________________________________

2

city

__________________________________

3

kids

__________________________________

4

sidewalk

__________________________________

5

tells

__________________________________


NOTES

ADVERBS Suppose you wanted to say that today you ran around the track in a slow manner. What would you say? "Today I ran around the track _______________." Did you say slowly? Well, if you did, you've just used another part of speech called an ADVERB. In this sentence the adverb is a MODIFIER that tells you how you ran around the track. It modifies the verb. Suppose you wanted to say that today you ran around the track not just slowly, but slowly to a great degree. What would you say? "Today I ran around the track ____________ slowly." Did you say very or really slowly? You've just used an adverb again. In this sentence the adverb is a modifier which modifies the adverb slowly. It tells you how slowly. Suppose you wanted to say that you blew a bubblegum bubble that was more than just huge. What would you say? "I blew a(n) _____________ huge bubble." Did you say really, or very, or maybe unbelievably , or incredibly? Again, you have been using adverbs! These adverbs would modify the adjective huge and they tell you how huge. AN ADVERB IS A WORD THAT CAN MODIFY A VERB, AN ADJECTIVE, OR ANOTHER ADVERB. Adverbs don't just answer the question, "How?" When an adverb modifies a verb, it can also answer the questions "When?", "Where?", or "Why?" Look in the first two sentences written above. Can you find an adverb in those sentences that answers the question "When?" Did you find today?

(over)


NOTES (Page 2)

ADVERBS THAT MODIFY VERBS CAN BE MOVED. This is a really good thing for you to know. As we have been learning, in our language words usually have to go in a certain place for the sentence to make sense, but that's not true of ADVERBS WHICH MODIFY VERBS. You can usually move these adverbs to one or two other places in the sentence and it doesn't sound strange or change the meaning of the sentence at all. Let's try this with the two adverbs which modify the verb ran in the first sentence on the last page. Can you think of ways you could move either or both of these adverbs around? I ran around the track slowly today. Slowly today I ran around the track. I slowly ran around the track today. Today I slowly ran around the track. These four sentences make sense and mean exactly what the first sentence meant, don't they? So, now you know that if you find a word in a sentence and you know it's an adverb, but you're just not sure what it modifies, try moving it around! If you can, it modifies the verb. But what if you can't? Let's try the second sentence on the last page. Can you move really away from slowly? Doesn't work, does it? That tells you that, since really can't be moved away from slowly, it must modify slowly, which isn't a verb; it's an adverb! DIAGRAMING ADVERBS: Adverbs are diagramed just like adjectives, except that they are attached to verbs, adjectives, or other adverbs. I'll show you how to diagram these sentences. I

ran

a r s l o T o d o u n a y d track w l y t h e

☞

Since the prepositional phrase around the track tells you where I ran , it's acting like an adverb so it's attached to the verb.

I

ran

a s l o T o d r o u r e w l a y n d a l l y track y t h e

☞

We call this a "dog's hind leg"!

SOME HANDY NOTES: 1.) Many adverbs end in "ly." You can change many adjectives (such as beautiful) into adverbs by adding "ly" ( beautifully). 2.) The words not, never, really, very, and please are very commonly used adverbs. 3 ) If you just can't figure out what a word is, it's probably an adverb!


NOTES (Page 3)

LET'S TALK ABOUT DIAGRAMING PREPOSITIONAL PHRASES. When we learned about prepositional phrases, we learned that they are modifiers. They can act just like adjectives and tell us "Which boy?" or "Which table?" If a prepositional phrase acts like an adjective and modifies a noun, it is probably located right after the noun it modifies. Look at this examples: ART N PP ART ADJ N AV ART ADJ N The boy (in the next desk) read the whole book. Does the prepositional phrase in the next desk tell you "Which boy?" Sure it does! So it is a modifier for boy and should be diagramed the way you were taught to diagram prepositional phrases, but now you know that you should attach this prepositional phrase to the word boy. Here's the diagram:

boy

T h e

read

i n

desk

t h e

n e x t

☞

The prepositional phrase is attached to the noun it modifies! Neat, huh?

Can you have a prepositional phrase that is acting like an adverb? Of course! If you have a prepositional phrase that modifies your verb, it will #1 - tell you how, when, where, or why about that verb, and #2 - it will probably be moveable. If your prepositional phrase modifes an adjective or an adverb, it will #1 - tell you how about that adjective or adverb and #2 - it will not be able to be moved away from that adjective or adverb. Look at these example: ART N AV PP ART ADJ N The boy left (after the lunch period). The prepositional phrase after the lunch period tells you when the boy left . It's also moveable, isn't it? boy left Here's the diagram: T a

h e

f t e r period t h l u n e c h

(over)


NOTES (Page 4)

Now look at this example: PRO AV PRO ADV PP ART N I called her later (in the day). The prepositional phrase in the day tells you how later . Also, it can't be moved away from the word later , can it? You can move later in the day to the front of the sentence if you want to, but that's because later is an adverb that modifies the verb will see. This is a little confusing, but if you look at the diagram, it makes sense. I

called

l a t e r i n day

☞

The prepositional phrase is attached to the adverb using a "dog's hind leg."

t h e


EXERCISE #1

ADVERBS:EXERCISE #1 NAME: ___________________________________________________________ WHAT TO DO: Mark all the parts of speech that you know and put parentheses around the prepositional phrases. Then on a separate sheet of paper, diagram the subject and the verb and their modifers. If there are any other words left over in the sentence, just don't worry about them for now. 1.

At the high school in our town, classes start early.

2.

In elementary school, they begin later.

3.

Today we came to class with our homework.

4.

I always do my homework completely.

5.

After school a good student does his homework quickly. WHAT DO WE CALL THE NOUN THAT A PRONOUN TAKES THE PLACE OF? _____________________________________ ADVERBS ARE WORDS THAT MODIFY

_______________, _________________, AND ___________________. AN ADVERB WHICH CAN BE MOVED ALWAYS MODIFIES THE _____________________________

(over)


EXERCISE #1(Page 2)



VERB

MODIFIER

SENTENCE #

WORD

1

school

__________________________________

2

begin

__________________________________

3

Today

__________________________________

4

my

__________________________________

5

student

__________________________________

JOB


EXERCISE #2


The school day never goes too slowly.

2.

My favorite parts of the day at school race by me so quickly.

3.

Then the students work happily on their projects.

4.

Sometimes the students mumble grumpily about the really hard work.

5.

The harder work so often teaches us the most.

WHICH KIND OF NOUN BEGINS WITH A CAPITAL LETTER AND CAN CONSIST OF MORE THAN ONE WORD? ________________

(over)





VERB

MODIFIER

SENTENCE #

WORD

1

school

__________________________________

2

day

__________________________________

3

happily

__________________________________

4

hard

__________________________________

5

teaches

__________________________________

JOB


EXERCISE #3


The new student peeked nervously in the classroom door.

2.

Our teacher smiled very happily at the new boy.

3.

She understood his shyness so quickly!

4.

The teacher spoke softly to the students.

5.

"Welcome your new classmate really warmly!"

THE ARTICLES IN OUR LANGUAGE ARE ______, ________, AND _______. A PROPER NOUN BEGINS WITH A ___________ LETTER. IF AN ADVERB CAN'T BE MOVED BUT MUST STAY NEXT TO A CERTAIN WORD, DOES IT MODIFY THAT WORD? _____________

(over)





SENTENCE #

WORD

VERB

MODIFIER

JOB

1

student

__________________________________

2

smiled

__________________________________

3

his

__________________________________

4

students

__________________________________

5

warmly

__________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #6 Student Name: _________________________________________________ Many adverbs are created when you add ly to an adjective. For example, I can make an adverb out of the adjective quick by adding ly - quickly. I use the adjective quick when I want to modify a noun; I use the adverb quickly when I want to modify a verb.

Sarah did a quick job of making her bed. Sarah made her bed quickly. Here are some adjectives, see if you can write the adverb form in the space provided:

slow

___________________________________________

beautiful ___________________________________________ nice

___________________________________________

careful

___________________________________________

bad

___________________________________________

Now, here's where you REALLY have to "strain your brain"! Try to write a paragraph using all five of the adverbs you created. Look at the two sentences about Sarah written at the top of this page. They might help you make up your own sentences.



PlayingWith Words


How did I do? Student Name: _____________________________________________________

1.

The correct answers to this section are as follows: slowly, beautifully, nicely, carefully, badly

2.

If all 5 are correct, you get 5 points If 4 are correct, you get 4 points If 3 are correct, you get 3 points If 2 are correct, you get 2 points If 1 is correct, you get 1 point

__________

If your paragraph makes sense and has 5 adverbs, you get 5 points. 4 adverbs, you get 4 points. 3 adverbs, you get 3 points. 2 adverbs, you get 2 points. 1 adverb, you get 1 point.

__________

Add it up to your GRAND TOTAL:

==========


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: ADVERBS NAME: ___________________________________________________________ POINTS EARNED:

out of 98

LEVEL: __________________

WHAT TO DO: Mark all the parts of speech that you know and put parentheses around the prepositional phrases. Then on a separate sheet of paper, diagram the subject and the verb and their modifers. If there are any other words left over in the sentence, just don't worry about them for now. 1.

My very favorite day of the week comes on Wednesday.

2.

On that day the art teacher regularly visits our classroom.

3.

She usually plans a really creative project for us.

4.

I always work so hard on these neat projects.

5.

I never wish for the end of school on Wednesdays!

SHORT ANSWERS: 1.

A noun is the name of _________________________________ ___________________________________________________. (over)


ASSESSMENT (Page 2)

2.

A _________________ noun begins with a lower-case letter.

3.

An adjective is a word that _________________________________________ _______________________________________________________________.

4.

A pronoun is a word that __________________________________________ _______________________________________________________________.

5.

Adverbs modify ______________, _______________, and _______________.



SENTENCE #

WORD

VERB

MODIFIER

JOB

1

very

__________________________________

2

teacher

__________________________________

3

plans

__________________________________

3

us

__________________________________

4

neat

__________________________________

5

I

__________________________________


NOTES

PATTERNS 1 & 2 Do you know what a pattern is? Perhaps your mom sews and when she cuts out the fabric for a new dress, she uses a paper pattern. Now, she can make that dress out of hundreds and hundreds of different colors and fabrics and designs, but - because she's using a certain pattern - it will still be the same dress, as far as how it is put together. What we're going to learn in this unit is that subjects and verbs come in PATTERNS and that there are only FIVE PATTERNS in our language. In order to understand all that you will be learning, you need to understand how these patterns work. This unit is about the first two SENTENCE PATTERNS called Noun-Verb and Noun-Verb-Noun. PATTERN 1: The Noun-Verb pattern (which we'll call just N-V) contains only two items on the baseline of the diagram: the subject, which is a noun or pronoun, (N) and an action verb (V). The subject and verb may have modifiers (articles, adjectives, and prepositional phrases modifying the subject and adverbs and prepositional phrases modifying the verb), but THERE WILL BE NO OTHER NOUNS OR VERBS. Look at this example: ART N AV PP ART ADJ N The boy stood (on the baseball field). As you already know, this sentence should be diagramed like this: boy

T h e

stood

o n

field

t h e

b a s e b a l l

PATTERN 2: To learn about the Noun-Verb-Noun pattern, you must become familiar with a new "job" called the DIRECT OBJECT. This pattern contains three items on the baseline: the subject (N), an action verb (AV), and the direct object, which is a noun or pronoun (N). It is just called the N-V-N pattern. There may be modifiers for all three parts, but THERE ARE NO OTHER NOUNS OR VERBS. To find the direct object, you first find the subject and verb (you already know how to do that). Then you simply SAY THE SUBJECT, SAY THE VERB, AND ASK "WHAT?" The answer will be a noun or pronoun and is called the DIRECT OBJECT. (over)


NOTES (Page 2)

N ADV Look at this example: ADJ ADJ N AV ART ADJ My best friend had a birthday party today. If the verb is had , and you ask "Who or what had?" the answer is friend , right? So that's the subject and verb. At this point, you should go ahead and draw your baseline and fill in the subject and verb. Now you need to find out if there's a direct object, Remember, you say the subject, say the verb, and ask "What?" Let's try it: "Friend had what?" Party, right? So party is the direct object. Look how the direct object is diagramed: ☞ friend

had

M b y e s t

t o d a y

party

a

The line between the verb and direct object goes to the baseline and then stops.

b i r t h d a y

THE PROCESS: Below is the beginning of a chart which will be a big help in diagraming these sentences. It is just a list IN ORDER of the steps that you must take. Use it when you do your homework, and you'll see how well it works! Step 1: Find all the nouns in the sentence and mark them N (PN for proper nouns). Step 2: Find and mark all articles and adjectives (Ask, "Which?" & say the noun) Step 3: Find and mark all the pronouns. Step 4: Find all the prepositions and put parentheses around the prepositional phrases. Step 5: Find all the verbs and mark them V. Step 6: Find the subject. Ask, "Who or what?" and say the verb. Step 7: Draw your baseline and fill in the subject and verb. Step 8: Look for the direct object. Say the subject and verb and ask, "What?"

NO ANSWER? You have a pattern 1 (N-V) sentence. Your baseline looks like this: Put an A in front of the V over the verb and fill in the baseline. Step 9: Add your modifiers.

DID YOU GET AN ANSWER? You have a pattern 2 (N-V-N) sentence. Your baseline looks like this: Put an A in front of the V over the verb and fill in the baseline.


EXERCISE #1

PATTERNS 1 & 2: EXERCISE #1 NAME: _________________________________________________________ WHAT TO DO: All the sentences below are Pattern 2. Mark all the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1.

I met my best friend at the park on a warm summer day.

2.

We played a game of hopscotch.

3.

A girl in a red tee-shirt shyly made a request.

4.

"Let me in the game."

5.

The girls in the game welcomed her.

PRONOUNS ARE WORDS THAT ___________________________ _________________________________________________________. TO FIND THE DIRECT OBJECT YOU SAY THE _____________, SAY THE ______________, AND ASK _____________________.

(over)




OBJECT OF THE PREPOSITION MODIFIER

VERB

DIRECT OBJECT

SENTENCE #

WORD

JOB

1

friend

__________________________________

2

We

__________________________________

3

red

__________________________________

4

game

__________________________________

5

welcomed __________________________________


EXERCISE #2

PATTERNS 1 & 2: EXERCISE #2 NAME: _________________________________________________________ WHAT TO DO: The sentences below are either Pattern 1 or Pattern 2. Mark all the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1.

My best friend lives in a house on my block.

2.

I meet him after school at the corner.

3.

Sometimes we just ride our bikes around the neighborhood.

4.

Today we rode to another friend's house.

5.

We played a little game of touch football in his front yard.

AN ADJECTIVE IS A WORD THAT ____________________________________________ IN A PREPOSITIONAL PHRASE THE LAST WORD IS THE ____________________________________________

(over)





MODIFIER

VERB

DIRECT OBJECT

SENTENCE #

WORD

JOB

1

lives

__________________________________

2

him

__________________________________

3

our

__________________________________

4

house

__________________________________

5

We

__________________________________


EXERCISE #3

PATTERNS 1 & 2: EXERCISE #3 NAME: _________________________________________________________ WHAT TO DO: All the sentences below are either Pattern 1 or Pattern 2. Mark all the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1.

I remember a really great day during Christmas vacation.

2.

I met my best friend at the shopping mall.

3.

We shopped together for Christmas presents for our parents.

4.

Then we ate lunch at MacDonald's.

5.

We certainly had a terrific day together.

CIRCLE THE WORD OR WORDS BELOW THAT WOULD NOT BE A MODIFIER: prepositional phrase

article

direct object

adjective

PATTERN 1 IS JUST LIKE PATTERN 2 EXCEPT IT DOESN'T HAVE A _________________________________ (over)





MODIFIER

SENTENCE #

WORD

VERB

DIRECT OBJECT

JOB

1

I

__________________________________

2

met

__________________________________

3

parents

__________________________________

4

lunch

__________________________________

5

certainly

__________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #7 Student Name: _____________________________________________________ 1.

Can you write an N-V sentence using the nouns DAISY and ARROW? I can!

The arrow went in the center of the daisy. 2.

Can you write an N-V-N sentence using the nouns DAISY and ARROW? I can!

Daisy shot an arrow at the target.

3.

Now you try to write an N-V sentence using the nouns CARPET and CAT. ____________________________________________________________ ____________________________________________________________

4.

Now write an N-V-N sentence using the same two nouns. ____________________________________________________________ ____________________________________________________________

5.

Here is a list of nouns and pronouns. Using as many of these nouns or pronouns as you can, write three sentences that go together in a paragraph. One of the sentences needs to be N-V and one of them needs to be N-V-N. The third sentence can be either one. Write your paragraph on a separate sheet of paper. PAPER

BOOK

STUDENT

TOM

HE

IT

MOM

GIRL

HOMEWORK

SHE

MILK

PIE


Playing With Words


How did I do? Student Name: _____________________________________________________

1.

2.

Did you use both nouns? If yes, you get 1 point.

__________

Did you write a Noun-Verb sentence? If yes, 1 point.

__________

Did you use both nouns? If yes, you get 1 point.

__________

Did you write a Noun-Verb-Noun sentence? If so, you get 1 pt. __________ 3.

Does your paragraph have at least 3 sentences? If so, 1 point. __________ Do the sentences go together & make sense? If so, 1 point.

_________ _

If you used all 12 words, you get 4 points. If you used 9 to 11 words, you get 3 points. If you used 6 to 8 words, you get 2 points. If you used 1 t 5 words, you get 1 point.

__________

Now add it up to your GRAND TOTAL:

=========


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: PATTERNS 1 & 2 NAME: _________________________________________________________ POINTS EARNED:

out of 96

LEVEL: __________________

WHAT TO DO: Mark all the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1.

Jeannie liked her best friend from the very beginning.

2.

They met in Mrs. Wilson's class at school.

3.

The two girls always spent the day together on Saturdays.

4.

They even went to the same church on Sundays.

5.

Jeannie treasured her friendship with Sally.

SHORT ANSWERS: 1.

The articles in our language are _________, __________, and __________.

2.

A noun is the name of a ______________, _______________, _____________, or ______________.

3.

The baseline of a Pattern 2 diagram contains the _________________, the ________________, and the _______________________________.

4.

____________________ go on slanted lines attached to the word they modify. (over)


ASSESSMENT (Page 2)



MODIFIER

SENTENCE #

WORD

VERB

DIRECT OBJECT

JOB

1

her

__________________________________

2

class

__________________________________

3

girls

__________________________________

4

went

__________________________________

5

friendship __________________________________


NOTES

PATTERN 3 In this unit we're going to learn a new sentence pattern. We're also going to learn a neat trick that will really help you with your diagraming. The trick is called "undecorating" the sentence! UNDECORATING THE SENTENCE: If you think about it, the words that go on the diagram baseline are the really important words. If you didn't have these words, you wouldn't have a sentence! So these words are definitely NOT the "decoration" on the sentence. Now think about the modifiers in a sentence, the articles, adjectives, adverbs, and prepositional phrases. Even if you take the words out of the sentence, there's still a sentence there. It's just not as interesting, is it? So here's the trick: mark all the parts of speech in the sentence and put parentheses around the prepositional phrases. Then in your mind remove all the modifiers or "undecorate" the sentence. After you have done that, the words left over are the words that go on the baseline! Try it with some of the sentences you did in Unit #7. Isn't that neat? ABOUT PATTERN 3: To learn about this new pattern, you must learn about a new "job" called the INDIRECT OBJECT. This pattern is called Noun-Verb-Noun-Noun (N-V-N-N). It consists of four main parts IN THIS ORDER: the subject (N), an action verb (V), an indirect object (N), and a direct object (N). All four of these things could have modifiers, but there will be no other nouns or verbs in the sentence. Look at this example: PN AV PRO ART N PP N Mom gave me a dollar (for candy). If you "undecorate" this sentence, what would be left?

Mom

gave

me

dollar

Those words - IN THAT ORDER - show you what the baseline should look like: Mom

gave

Note the little "tail." ☞

dollar me

(over)


NOTES (Page 2)

REMEMBER: The words in a pattern 3 sentence will ALWAYS come in the same order: SUBJECT - ACTION VERB - INDIRECT OBJECT - DIRECT OBJECT. What would you do if you saw a sentence like this? ADV AV PRO ART N Please write me a letter. If you "undecorate" this sentence (take out all the modifiers), what would you have left? write me letter Here we have a verb followed by two nouns (even though one is a pronoun, you still can think of it as a noun)! Now what do we have here? I'll bet you guessed it! This is a request or command sentence with an "understood" you as the subject. The diagram would look like this: (you)

write

P l e a s e

letter

a me


EXERCISE #1

PATTERN 3: EXERCISE #1 NAME: ___________________________________________________________ WHAT TO DO: All the sentences below are Pattern 3. Mark the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence.

1.

My uncle gave me an important job at the airport.

2.

"Send me a postcard from your trip."

3.

I made myself a promise about that.

4.

On the third day of our trip my mom handed me a postcard.

5.

"Write your uncle a little note, please,"

THE LAST WORD IN A PREPOSITIONAL PHRASE IS CALLED THE ______________________________________ THE ARTICLES IN OUR LANGUAGE ARE ______ , ______, AND _________.

(over)


EXERCISE #1(PAGE 2)



MODIFIER

SENTENCE #

WORD

DIRECT OBJECT

VERB

INDIRECT OBJECT

JOB

1

My

__________________________________

2

Send

__________________________________

3

myself

__________________________________

4

mom

__________________________________

4

postcard

__________________________________

5

uncle

__________________________________


EXERCISE #2

PATTERN 3: EXERCISE #2 NAME: ___________________________________________________________ WHAT TO DO: All the sentences below are Pattern 2 (N-V-N) or Pattern 3 (N-V-N-N). Mark the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1.

I send lots of cards to my relatives.

2.

Loving people send others cards on special occasions.

3.

The card companies create all sorts of cards.

4.

Funny cards give people a real lift in hard times.

5.

Remember your loved ones with cards.

AN ADVERB WHICH CAN BE MOVED MODIFIES THE ____________________. A PATTERN 2 SENTENCE HAS A SUBJECT, A VERB, AND A ________________________.

(over)





MODIFIER

SENTENCE #

WORD

DIRECT OBJECT

VERB

INDIRECT OBJECT

JOB

1

lots

__________________________________

2

others

__________________________________

3

card

__________________________________

4

give

__________________________________

5

cards

__________________________________


EXERCISE #3

PATTERN 3: EXERCISE #3 NAME: ___________________________________________________________ WHAT TO DO: All the sentences below are either Pattern 1 (N-V), Pattern 2 (N-V-N), or Pattern 3 (N-V-N-N). Mark the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1. My sister in college talks to us on the telephone on Sundays.

2.

Sometimes she sends us a funny card from the college bookstore.

3.

My mom prepares packages of goodies for her.

4.

My sister really loves these packages.

5.

"Send me another package soon, please!"

A PATTERN 3 SENTENCE HAS FOUR MAIN PARTS. WHAT ARE THEY (in order)? ________________, __________________, _________________, AND ________________________. WHEN YOU "UNDECORATE" A SENTENCE, YOU TAKE OUT ALL THE ____________________.

(over)


EXERCISE #3 (PAGE 2)



MODIFIER

SENTENCE #

WORD

DIRECT OBJECT

VERB

INDIRECT OBJECT

JOB

1

college

__________________________________

2

she

__________________________________

3

prepares

__________________________________

4

packages __________________________________

5

me

__________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #8 Student Name: _______________________________________________________

Here are three nouns. I am going to use these three nouns in three sentences, one N-V sentence, one N-V-N sentence, and one N-V-N-N sentence.

TIM

SANDWICH

TABLE

1.

N-V:

Tim played with his sandwich at the table.

2.

N-V-N:

Tim put the sandwich on the table.

3.

N-V-N-N

His mom made Tim a sandwich for lunch.

Now you try! Here are your three nouns:

BROTHER 1.

DAD

BOOK

N-V: _________________________________________________________ ______________________________________________________________

2.

N-V-N: _______________________________________________________ _____________________________________________________________

3.

N-V-N-N:_____________________________________________________ _____________________________________________________________

Can you write a sentence which goes with these parts of speech in this order? I'll give you an example first, then you do one. ART ADJ NOUN The old lady

PREP from

ART the

NOUN AV city gave

PN ART Mary a

NOUN gift.

Write your sentence , using the same parts of speech in the same order as in the sentence I just wrote. ____________________________________________________________________ ____________________________________________________________________


Playing With Words


How did I do? Student Name: _____________________________________________________ 1.

2.

3.

DId you use all 3 nouns? If so, you get 1 point.

__________

Is your sentence a Noun-Verb sentence? If so, 1 point.

__________

Did you use all 3 nouns? If you did, you get 1 point.

__________

Is your sentence a Noun-Verb-Noun sentence, if so, 1 pt.

__________

DId you use all 3 nouns? If you did, you get 1 point.

__________

Did you write a Noun-Verb-Noun-Noun sentence ? If so, 1 pt. __________

4.

If you parse your sentence and have the same parts of speech as my sentence and have no errors, you get 4 points 1 or 2 errors,you get 3 points. 3 or 4 errors, you get 2 points. 5 or 6 errors, you get 1 point. More than 6 errors, you get 0 points. __________ Add it up for your GRAND TOTAL:


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.



=========


TEST

TEST: PATTERN 3 NAME: ___________________________________________________________ POINTS EARNED:

out of 101

LEVEL: ______________________

WHAT TO DO: Mark the parts of speech and put parentheses around the prepositional phrases. Then diagram the entire sentence. 1. Some children go to camp in the summer.

2.

They usually miss their families for a while.

3.

Sometimes a homesick kid writes his parents a sad little note.

4.

"Please rescue me from this place!"

5.

Then in a few days, kids have a great time at camp.

SHORT ANSWERS: 1. A pattern 3 sentence is just like a pattern 2, except that it has a(n) ___________________________________. 2.

A sentence which is a command or a request usually has a(n) _______________________ as a subject.

3.

In an N-V-N-N (pattern 3) sentence, which noun is the direct

object, the first, the second, or the third?_____________________ 4.

True or false: A proper noun begins with a lower-case letter.

(over)


ASSESSMENT (Page 2)



MODIFIER

SENTENCE #

WORD

DIRECT OBJECT

VERB

INDIRECT OBJECT

JOB

1

go

__________________________________

2

They

__________________________________

2

their

__________________________________

3

Sometimes _________________________________

3

parents

__________________________________

4

me

__________________________________

5

days

__________________________________


NOTES

LINKING VERBS AND PATTERNS 4 & 5 Look at this sentence:

James walked down the street.

In this sentence the subject is James, isn't it? And James in DOING something in this sentence: he's walking, right? Now look at this sentence:

James seemed sleepy today.

The subject is still James, but is James doing anything in this sentence? No, he's not. He's not doing anything, but he's BEING something - sleepy, right? Now, look at the next two sentences. In which one is the subject DOING something and in which one is the subject BEING SOMETHING? The girl tasted the mixture.

The mixture tasted sweet.

In the first sentence the subject (girl) is doing something - she's tasting. In the second sentence the subject (mixture) isn't doing any tasting, is it? It's being something - sweet! The sentences where the subjects are DOING something have ACTION VERBS. But the sentences where the subjects are BEING something have LINKING VERBS. Not every verb can be a linking verb. In the two columns below you will see the verbs that can be linking verbs: BE(is, am, are, was, were, being, been) SEEM BECOME APPEAR STAY REMAIN

LOOK TASTE FEEL SMELL GROW SOUND

Most of these words can be linking verbs in some sentences and action verbs in others. The way to be sure you have a linking verb is to find the LINKING VERB SENTENCE PATTERN. There are two of them, which we call Patterns 4 and 5.

(over)


NOTES (Page 2)

PATTERN 4: N-LV-N: We call this pattern "noun-linking verb-noun." The baseline items come in this order: Subject (a noun or pronoun), a linking verb, and the PREDICATE NOMINATIVE (another noun or pronoun). Look at this example: ADJ ADJ N LV ART ADJ N My big brother is an eighth grader. To determine the pattern of this sentence, you say the subject, say the verb, and ask "What?" You get "brother is grader," right? Now, are brother and grader the same person? If so, then you have an N-LV-N sentence, and grader is the predicate nominative. That's how you know that you have a linking verb (is). Look at how it's ☞ Predicate Nominative diagramed: brother is grader

a n e i g h t h

M b i y g

How is this baseline different from a sentence with a direct object? That's right, this baseline has a slanted (or diagonal) line between the verb (is) and the predicate nominative (grader ). PATTERN 5: N-LV-ADJ: We call this sentence pattern "noun -linking verbpredicate adjective." The items on the baseline come in this order: the subject (a noun or pronoun), then the linking verb, then an adjective called the PREDICATE ADJECTIVE. Here's an example: ART N LV P-ADJ PP ART ADJ N The students were happy (about the field trip). Do the same thing you did before: say the subject, say the verb, and ask "What?" You get "students are happy," don't you? As long as happy describes students, you have an N-LV-ADJ sentence, and happy is the predicate adjective. ☞ students

T h e

were

happy

Predicate Adjective

a b o u t trip t h e

f i e l d

SO REMEMBER! If you have an action verb in your sentence, then it must be pattern 1, pattern 2, or pattern 3. If you have a linking verb, then you have either pattern 4 or pattern 5. In a pattern 4 sentence, the linking verb LINKS the subject to the predicate nominative (making them the same person or thing). In a pattern 5 sentence, the linking verb LINKS the subject to the predicate adjective (which describes it). On the next page is the now-complete "Process Chart." I know it looks scary, but if you just follow the steps, ask the questions, and follow the arrows, I promise you you'll get it. Use it as you do your exercises, and you'll quickly see what a BIG help it is!


NOTES (Page 3)

THE PROCESS: Step 1: Find all the nouns in the sentence and mark them N (PN for proper nouns). Step 2: Find and mark all articles and adjectives (Ask, "Which?" & say the noun) Step 3: Find and mark all the pronouns. Step 4: Find all the prepositions and put parentheses around the prepositional phrases. Step 5: Find all the verbs and mark them V. Step 6: Find the subject. Ask, "Who or what?" and say the verb. Step 7: Draw your baseline and fill in the subject and verb. Step 8: Look for the direct object. Say the subject and verb and ask, "What?"

NO ANSWER? You have a pattern 1 (N-V) sentence. Your baseline looks like this:

DID YOU GET AN ANSWER? Look at the word which answers the question and Ask, "Is this word a noun?

NO Ask, "Does it describe the subject?"

NO Something's wrong! Go back to Step 8. YES It's a predicate adjective. You have a linking verb. Baseline looks like this:

YES Ask, "Is it the same as the subject?"

NO It's a direct object. You have an action verb. Baseline looks like this: YES It's a predicate nominative. You have a linking verb. Baseline looks like this:

Step 9: Put all the modifiers on your diagram. Hooray! You're finished!!

: )


EXERCISE #1

LINKING VERBS AND PATTERNS 4 & 5: EXERCISE #1 NAME: _______________________________________________________ WHAT TO DO: All the sentences below are the N-LV-N pattern. Mark the parts of speech and diagram the sentences. Be sure to use your "Process Chart." 1.

Most pets are part of the family.

2.

Dogs usually become members of the family.

3.

My favorite dog was a big, black poodle.

4.

In my mind, that dog was my big brother.

5.

He was my protector in case of danger!

IN A NOUN-LINKING VERB-NOUN SENTENCE, THE SECOND NOUN IS CALLED THE __________________________________________________. THE WORD AT THE END OF A PREPOSITIONAL PHRASE IS CALLED THE __________________________________________________.

(over)


EXERCISE #1(Page 2)


SENTENCE #

OBJECT OF THE PREPOSITION MODIFIER

PREDICATE NOMINATIVE

WORD

JOB

VERB

1

pets

__________________________________

2

usually

__________________________________

3

was

__________________________________

4

brother

__________________________________

5

case

__________________________________


EXERCISE #2

LINKING VERBS AND PATTERNS 4 & 5: EXERCISE #2 NAME: _______________________________________________________ WHAT TO DO: All the sentences below are either the N-LV-N or N-LV-ADJ pattern. Mark the parts of speech and diagram the sentences. Remember to use that "Process Chart"! 1.

My poodle's name was Macho.

2.

His curly black coat was beautiful.

3.

Macho was really smart.

4.

His tricks were very funny!

5.

Macho was the clown in our family.

A NOUN THAT BEGINS WITH A LOWER-CASE LETTER AND CAN ONLY CONSIST OF ONE WORD IS A ________________ NOUN. ADVERBS MODIFY ______________, ____________, AND _______________.

(over)



DIRECTIONS: Write what job the underline underlined d words are doing. Choose your answers from among the following: SUBJECT


MODIFIER MODIF IER

PREDICAT PREDI CATE E NOMIN NOMINA ATIVE

SENTENCE #

WORD

VERB

PREDICAT PREDI CATE E ADJECTIVE

JOB

1

Macho

__________________________________

2

beautiful

__________________________________

3

Macho

__________________________________

4

were

__________________________________

5

our

__________________________________

JUNIOR ANAL ANALYTICAL YTICAL GRAMAR (Unit #9)

EXERCISE #3

LINKING VERBS AND PATTERNS 4 & 5: EXERCISE #3 NAME: ____________ _________________________ ___________________________ ___________________________ ________________ ___ WHAT TO DO: The sentences below are examples of all five sentences patterns. Mark the parts of speech and diagram diagram the the sentences. Remember to use use that "Process "Process Chart"! 1.

Duri Du ring ng di dinn nner er ti time me Ma Mach cho o did did hi his s bes bestt tr tric icks ks..

2.

His Hi s mai main n goa goall was was a tre treat at fr from om th the e din dinne nerr tab table le..

3.

He sa sat up up in in a very fu funny po position.

4

He ga gave ve us a sa sad d loo look k fro from m hi his s bi big, br brow own n ey eyes es..

5.

His tri rick cks s wer ere e us usua uall lly y su succ cces essf sful ul!!

A PATTERN 3 SENTENCE IS DIFFERENT FROM A PATTERN 2 BECAUSE IT HAS A(N) _________________________ ____________ ____________________. _______. IN A NOUN-LINKING VERB-ADJECTIVE VERB-ADJ ECTIVE PATTERN, PATTERN, THE ADJECTIVE IS CALLED A(N) __________________________ _____________ ____________________. _______. (over)





DIRECT OBJECT OBJECT

INDIRECT INDIRE CT OBJECT

PRED PR EDIC ICA ATE NOMIN NOMINA ATI TIVE VE

SENTENCE #

WORD

VERB MODIFIER MODIFI ER

PRED PR EDIC ICA ATE ADJ ADJEC ECTI TIVE VE

JOB

1

time

__________________________________

1

tricks

__________________________________

2

treat

__________________________________

3

sat

__________________________________

3

funny

__________________________________

4

us

__________________________________

4

eyes

__________________________________

5

successful __________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #9 Student Name: ______________________________________________________ Some verbs can be action verbs in one sentence and linking verbs in another These verbs are look, taste, feel, smell, sound, remain, appear, stay, and grow. Let's try the verbs grow and remain, just as an example, and then let's see if you can use other verbs both ways. GROW Action verb:

Children grow quickly from age one to three.

Linking verb:

Children grow restless when they have to sit too long.

REMAIN Action verb:

The students remained in the classroom.

Linking Verb:

Mrs. Wilson remained calm during the storm.

Now you try! It's okay to change the verb form ( tasted or felt , for example). TASTE Action verb:

____________________________________________________________________ ____________________________________________________________________

Linking Verb: ____________________________________________________________________ ____________________________________________________________________ FEEL Action verb:

____________________________________________________________________ ____________________________________________________________________

Linking Verb: ____________________________________________________________________ ____________________________________________________________________ SMELL Action Verb: ____________________________________________________________________ ____________________________________________________________________ Linking Verb: ____________________________________________________________________ ____________________________________________________________________ LOOK: Action Verb: ____________________________________________________________________ ____________________________________________________________________ Linking Verb: ____________________________________________________________________ ____________________________________________________________________



Playing With Words


How did I do? Student Name: __________________________________________________ If they are correct, each sentence below is worth 1 point. 1.

Did you write a sentence where taste is an action verb?

__________

2.

Did you write a sentence where taste is a linking verb?

__________

3.

Did you write a sentence where feel is an action verb?

__________

4.

Did you write a sentence where feel is a linking verb?

__________

5.

Did you write a sentence where smell is an action verb? __________

6.

Did you write a sentence where smell is a linking verb?

__________

7.

Did you write a sentence where look is an action verb?

__________

8.

Did you write a sentence where look is a linking verb?

__________

9.

Do you think you're a terrific kid? If so, you get 2 pts!

__________

Now add it up for your GRAND TOTAL:

=========


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: LINKING VERBS AND PATTERNS 4 & 5 NAME: _______________________________________________________ POINTS EARNED:

out of 97

LEVEL: ____________________

WHAT TO DO: The sentences below are examples of all five sentences patterns. Mark the parts of speech and diagram the sentences. You may use your "Process Chart." 1.

Sometimes poodles get special fancy haircuts.

2.

At the end of a long family trip, Macho was a mess!

3.

First the dog groomer gave him a good bath.

4.

She worked on poor Macho for a long time.

5.

By the end of the afternoon, Macho was gorgeous!

SHORT ANSWERS: 1. Write the three articles in our language. __________ 2.

__________

_________

In a noun-linking verb-noun sentence, the second noun is the __________________________________.

3.

In a noun-linking verb-adjective sentence, the adjective is the __________________________________. (over)


ASSESSMENT (Page 2)



DIRECT OBJECT

INDIRECT OBJECT


SENTENCE #

WORD

VERB MODIFIER

PREDICATE ADJECTIVE

JOB

1

Sometimes _________________________________

1

haircuts

__________________________________

2

mess

__________________________________

3

groomer

__________________________________

3

him

__________________________________

4

worked

__________________________________

5

gorgeous __________________________________


NOTES

HELPING VERBS Everybody needs a little help once in a while, don't they? Well, verbs need help too, if they want to form certain "tenses." A tense is a form of the verb that indicates what time the verb is talking about. For example, in the sentence, "I eat strawberries," you've been eating the strawberries all along. In the sentence, "I ate strawberries," you ate the strawberries yesterday or an hour ago, but definitely in the past, right? To say that, your verb had to change its form, or tense. Now suppose you want to say that these strawberries you're eating are being eaten right this very minute. You'd have to say what? That's right; you'd have to say, "I am eating strawberries." We had to add another word to the verb to form that tense. The little word you added is called a HELPING VERB. When you have a helping verb added to a verb, you form a VERB PHRASE. A verb phrase may have two words, three words, even four words in it. Look at these examples: I will make a homerun. (verb phrase = will make helping verb = will main verb = make) I have been reading a book.

(verb phrase = have been reading helping verbs = have & been main verb = reading)

I should have been listening!

(verb phrase = should have been listening helping verbs - should, have, & been main verb - listening)

The MAIN VERB is the last verb in the verb phrase. This is the one that's going to be either an action verb or a linking verb. You still use the "Process Chart" to figure out which it is, but now you use the whole verb phrase when you "say the subject, say the verb, and ask 'What?'" THE BEST WAY TO LEARN HELPING VERBS IS TO MEMORIZE THEM. is has will may am have would might are had shall must was do should were does can be did could being (over) been


NOTES

Now, if you're sharp (and you are!), you probably noticed that some of those helping verbs can be linking verbs (is, am, are, etc.). But all you have to do is remember that, if you have a verb phrase, only the LAST verb in it is going to be either an action verb or a linking verb. As long as the other words in the verb phrase are on our list, they're helping verbs. Look at these examples: PN HV LV ART ADJ N John will be a fourth grader. (will be is the verb phrase and be is a linking verb) PN HV HV AV PP ADJ N John will be going (to fourth grade). (will be going is the verb phrase and going is an action verb)

So in the first sentence, be is the main verb because it's last. In the second sentence, it's a helping verb. So, when you're using the "Process Chart," be sure you're using the whole verb phrase in asking your questions, but the verb that you're trying to identify (as either an action or linking verb) is the LAST ONE. DIAGRAMING HELPING VERBS: It's easy. Just put all the verbs in the verb phrase in the verb place. Look at the diagram of the first sentence above. John

will be

grader

a

f o u r t h

What if you wanted to take the sentence I've just diagramed and make a question out of it? What would you do? That's right! You'd take the helping verb will and move it to the front of the sentence: "Will John be a fourth grader?" If a sentence has a helping verb in it, that's how you make it into a question. Can you see the difference in the diagram? John Will be grader

a

f o u r t h

I told you you were sharp! You saw that I started will with a capital letter. That's how you could tell, by looking at the diagram, that I diagramed a question. But what if a sentence doesn't have a helping verb? How would you make a question out of the sentence, "Mrs. Janes made an apple pie"? Right, you'd say, "Did Mrs. Janes make an apple pie?" You'd have to add a helping verb to the front of the sentence! By the way, you'll probably notice that adverbs just LOVE to sneak in between a helping verb and the main verb, so watch out for that. ("I could really eat a horse!")


EXERCISE #1

HELPING VERBS: EXERCISE #1 NAME: _________________________________________________________ WHAT TO DO: Mark all the parts of speech in the sentences below. Diagram the sentences. 1.

Today our class will go to the library.

2.

I will be checking a new book out.

3.

We are becoming good readers.

4.

Do you want a new book? (Remember how to diagram questions?)

5.

Do not lose your library book! (Remember how to diagram commands?)

On the page of notes for this unit, there was a four-column list of all the helping verbs. Study the first column (is, am, etc.) carefully. Look at the words and say them out loud. Write them down two times. Then, without looking at your notes, write all of these eight helping verbs in the spaces below: _________________________

______________________________

_________________________

______________________________

_________________________

______________________________

_________________________

______________________________ (over)


EXERCISE #1(Page 2)



DIRECT OBJECT

INDIRECT OBJECT


VERB MODIFIER

PREDICATE ADJECTIVE

SENTENCE #

WORD

JOB

1

Today

2

will be checking _____________________________

3

readers

__________________________________

4

you

__________________________________

5

book

__________________________________

__________________________________


EXERCISE #2


The library has become one of my favorite places.

2.

All of the knowledge of the world can be found in books.

3.

Can you imagine that?

4.

I have always loved the library.

5.

I can curl up with a good book anytime!

On the page of notes for this unit, there was a four-column list of all the helping verbs. Study the second column (has, have, etc.) carefully. Look at the words and say them out loud. Write them down two times. Then, without looking at your notes, write all of these six helping verbs in the spaces below: _________________________

______________________________

_________________________

______________________________

_________________________

______________________________

(over)





DIRECT OBJECT

INDIRECT OBJECT


SENTENCE #

WORD

VERB MODIFIER

PREDICATE ADJECTIVE

JOB

1

favorite

__________________________________

2

can be found ________________________________

3

you

__________________________________

4

always

__________________________________

5

book

__________________________________

JUNIOR ANALYTICAL GRAMAR (Unit #10)

EXERCISE #3


My favorite book was written by P. L. Travers.

2.

The book is called Mary Poppins.

3.

The naughty Banks children have driven their nanny away.

4.

Mary Poppins has answered the newspaper ad for the Banks' new nanny.

5.

The Banks children are taken on many magical adventures by

Mary Poppins. On the page of notes for this unit, there was a four-column list of all the helping verbs. Study the last two columns carefully. Look at the words and say them out loud. Write them down two times. Then, without looking at your notes, write these nine helping verbs. ________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

(over)





DIRECT OBJECT

INDIRECT OBJECT


SENTENCE #

WORD

VERB MODIFIER

PREDICATE ADJECTIVE

JOB

1

favorite

__________________________________

2

book

__________________________________

3

away

__________________________________

4

ad

__________________________________

5

adventures _________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #10 Student Name: ______________________________________________________ We use helping verbs in so many ways! And whenever we change a helping verb, it can make such a big difference in what a sentence means. For example, let's take the helping verbs would, could , and should . Look at these three sentences below. I would go to the party.

I could go to the party.

I should go to the party.

I'm really saying something different in each sentence, aren't I? This can be seen when I add a little extra to the sentence to make it clearer. I would go to the party, but I've got to help my mom at home. "I would go" really means you intend to go if you can I could go to the party, if it was on a weekend. "I could go" really means it would be possible for you to go. I should go to the party because they are expecting me. "I should go" really means you're supposed to go. I'm going to give you three little sentences, using these same heping verbs. Let's see if you can add endings to the sentences that explain the use of the different helping verb, just as I did above. Remember, it's okay to ask for help! I would write to my aunt, but _________________________________________________________ _________________________________________________________________________________ I could write to my aunt, if ___________________________________________________________ _________________________________________________________________________________ I should write to my aunt , because_____________________________________________________ _________________________________________________________________________________ Let's try some more helping verbs, such as was and should have: I was writing my aunt when __________________________________________________________ _________________________________________________________________________________ I should have written my aunt, but _____________________________________________________ _________________________________________________________________________________


Playing With Words


How did I do? Student Name: ______________________________________________________

If you complete these sentences, and they make sense, you get 2 points each. 1.

I would write to my aunt, but --

__________

2.

I could write to my aunt, if --

__________

3.

I should write to my aunt, because --

__________

4.

I was writing to my aunt when --

__________

5.

I should have written to my aunt but--

__________


=========


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: HELPING VERBS NAME: _________________________________________________________ POINTS EARNED:

out of 97

LEVEL: ____________________

WHAT TO DO: Mark all the parts of speech in the sentences below. Diagram the sentences.

1.

Billy was asking his family a very important question.

2.

"Have you seen my library book?"

3.

He was feeling rather panicky.

4.

The book was lying on the floor under his bed!

5.

Had Billy been searching very well?

HELPING VERBS: Write the helping verbs that complete the four columns that were shown on your notes.

______ ______ ______ ______ ______ ______ ______ ______

______ ______ ______ ______ ______ ______

______ ______ ______ ______ ______ ______

_______ _______ _______

(over)


ASSESSMENT (Page 2)



DIRECT OBJECT

INDIRECT OBJECT


VERB MODIFIER

PREDICATE ADJECTIVE

SENTENCE #

WORD

JOB

1

family

__________________________________

2

you

__________________________________

2

book

__________________________________

3

panicky

__________________________________

4

was lying __________________________________

4

bed

__________________________________

5

well

__________________________________


NOTES

CONJUNCTIONS & COMPOUND SITUATIONS Now we're going to learn the last part of speech. Haven't you learned a lot? We use conjunctions to join things together in a sentence. One of the rules about joining things together is that the things must be alike. You can join 2 nouns: The boy and the girl walked to school. (A noun can join a pronoun.) Or 2 verbs: The children walked and ran to school. Or three adverbs: The children moved slowly, quietly, and carefully. Or anything else AS LONG AS THE THINGS ARE ALIKE. You can't join things which are not alike : walk and table????. By now I'll bet you've figured out that and is a conjunction, but that's not the only one. The conjunctions are and but

or nor

for (when it means because) yet (when it means but )

When you find a conjunction in a sentence, mark it "CJ."

COMPOUND THINGS: A "compound" thing in a sentence is when there are two (or more) of something. When a sentence has more than one subject, we call it a "compound subject." When it has two or more verbs, we call it a "compound verb" and so on. When you have to diagram a sentence with a compound thing in it, you decide where it would go in the diagram (if it were only one thing) and then you just "branch off" the line. Just look below to see how you diagram all kinds of compound things. A.

AV ADV COMPOUND SUBJECT: PN CJ PN John and Jim walked home. John Jim

a n d

walked

h o m e

(over)


B.

PN AV CJ AV ART ADJ N Sean mowed and raked the front yard. mowed

COMPOUND VERB: Example #1: Sean

NOTES (Page 2)

yard

d n a

t h e

raked

Example #2: Sean

f r o n t

PN AV ADJ N CJ AV ADJ N Sean cleaned his room and did his chores. cleaned room d n a

h i s

did

chores

h i s Did you notice that, in the first sentence, the two verbs "share" a direct object? That's why the baseline is joined back together again after the verbs. In the second example, each verb has its own direct object, so we don't join the baseline back 9together again. C.

PN AV ART N CJ N Susan ate a sandwich and chips.

COMPOUND DIRECT OBJECT:

sandwich Susan

D.

d n a

a

chips

PN AV PN CJ PRO N Joe sent Jim and me presents. presents Jim

COMPOUND INDIRECT OBJECT: Joe

sent

d n a

E.

ate

me

COMPOUND PREDICATE NOMINATIVE OR PREDICATE ADJECTIVE: hungry PRO LV P-ADJ CJ P-ADJ She felt d She felt hungry and tired. n a

tired


F.

NOTES (Page 3)

COMP CO MPO OUND PREP EPO OSITI TIO ONAL PHRAS ASE ES: PRO AV PP ART N CJ PP ART N We ran (down the stairs) and (out the door). We

ran

and

o u t

d o w n stairs t h e G.

door

t h e

PREPOSITIONAL PHRASE WITH COMPOUND OBJECT: PN AV PP ART ADJ N CJ N She dusted (under the new table and chairs). She dusted

u n d e r Can you tell why the and new are not attached to either table or chairs ? Why are these words words attached to the line before it "branches off"?

H.

☞

mowed

lawn

and Sue

t h e raked

it

COMPOUND MO MODIFIERS: ART ADJ CJ ADJ N AV The black and white dog barked. dog barked T h and

e

J.

d

t h n n e e w a chairs

COMPOUND SENTENCE: PN AV ART N CJ PN AV PRO Jason mowed the lawn and Sue raked it. Jason

I.

table

w h b l a c i t e k

THREE OR MORE OF SOMETHING: PN PN CJ PN AV N Ed Ed, Joe, and Jim ate lunch. Joe a ate lunch Jim

n d

☞ Notice where

"and" is placed.


EXERCISE #1

COMPOUND SITUATIONS: EXERCISE #1 NAME: ____________ _________________________ ___________________________ ___________________________ ___________________ ______ WHAT TO DO: Mark all the parts of speech in the sentences below, and then diagram them. Watch for the little clues given at the end of each sentence! These little clues tell you where to look in your notes for help on your diagram. 1.

My uncle and aunt are visiting us. (See us. (See Notes A)

2.

They bring presents and take pictures. (See pictures. (See Notes B #2)

3.

I love my aunt and uncle. (See uncle. (See Notes C)

4.

They always take my sister and me places. (See places. (See Notes D)

5.

My relatives are always energetic and fun. (See Notes E)

IF A CONJUNCTION JOINS THINGS, THE TWO THINGS HAVE TO BE ________________________________. ADVERBS MODIFY __________________, _______________________, AND ___________________________.

(over)





DIRECT OBJECT OBJECT

INDIRECT INDIRE CT OBJECT

PRED PR EDIC ICA ATE NOMIN NOMINA ATI TIVE VE

SENTENCE #

WORD

VERB MODIFIER MODIFI ER

PRED PR EDIC ICA ATE ADJ ADJEC ECTI TIVE VE

JOB

1

are visiting _________________________________

2

They

__________________________________

3

aunt

__________________________________

4

always

__________________________________

5

energetic __________________________________


EXERCISE #2

COMPOUND SITUATIONS: EXERCISE #2 NAME: __________________________________________________________ WHAT TO DO: Mark all the parts of speech in the sentences below, and then diagram them. Watch for the little clues given at the end of each sentence! 1.

My grandparents travel in a motorhome or on a plane. (See Notes F)

2.

Grandpa drives the motorhome down the highways and the country roads. (See Notes G)

3.

Grandpa does most of the driving, but Grandma sometimes helps with it. (See Notes H)

4.

Their tan and white motorhome is their favorite place. (See Notes I)

5.

Yesterday Grandma, Grandpa, and I went to the lake. (See Notes J)

CIRCLE THE ITEM BELOW THAT IS NOT A MODIFIER: prepositional phrase

article

adjective

helping verb

adverb

IN A NOUN-LINKING VERB-ADJECTIVE PATTERN, THE ADJECTIVE IS CALLED THE __________________________________. (over)





DIRECT OBJECT

INDIRECT OBJECT


VERB MODIFIER

PREDICATE ADJECTIVE

SENTENCE #

WORD

JOB

1

plane

__________________________________

2

country

__________________________________

3

it

__________________________________

4

place

__________________________________

5

went

__________________________________


EXERCISE #3

COMPOUND SITUATIONS: EXERCISE #3 NAME: __________________________________________________________ WHAT TO DO: Mark all the parts of speech in the sentences below, and then diagram them. Watch for the little clues given at the end of each sentence! 1.

My family consists of Americans and Canadians. (See Notes G)

2.

My dad's parents live in Quebec, but my mom's family comes from Virginia. (See Notes H)

3.

My mom's parents, brothers, and sisters are very close to each other. (See Notes J)

4.

My dad's mom and dad have no other children (See Notes A)

5.

We love dad's parents and mom's parents. (See Notes C)

THE ITEMS ON THE BASELINE OF AN N-V-N SENTENCE ARE THE ____________________, THE _________________, AND THE __________________________. A PRONOUN CAN DO ANY JOB THAT A _______________ CAN DO. (over)





DIRECT OBJECT

INDIRECT OBJECT


SENTENCE #

WORD

VERB MODIFIER

PREDICATE ADJECTIVE

JOB

1

Americans _________________________________

2

dad's

__________________________________

3

close

__________________________________

4

mom

__________________________________

5

parents

__________________________________


Playing With Words

PLAYING WITH WORDS: UNIT #11 Student Name: ______________________________________________________ This should be fun. I'm going to take two words and write sentences with different kind of compound things. Then I'm going to give you two things, and you write the same kinds of sentences.

My two words are kangaroo and zebra.

Your two words are puppy and kitten.

COMPOUND SUBJECT: The zebra and the kangaroo were bouncing down the forest path. Now, on the lines below, I want you to write sentences with different compound things, using your two words. I'll do the compound subject one for you to get you started. The puppy and the kitten were asleep in their basket.________________________________

COMPOUND DIRECT OBJECT: 1.

I saw the kangaroo and zebra in the forest.

___________________________________________________________________________ ___________________________________________________________________________

COMPOUND INDIRECT OBJECT: 2.

I gave the zebra and the kangaroo something to eat.

___________________________________________________________________________ ___________________________________________________________________________

COMPOUND OBJECT OF THE PREPOSITION: 3.

I looked for the zebra and the kangaroo.

___________________________________________________________________________ ___________________________________________________________________________

COMPOUND PREDICATE NOMINATIVE: 4.

The winners were the zebra and the kangaroo.

___________________________________________________________________________ ___________________________________________________________________________

COMPOUND PREDICATE ADJECTIVE: I was happy and carefree! Your two words are sleepy and tired . 5.

___________________________________________________________________________ ___________________________________________________________________________


EXERCISE #1


How did I do? Student Name: ______________________________________________________ Each of these answers, if it is correct, is worth 1 point. 1.

2.

3.

Did you use both nouns in your sentence?

__________

Did you use the nouns as a compount direct object?

__________


__________

Did you use the nouns as a compount indirect object?

__________


__________

Did you use the nouns as a compount object of the preposition? __________ 4.

5.


__________

Did you use the nouns as a compount predicate nominative?

__________

Did you use both sleepy and tired in your sentence?

__________

Did you use the words as a compount predicate adjective?

__________


=========


ABSOLUTELY AMAZING!


WONDERFUL!


GREAT!


DOING A GOOD JOB.




TEST

TEST: COMPOUND SITUATIONS: NAME: __________________________________________________________ POINTS EARNED:

out of 120

LEVEL: ______________________

WHAT TO DO: Mark all the parts of speech in the sentences below, and then diagram them. Watch for the little clues given at the end of each sentence! You should use your notes on this assessment. 1.

Friends and relatives are very important to my family. (See Notes A)

2.

Most of them live in our town or in the next county. (See Notes F)

3.

Tomorrow we will have a huge barbecue and family reunion. (See Notes C)

4.

The kids will play games and the grownups will visit with each other. (See Notes H)

5.

The party will give our relatives and friends a chance for new friendships. (See Notes D)

SHORT ANSWERS: 1. Pronouns are words that ___________________________________________. 2.

Adjectives are words that __________________________________________.

3.

A sentence needs to have a subject and a ____________________.

(over)

Analytical Grammar Jr

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