Compound Subjects
Spelling List Sixth
Grade
cacophony cajole capricious circumspect chrysanthemum carcass centennial centenary centrifugal centripetal chauvinist chivalry cholera christening chromosome
ictice Write the numbers 1-10 on a sheet of paper. For questions 1-5, read each sentence. Choose the underlined part that is the simple subject of the sentence. Write the letter for that answer. 1 A u n t B e l l e has e a t e n a l l o f t h e p i c k l e s i n t h e j a r ! A
C
B
D
2 F r e n c h w o m e n w o r e elaborate hairdos i n the 1700s. ~F G H" ~ ] 3 T h e l a r g e o r a n g e cat i g n o r e d t h e c u r i o u s k i t t e n . "A
c
B
D
4 Y o u r e n t h u s i a s m is a w o n d e r f u l q u a l i t y . ~F
G
H
J
5 W e d i s c u s s e d t h e r e c e n t events i n s o c i a l studies class.
A
B
C
D
For questions 6-10, read each sentence. Choose the underlined part that is the simple predicate of the sentence. Write the letter for that answer. 6 A f u n n e l - s h a p e d _c l o u d a p p e_a r e d _ o n t h e h o r -i z o n . 7 V l a r c u s p u t a m o u n d o f s h r i m p o n h i s plate.
~A
B
C
~D~
I
1
8 T h e s c i e n t i f i c researcher e x a m i n e d t h e u n h e a l t h y l i v e s t o c k . F G H J 9 W o r k e r s w e r e repainting the o l d m a n s i o n o n the h i l l A ~B C W 10 T h e j u r y f i l e d o u t o f t h e c o u r t r o o m .
Write the numbers 11-16 on a sheet of paper. Read the underlined sentences. Then find the answer that best combines them into one sentence. Write the letter for that answer. 11 T e r r y o r d e r e d chips a n d salsa. M a r g o o r d e r e d eggs. A T e r r y and M a r g o ordered chips a n d salsa a n d eggs.
14 P u t c o n d i t i o n e r o n y o u r hair. R i n s e t h e c o n d i t i o n e r out. F Put and rinse out the condit i o n e r o n y o u r hair.
B T e r r y o r d e r e d chips a n d salsa M a r g o o r d e r e d eggs.
G P u t c o n d i t i o n e r o n y o u r hair, o r r i n s e i t out.
C T e r r y o r d e r e d chips a n d salsa o r M a r g o o r d e r e d eggs. D T e r r y o r d e r e d chips a n d salsa, b u t M a r g o o r d e r e d eggs.
H P u t c o n d i t i o n e r o n v o u r hair, and then rinse it out.
12 T h e f a t h e r p e n g u i n w a r m s t h e T h e eggs h a t c h . F T h e father penguin w a r m s t h e eggs u n t i l t h e y h a t c h . G T h e father penguin w a r m s t h e eggs, t h e eggs h a t c h . H T h e father p e n g u i n and the eggs w a r m a n d h a t c h . J T h e eggs h a t c h u n t i l t h e father penguin w a r m s the eggs. 13 D i d y o u g i v e a n o r a l r e p o r t ? D i d y o u w r i t e a n essay? A D i d y o u give an oral report, b u t d i d y o u w r i t e a n essay? B D i d y o u give and w r i t e an o r a l r e p o r t a n d a n essay? C D i d y o u give an oral report o r a n essay? D D i d y o u give an oral report, o r d i d y o u w r i t e a n essay?
J Put it on your hair and rinse the c o n d i t i o n e r o u t . 15 F l o s s i n g is i m p o r t a n t . I t p r e v e n t s g u m disease. A F l o s s i n g is i m p o r t a n t b e f o r e it p r e v e n t s g u m disease. B F l o s s i n g is i m p o r t a n t because i t p r e v e n t s g u m disease. C F l o s s i n g is i m p o r t a n t u n l e s s it p r e v e n t s g u m disease. D F l o s s i n g is i m p o r t a n t o r i t prevents g u m disease. 16 T h e guests can p l a y h o r s e s h o e s . T h e y don't like board games. F T h e guests c a n p l a y h o r s e shoes, a n d t h e y d o n ' t l i k e board games. G T h e guests c a n p l a y h o r s e shoes, o r t h e y d o n ' t l i k e board games. H T h e guests can p l a y h o r s e shoes, unless t h e y d o n ' t l i k e board games. J T h e guests c a n p l a y h o r s e shoes i f t h e y d o n ' t l i k e board games. Test Practice
Test Practice continued Write the numbers 17-20 on a sheet of paper. Read each underlined pair of sentences. Then find the answer that best combines them into one sentence. Write the letter for that answer. 17 D i d t h e d o g h i d e u n d e r t h e porch? D i d the dog j u m p i n t o the truck?
19 B a t s are n o c t u r n a l creatures. O w l s are n o c t u r n a l creatures. A B a t s are n o c t u r n a l creatures, b u t o w l s are t o o .
A D i d the dog hide under the porch or into the truck?
B B a t s a n d o w l s are n o c t u r n a l creatures.
B D i d the dog hide or j u m p under the p o r c h or into the truck?
C B a t s are n o c t u r n a l c r e a t u r e s and owls.
C D i d the dog hide under the porch but did the dog j u m p into the truck? D D i d the dog hide under the porch or j u m p into the truck? 18 1 p u t a n i c e p a c k i n t o t h e lunchbox. It w o u l d keep m y s a n d w i c h cool. F I put an icepack i n t o the l u n e h b o x so i t w o u l d k e e p m y sandwich cool. G 1 put an icepack i n t o the lunehbox but i t w o u l d keep m y sandwich cool. H I put an icepack into the lunehbox or it w o u l d keep m y sandwich cool. J I put an icepack i n t o the lunchbox unless it w o u l d keep m y sandwich cool.
Unit 1: The Sentence
D B a t s are n o c t u r n a l creatures, a n d o w l s are. 20 F i o n a w a n t e d t o g o s k a t i n g . T h e forecast was for r a i n . F F i o n a w a n t e d to go skating, b u t t h e forecast w a s f o r rain. G F i o n a w a n t e d to go skating, a n d t h e forecast w a s f o r rain. H F i o n a w a n t e d to go skating, so t h e f o r e c a s t w a s f o r r a i n . J F i o n a wanted to go skating, t h e forecast w a s f o r r a i n .
(pages 3 2 - 3 4 )
H Kinds of Sentences • A declarative sentence m a k e s a s t a t e m e n t .
^S^^^^^^
• A n interrogative sentence a s k s a q u e s t i o n . • A n imperative sentence g i v e s a c o m m a n d o r m a k e s a r e q u e s t . • A n exclamatory sentence s h o w s e x c i t e m e n t o r s t r o n g f e e l i n g .
Y
• Copy each sentence. Add t h e correct end p u n c t u a t i o n . Example: W h e r e d o c r i c k e t s l i v e 1. 2. 3. 4. 5. 6.
Where do crickets live?
S o m e crickets live outdoors H o w d o crickets chirp T h e y rub their front w i n g s together D i d y o u hear that cricket H o w cheerful i t sounds F i e l d crickets chirp rapidly i n hot weather
x
i
A C o p y e a c h s e n t e n c e . A d d t h e c o r r e c t e n d p u n c t u a t i o n , a n d label each s e n t e n c e declarative, interrogative, imperative, o r exclamatory. Example: L o o k at those horses 7. 8. 9. 10. 11. 12.
Look at those horses,
imperative
T h e y are draft horses W a t c h t h e m pull the heavy p l o w s W h y doesn't the f a r m e r use a tractor T r a c t o r s a n d fuel are v e r y expensive C a n ' t tractors p u l l m o r e w e i g h t than horses H o w beautiful those big horses are
B F o l l o w t h e d i r e c t i o n s in p a r e n t h e s e s t o w r i t e each n e w s e n t e n c e . Example: W a s 1816 a strange year? (change t o exclamatory) What a strange year 1816 was! 13. 14. 15. 16. 17. 18.
W a s i t a year w i t h o u t a s u m m e r ? (change t o declarative) T h e weather was very unusual, (change t o interrogative) C a n y o u find out about it? (change t o imperative) W h a t a s u m m e r frost the S o u t h had! (change t o declarative) A b l i z z a r d h i t N e w E n g l a n d i n June, (change t o e x c l a m a t o r y ) A volcano caused the o d d weather, (change t o interrogative) Extra Practice
73
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Complete Subjects and Predicates
35-37)
s
^
• Every s e n t e n c e h a s a s u b j e c t a n d a predicate. A ^^^^L^^^, subject t e l l s w h o m or w h a t a s e n t e n c e is a b o u t . A predicate t e l l s w h a t t h e subject does, is, has, or feels. • A complete subject c o n t a i n s all t h e w o r d s in t h e subject. • A complete predicate c o n t a i n s all t h e w o r d s in t h e p r e d i c a t e .
«
C o p y t h e u n d e r l i n e d w o r d s . T h e n w r i t e e i t h e r complete subject or complete predicate beside e a c h g r o u p . E x a m p l e : S o m e w o n d e r f u l t o y s a r e m a d e at h o m e . Some wonderful toys complete subject 1. 2. 3. 4. 5. 6.
K i m and her father m a d e a track for marbles. T h e y l o o k e d at d i f f e r e n t m a t e r i a l s . K i m ' s father had s o m e pieces o f pipe. K i m and her brother f o u n d some paper tubes. T h e children taped the tubes and pipes together. E v e r y o n e t o o k turns h o l d i n g up one end.
A C o p y e a c h s e n t e n c e . D r a w a l i n e b e t w e e n t h e c o m p l e t e subject a n d t h e c o m p l e t e predicate. Example: M a n y people play dominoes. 7. 8. 9. 10, 11, 12,
Manypeople\play dominoes.
T h e g a m e o f d o m i n o e s is v e r y o l d . E a r l y settlers i n this c o u n t r y played d o m i n o e s . M y little brother m a k e s d o m i n o snakes. T h e d o m i n o e s stand o n their n a r r o w ends. One good push knocks them all down. T h e pieces are black w i t h w h i t e dots.
W r i t e a sentence using each w o r d group. Example: friend writes 13. 14. 15. 16. 74
train climbed people need quarterback threw light shines Unit 1: The Sentence
My friend writes stories and poems. 17. M i k e w a s 18. s o u p b o i l e d 19. b o y w a t c h e d 20. g i r l h e a r d
-
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(pages 3 8 - 4 0 )
Simple S u l i j e c t s a n d P r e d i c a t e s • A simple subject is t h e m a i n w o r d (or w o r d s ) in t h e c o m p l e t e subject. • A simple predicate is t h e m a i n w o r d (or w o r d s ) in t h e c o m p l e t e p r e d i c a t e . A s i m p l e p r e d i c a t e is m a d e up o f a t least o n e verb.
• C o p y t h e u n d e r l i n e d w o r d s . T h e n w r i t e e i t h e r simple subject or simple predicate t o i d e n t i f y e a c h w o r d . Example: M y f a m i l y t r a v e l s e a c h s u m m e r , 1. 2. 3. 4. 5. 6.
family
simple subject
S o m e t i m e s w e sleep i n a tent. Last s u m m e r w e stayed i n hotels. O n e h o t e l was really special. E v e r y r o o m w a s a r a i l r o a d car. A l l o f us w e r e e n j o y i n g ourselves. I slept o n a train for the first t i m e .
A W r i t e t h e s i m p l e subject a n d s i m p l e predicate o f each s e n t e n c e . U n d e r l i n e t h e s i m p l e subject. Example: M s . B r o w n h a s t a u g h t a r t f o r t h r e e y e a r s . Ms. Brown has taught
' 1
1. 8. 9. 10. 11. 12.
She has b e e n h e l p i n g m y class. T h e w h o l e class presented a play. T h e class p l a y n e e d e d s o u n d effects. T h e art teacher h a d f i l l e d a can w i t h paper clips. A b o y i n the b a n d s h o o k the can. T h e roar o f a train filled the r o o m .
C o m p l e t e t h e f o l l o w i n g s e n t e n c e s . U n d e r l i n e each s i m p l e subject. D r a w t w o lines u n d e r e a c h s i m p l e p r e d i c a t e . Example: Three tired passengers Three tired passengers boarded the train. 13. T h e t w o w o m e n 14. T h e h a t o n t h e m a n 15. T h e t r a i n
stopped suddenly. 16. 17. T h e n e r v o u s p a s s e n g e r s 18. continued o n its way. Extra Practice
i
^
(pages 4 1 - 4 3 )
Imperatives and Interrogatives
^
• T h e s u b j e c t o f a n i m p e r a t i v e s e n t e n c e is a l w a y s 4 ^^^^inhep you. You is u s u a l l y u n d e r s t o o d r a t h e r t h a n s t a t e d . ^^-^ • To f i n d t h e s u b j e c t o f m o s t i n t e r r o g a t i v e s e n t e n c e s , r e a r r a n g e t h e q u e s t i o n i n t o a s t a t e m e n t . T h e n ask who or w/raf does the action.
# W r i t e t h e simple subject of each sentence. Example: L o o k a t t h i s n e w b i k e . (You) 1. 2. 3. 4.
D o y o u have one? I s y o u r bike blue also? H o l d this w r e n c h , please. A r e the handlebars straight?
5. 6. 7. 8.
M a y I ride your bike? L o o k at m e . S h a l l w e g o t o the park? Please f o l l o w me.
A W r i t e t h e s i m p l e s u b j e c t o f e a c h s e n t e n c e . T h e n label each s e n t e n c e imperative o r interrogative. Example: D o e s t h i s b u s g o t o F i r s t S t r e e t ? 9. 10. 11. 12. 1
D o e s the bus stop here? Put o n y o u r sneakers. C a n w e w a l k that far? T a k e the m a p along.
bus
interrogative
13. W a i t f o r t h e g r e e n l i g h t . 1 4 . D o e s t h e s i g n say First Street! 1 5 . L o o k for Alan's house. 1 6 . C h e c k b o t h s i d e s o f t h e street.
R e w r i t e e a c h s e n t e n c e . M a k e y o u r s e n t e n c e i m p e r a t i v e o r i n t e r r o g a t i v e , as s h o w n in p a r e n t h e s e s . T h e n w r i t e t h e s i m p l e subject o f t h e n e w s e n t e n c e . Example: I w o u l d l i k e y o u t o h o l d m y c a m e r a , ( i m p e r a t i v e ) Hold my camera, please. (You) 17. 18. 19. 20. 21. 22. 23. 24. 76
I w o n d e r w h y w e are stopping here, (interrogative) Perhaps something is blocking traffic, (interrogative) S o m e o n e w i l l have t o l o o k out the w i n d o w , (imperative) A car b r o k e d o w n a t the t r a f f i c light, (interrogative) E v e r y t h i n g has stopped, (interrogative) Y o u should ask the bus driver for m o r e i n f o r m a t i o n , (imperative) T h e bus w i l l b e m o v i n g soon, (interrogative) Y o u s h o u l d s i t d o w n i n y o u r seat, ( i m p e r a t i v e ) Unit 1: The Sentence
(pages 4 4 - 4 6 )
Compound Subjects • A compound subject c o n t a i n s t w o o r m o r e s i m p l e subjects. T h e y a r e j o i n e d by a c o n n e c t i n g w o r d such as and or or.
Rem
Give e a c h s e n t e n c e a c o m p o u n d s u b j e c t by a d d i n g a s i m p l e subject. Use each w o r d f r o m t h e b o x o n l y once. W r i t e t h e n e w s e n t e n c e . Example: L i n d a and w e n t to the park. Linda and Pat went to the park. friends pitcher
Pat girls
uniforms glove
(1/ J
1. 2. 3. 4. 5.
M a r i a and her m e t near the baseball field. Teenage boys and were w a r m i n g up. The helmets and _ display the team name. H o w do the m a s k and protect the catcher? T h e batter and the _ faced each other.
^ / /
A W r i t e t h e c o m p o u n d subject. Then w r i t e t h e connecting w o r d . Example: A r t s a n d c r a f t s a r e o f t e n f o u n d i n m u s e u m s . arts crafts connecting word: and 6. 7. 8. 9. 10.
Hopis and Navajos make silver jewelry. Have pottery or sculptures been found i n M e x i c o ? Ornaments and fine m e t a l objects c o m e f r o m Peru. Plates a n d utensils are c a r e f u l l y m a d e . C o l o r s , shapes, and figures decorate the objects.
W r i t e c o m p o u n d subjects t o c o m p l e t e t h e s e n t e n c e s b e l o w . Use c o n n e c t i n g w o r d s t o j o i n t h e s i m p l e subjects. Example:
m a k e good pets for children. Gentle dogs or cats make good pets for children.
11. live i n a fishbowl. 12. are v e r y u n u s u a l p e t s . 13. M u s t be kept i n cages?
14. . 15. 16.
s l e e p a l l day. require space t o r u n . have huge appetites.
\
irnmmm Extra /
(pages 4 7 - 4 9 )
Compound Predicates • A c o m p o u n d p r e d i c a t e contains t w o or m o r e s i m p l e p r e d i c a t e s . T h e y a r e j o i n e d by a c o n n e c t i n g w o r d such as and o r or.
'Gp
C o p y t h e s e n t e n c e s . U n d e r l i n e t h e c o m p o u n d predicates. E x a m p l e : T h e C l o c k M u s e u m s h o w s clocks a n d sells t h e m . The Clock Museum shows clocks and sells them. 1. 2. 3. 4. 5. 6.
L e o n w a l k e d inside and looked around. M a n y c l o c k s s t o o d o n t h e floor o r h u n g o n t h e w a l l s . T h e y ticked, h u m m e d , or turned. A tall clock t o l d t i m e and rang bells. W a t e r clocks and sand clocks splashed or dripped. L e o n l i k e d the sand c l o c k best and studied i t carefully.
W r i t e t h e c o m p o u n d p r e d i c a t e o f each s e n t e n c e . T h e n w r i t e t h e c o n n e c t i n g w o r d t h a t j o i n s t h e s i m p l e predicates. Example: S t e a m e n g i n e s c a n m o v e s h i p s o r p u l l t r a i n s . can move pull connecting word: or 7. 8. 9. 10. 11. 12.
A fire boils w a t e r and creates steam. Steam turns wheels or heats buildings. W e visited a m u s e u m and saw a steam engine. P e o p l e w i l l see, h e a r , a n d s m e l l t h e b o i l e r s . M y mother and father heard a steam whistle and smiled. S o m e people covered their ears or left the r o o m .
C o m p l e t e each s e n t e n c e , a d d i n g a c o m p o u n d predicate. W r i t e t h e c o m p l e t e d sentences. Example: T h e ticket taker The ticket taker greeted us and tore our tickets. 13. 14. 15. 16.
A large w h e e l The whole crowd T h e strange m a c h i n e Different voices
17. 18. 19. 20.
A n a and a friend Several small boats C h i l d r e n and a teacher A l l o f the children
\
(pages 5 2 - 5 4 )
^[1 Compound Sentences
^
• A compound sentence is m a d e up o f t w o s i m p l e ^^^^inhe^, s e n t e n c e s . T h e s i m p l e s e n t e n c e s a r e j o i n e d by a c o m m a a n d a c o n n e c t i n g w o r d such as and, or, or but.
# W r i t e compound or not compound to describe e a c h s e n t e n c e . Example: Y o u k n o w the E n g l i s h alphabet, but do y o u k n o w any others? compound 1. 2. 3. 4. 5. 6.
M a n y different alphabets exist today. O u r alphabet has t w e n t y - s i x letters. S o m e o f the letters are c o n s o n a n t s , and s o m e are v o w e l s . S o m e alphabets are r e a d f r o m r i g h t t o left. W e read f r o m left to right, and w e w r i t e that w a y too. A l p h a b e t s are i n t e r e s t i n g , a n d I w a n t t o l e a r n m o r e a b o u t t h e m .
A W r i t e compound or simple t o describe e a c h s e n t e n c e . R e m e m b e r t h a t a s i m p l e s e n t e n c e m a y h a v e a c o m p o u n d subject o r a c o m p o u n d p r e d i c a t e . E x a m p l e : T h e C h i n e s e l a n g u a g e is different f r o m the Japanese l a n g u a g e , b u t t h e w r i t i n g i s s i m i l a r , compound 7. C h i n e s e a n d J a p a n e s e a r e w r i t t e n f r o m l e f t t o r i g h t . 8. P e o p l e s p e a k d i f f e r e n t f o r m s o f J a p a n e s e , b u t m o s t p e o p l e u n d e r s t a n d each other. 9. T h e C h i n e s e l a n g u a g e h a s n i n e f o r m s , b u t e a c h o n e i s d i f f e r e n t . 10. T h e e a r l i e s t , s i m p l e s t C h i n e s e w r i t i n g d a t e s f r o m a b o u t 1 5 0 0 B . C . 11. I s i t h a r d e r t o r e a d C h i n e s e , o r i s i t h a r d e r t o r e a d E n g l i s h ? •
W r i t e c o m p o u n d s e n t e n c e s , u s i n g t h e subjects a n d predicates g i v e n b e l o w . U s e c o m m a s correctly, a n d u s e and, or, a n d but at least o n c e . E x a m p l e : s u b j e c t s : K a t e , B e n p r e d i c a t e s : p r i n t s , type's Kate prints her stories, but Ben types them later. 12. 13. 14. 15.
subjects: subjects: subjects: subjects:
m y sister, she Jim, he mother, I Jo, w e
predicates: predicates: predicates: predicates:
is, teaches writes, sings builds, paint plays, w a t c h Extra Practice
7 9
xtra Practice (pages 5 5 - 5 6 )
Conjunctions • T h e w o r d s and, or, a n d but are c o n j u n c t i o n s . U s e a n d t o a d d i n f o r m a t i o n , o r t o g i v e a choice, a n d but to s h o w contrast.
Reiriemh. Gp
W r i t e t h e conjunction in each sentence. Example: M y sister Javis a n d I w e n t t o s u m m e r camp, 1. 2. 3. 4. 5. 5.
and
W e m e t other campers a n d m a d e friends quickly. T h e camp w a s o n a lake, a n d t h e setting was beautiful. M o u n t a i n s a n d forests surrounded the lake. F e w people l i v e d o r w o r k e d i n the area. T h e l a k e w a s i c e c o l d , b u t w e s w a m e v e r y day. W e h i k e d a n d rode horses o n trails through the woods.
W r i t e and, or, o r but to c o m p l e t e e a c h s e n t e n c e . Example: M y brother Joe y. '
7. 8. 9. 10. 11. 12.
I have a sailboat,
and
O n e person c a n sail t h e boat, t w o can take turns. Today Joe I sail together. W e c a n sail t o a n island stay n e a r t h e c o a s t . I like t h e island, J o e l i k e s t h e coast better. W e p u t the sails u p sail toward the island. A t first a strong w i n d blows, then i t dies d o w n .
W r i t e a c o n j u n c t i o n t o c o m p l e t e each s e n t e n c e . T h e n w r i t e j o m p o m d subJecHcoinpouridpredicate, or compound sentence. Example: H i g h d i v i n g t a k e s c o u r a g e and compound predicate
demandsgreat skill.
plunges i n t o deep water, 13. A d i v e r l e a p s o f f a s u r f a c e a skillful diver must control 14. A b r a v e p e r s o n c a n j u m p , every movement. 15. J u d g e s s t u d y t h e d i v e give points t o t h e diver. 16. A l l p o s i t i o n s m o t i o n s must be done the right way. 17. A r e t h e d i v e r ' s f e e t hands pointed? 18. I s a n a r m a leg held at the w r o n g angle?
mm.
Unit 1: The Sentence
practice (pages 5 7 - 5 9 )
°' Complex Sentences
?
r
• A complex sentence is m a d e up o f t w o s i m p l e s e n t e n c e s j o i n e d by a subordinating conjunction.
Rem
• W r i t e t h e c o n | u n c t i o n in e a c h c o m p l e x s e n t e n c e . Example: A n i m a l s need care w h e n they travel, 1. 2. 3. 4.
when
Y o u m a y take a pet o n a trip i f y o u plan ahead. B e f o r e y o u leave, a vet should check the a n i m a l , i G i v e the a n i m a l w a t e r w h e n e v e r y o u m a k e a stop. D o not f l y w i t h a pet until y o u check w i t h the airli
A W r i t e simple, compound, o r complex f o r e a c h s e n t e n c e . T h e n w r i t e t h e c o o r d i n a t i n g or s u b o r d i n a t i n g c o n j u n c t i o n . E x a m p l e : U n l e s s y o u a r e d r e a m i n g , y o u w i l l n o t see a u n i c o r n . complex Unless 5. A l t h o u g h t h e r e a r e m a n y s t o r i e s a b o u t t h e u n i c o r n , i t i s o n l y a n imaginary animal. 6. L o n g - a g o e x p l o r e r s h a d n o b i n o c u l a r s o r c a m e r a s . 7. T h e y u s e d t h e i r i m a g i n a t i o n w h e n t h e y s a w a d i s t a n t a n i m a l . 8. S t o r i e s s p r e a d a b o u t t h e u n i c o r n , a n d w e c a n s t i l l r e a d t h e m t o d a y . • A d d a s u b o r d i n a t i n g c o n j u n c t i o n f r o m t h e b o x t o c o m p l e t e each s e n t e n c e correctly. W r i t e t h e s e n t e n c e . Example: Penguins could not survive unless
their bodies w e r e special.
Penguins could not survive unless their bodies were special. when
because
unless
although
whenever
t h e y h a v e a layer o f fat, p e n g u i n s can live i n the cold. penguins have wings, they cannot fly. T h e y use their short w i n g s as flippers they swim. M a l e s sit o n the eggs females search for food.
Extra Practice
8 1
Extra Practice' (pages 6 2 - 6 5 )
A sentence fragment is a g r o u p o f w o r d s '•Lah w i t h o u t a subject o r a predicate or b o t h . A run-on sentence is t w o o r m o r e s e n t e n c e s that are run together w i t h commas or w i t h o u t any punctuation. F r a g m e n t s a n d r u n - o n s c a n b e corrected in s e v e r a l w a y s .
% Label e a c h w o r d g r o u p fragment o\ Example: f i x e s o l d cars, 1. 2. 3. 4. 5.
fragment
W i t h his hammer. T h a t car is old, i t is pretty. T o m w a n t s a car m y sister j u s t got one. Rides like a n e w one. O n e day the m o r n i n g bus.
A Label e a c h g r o u p o f w o r d s as a fragment, a run-on, o r a sentence. Exainpie: I s m y f r i e n d a n d n e i g h b o r , 6. 7. 8. 9. 10.
fragment
She h a s r o l l e r skates I have skates too. W e skate at the park, i t has a r i n k the r i n k i s free. W e g o for a n h o u r after school o n Fridays. S o m e t i m e s m y older brother. H e i s a g o o d skater w e skate together.
• R e w r i t e e a c h r u n - o n correctly. R e w r i t e each f r a g m e n t t o m a k e i t a c o m p l e t e sentence. Example: S a l w a s h u n g r y h e w a n t e d a s n a c k h e l o v e d b a k e d a p p l e s . Sal was hungry and wanted a snack. He loved baked apples. 11. 12. 13. 14. 15. 16.
L u c k i l y , a large b a g o f apples. T o n y offered his help h e t u r n e d o n the oven. Sal got a pan h e put the apples i n it. T h e s m e l l o f apples and c i n n a m o n . W o u l d take at least a n hour. T h e apples w e r e perfect, S a l and T o n y shared t h e m .
Unit 1: The Sentence
Room 9 Homework Oct. 15, 2015
Due date - Oct. 22. 2015
Math 6*^^ Grade
Workbook pages will be given on Thursday
Grade
cacophony cajole capricious circumspect chrysanthemum carcass centennial centenary centrifugal centripetal chauvinist chivalry cholera christening chromosome
ictice Write the numbers 1-10 on a sheet of paper. For questions 1-5, read each sentence. Choose the underlined part that is the simple subject of the sentence. Write the letter for that answer. 1 A u n t B e l l e has e a t e n a l l o f t h e p i c k l e s i n t h e j a r ! A
C
B
D
2 F r e n c h w o m e n w o r e elaborate hairdos i n the 1700s. ~F G H" ~ ] 3 T h e l a r g e o r a n g e cat i g n o r e d t h e c u r i o u s k i t t e n . "A
c
B
D
4 Y o u r e n t h u s i a s m is a w o n d e r f u l q u a l i t y . ~F
G
H
J
5 W e d i s c u s s e d t h e r e c e n t events i n s o c i a l studies class.
A
B
C
D
For questions 6-10, read each sentence. Choose the underlined part that is the simple predicate of the sentence. Write the letter for that answer. 6 A f u n n e l - s h a p e d _c l o u d a p p e_a r e d _ o n t h e h o r -i z o n . 7 V l a r c u s p u t a m o u n d o f s h r i m p o n h i s plate.
~A
B
C
~D~
I
1
8 T h e s c i e n t i f i c researcher e x a m i n e d t h e u n h e a l t h y l i v e s t o c k . F G H J 9 W o r k e r s w e r e repainting the o l d m a n s i o n o n the h i l l A ~B C W 10 T h e j u r y f i l e d o u t o f t h e c o u r t r o o m .
Write the numbers 11-16 on a sheet of paper. Read the underlined sentences. Then find the answer that best combines them into one sentence. Write the letter for that answer. 11 T e r r y o r d e r e d chips a n d salsa. M a r g o o r d e r e d eggs. A T e r r y and M a r g o ordered chips a n d salsa a n d eggs.
14 P u t c o n d i t i o n e r o n y o u r hair. R i n s e t h e c o n d i t i o n e r out. F Put and rinse out the condit i o n e r o n y o u r hair.
B T e r r y o r d e r e d chips a n d salsa M a r g o o r d e r e d eggs.
G P u t c o n d i t i o n e r o n y o u r hair, o r r i n s e i t out.
C T e r r y o r d e r e d chips a n d salsa o r M a r g o o r d e r e d eggs. D T e r r y o r d e r e d chips a n d salsa, b u t M a r g o o r d e r e d eggs.
H P u t c o n d i t i o n e r o n v o u r hair, and then rinse it out.
12 T h e f a t h e r p e n g u i n w a r m s t h e T h e eggs h a t c h . F T h e father penguin w a r m s t h e eggs u n t i l t h e y h a t c h . G T h e father penguin w a r m s t h e eggs, t h e eggs h a t c h . H T h e father p e n g u i n and the eggs w a r m a n d h a t c h . J T h e eggs h a t c h u n t i l t h e father penguin w a r m s the eggs. 13 D i d y o u g i v e a n o r a l r e p o r t ? D i d y o u w r i t e a n essay? A D i d y o u give an oral report, b u t d i d y o u w r i t e a n essay? B D i d y o u give and w r i t e an o r a l r e p o r t a n d a n essay? C D i d y o u give an oral report o r a n essay? D D i d y o u give an oral report, o r d i d y o u w r i t e a n essay?
J Put it on your hair and rinse the c o n d i t i o n e r o u t . 15 F l o s s i n g is i m p o r t a n t . I t p r e v e n t s g u m disease. A F l o s s i n g is i m p o r t a n t b e f o r e it p r e v e n t s g u m disease. B F l o s s i n g is i m p o r t a n t because i t p r e v e n t s g u m disease. C F l o s s i n g is i m p o r t a n t u n l e s s it p r e v e n t s g u m disease. D F l o s s i n g is i m p o r t a n t o r i t prevents g u m disease. 16 T h e guests can p l a y h o r s e s h o e s . T h e y don't like board games. F T h e guests c a n p l a y h o r s e shoes, a n d t h e y d o n ' t l i k e board games. G T h e guests c a n p l a y h o r s e shoes, o r t h e y d o n ' t l i k e board games. H T h e guests can p l a y h o r s e shoes, unless t h e y d o n ' t l i k e board games. J T h e guests c a n p l a y h o r s e shoes i f t h e y d o n ' t l i k e board games. Test Practice
Test Practice continued Write the numbers 17-20 on a sheet of paper. Read each underlined pair of sentences. Then find the answer that best combines them into one sentence. Write the letter for that answer. 17 D i d t h e d o g h i d e u n d e r t h e porch? D i d the dog j u m p i n t o the truck?
19 B a t s are n o c t u r n a l creatures. O w l s are n o c t u r n a l creatures. A B a t s are n o c t u r n a l creatures, b u t o w l s are t o o .
A D i d the dog hide under the porch or into the truck?
B B a t s a n d o w l s are n o c t u r n a l creatures.
B D i d the dog hide or j u m p under the p o r c h or into the truck?
C B a t s are n o c t u r n a l c r e a t u r e s and owls.
C D i d the dog hide under the porch but did the dog j u m p into the truck? D D i d the dog hide under the porch or j u m p into the truck? 18 1 p u t a n i c e p a c k i n t o t h e lunchbox. It w o u l d keep m y s a n d w i c h cool. F I put an icepack i n t o the l u n e h b o x so i t w o u l d k e e p m y sandwich cool. G 1 put an icepack i n t o the lunehbox but i t w o u l d keep m y sandwich cool. H I put an icepack into the lunehbox or it w o u l d keep m y sandwich cool. J I put an icepack i n t o the lunchbox unless it w o u l d keep m y sandwich cool.
Unit 1: The Sentence
D B a t s are n o c t u r n a l creatures, a n d o w l s are. 20 F i o n a w a n t e d t o g o s k a t i n g . T h e forecast was for r a i n . F F i o n a w a n t e d to go skating, b u t t h e forecast w a s f o r rain. G F i o n a w a n t e d to go skating, a n d t h e forecast w a s f o r rain. H F i o n a w a n t e d to go skating, so t h e f o r e c a s t w a s f o r r a i n . J F i o n a wanted to go skating, t h e forecast w a s f o r r a i n .
(pages 3 2 - 3 4 )
H Kinds of Sentences • A declarative sentence m a k e s a s t a t e m e n t .
^S^^^^^^
• A n interrogative sentence a s k s a q u e s t i o n . • A n imperative sentence g i v e s a c o m m a n d o r m a k e s a r e q u e s t . • A n exclamatory sentence s h o w s e x c i t e m e n t o r s t r o n g f e e l i n g .
Y
• Copy each sentence. Add t h e correct end p u n c t u a t i o n . Example: W h e r e d o c r i c k e t s l i v e 1. 2. 3. 4. 5. 6.
Where do crickets live?
S o m e crickets live outdoors H o w d o crickets chirp T h e y rub their front w i n g s together D i d y o u hear that cricket H o w cheerful i t sounds F i e l d crickets chirp rapidly i n hot weather
x
i
A C o p y e a c h s e n t e n c e . A d d t h e c o r r e c t e n d p u n c t u a t i o n , a n d label each s e n t e n c e declarative, interrogative, imperative, o r exclamatory. Example: L o o k at those horses 7. 8. 9. 10. 11. 12.
Look at those horses,
imperative
T h e y are draft horses W a t c h t h e m pull the heavy p l o w s W h y doesn't the f a r m e r use a tractor T r a c t o r s a n d fuel are v e r y expensive C a n ' t tractors p u l l m o r e w e i g h t than horses H o w beautiful those big horses are
B F o l l o w t h e d i r e c t i o n s in p a r e n t h e s e s t o w r i t e each n e w s e n t e n c e . Example: W a s 1816 a strange year? (change t o exclamatory) What a strange year 1816 was! 13. 14. 15. 16. 17. 18.
W a s i t a year w i t h o u t a s u m m e r ? (change t o declarative) T h e weather was very unusual, (change t o interrogative) C a n y o u find out about it? (change t o imperative) W h a t a s u m m e r frost the S o u t h had! (change t o declarative) A b l i z z a r d h i t N e w E n g l a n d i n June, (change t o e x c l a m a t o r y ) A volcano caused the o d d weather, (change t o interrogative) Extra Practice
73
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_
_
_
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-
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e
Complete Subjects and Predicates
35-37)
s
^
• Every s e n t e n c e h a s a s u b j e c t a n d a predicate. A ^^^^L^^^, subject t e l l s w h o m or w h a t a s e n t e n c e is a b o u t . A predicate t e l l s w h a t t h e subject does, is, has, or feels. • A complete subject c o n t a i n s all t h e w o r d s in t h e subject. • A complete predicate c o n t a i n s all t h e w o r d s in t h e p r e d i c a t e .
«
C o p y t h e u n d e r l i n e d w o r d s . T h e n w r i t e e i t h e r complete subject or complete predicate beside e a c h g r o u p . E x a m p l e : S o m e w o n d e r f u l t o y s a r e m a d e at h o m e . Some wonderful toys complete subject 1. 2. 3. 4. 5. 6.
K i m and her father m a d e a track for marbles. T h e y l o o k e d at d i f f e r e n t m a t e r i a l s . K i m ' s father had s o m e pieces o f pipe. K i m and her brother f o u n d some paper tubes. T h e children taped the tubes and pipes together. E v e r y o n e t o o k turns h o l d i n g up one end.
A C o p y e a c h s e n t e n c e . D r a w a l i n e b e t w e e n t h e c o m p l e t e subject a n d t h e c o m p l e t e predicate. Example: M a n y people play dominoes. 7. 8. 9. 10, 11, 12,
Manypeople\play dominoes.
T h e g a m e o f d o m i n o e s is v e r y o l d . E a r l y settlers i n this c o u n t r y played d o m i n o e s . M y little brother m a k e s d o m i n o snakes. T h e d o m i n o e s stand o n their n a r r o w ends. One good push knocks them all down. T h e pieces are black w i t h w h i t e dots.
W r i t e a sentence using each w o r d group. Example: friend writes 13. 14. 15. 16. 74
train climbed people need quarterback threw light shines Unit 1: The Sentence
My friend writes stories and poems. 17. M i k e w a s 18. s o u p b o i l e d 19. b o y w a t c h e d 20. g i r l h e a r d
-
-
(pages 3 8 - 4 0 )
Simple S u l i j e c t s a n d P r e d i c a t e s • A simple subject is t h e m a i n w o r d (or w o r d s ) in t h e c o m p l e t e subject. • A simple predicate is t h e m a i n w o r d (or w o r d s ) in t h e c o m p l e t e p r e d i c a t e . A s i m p l e p r e d i c a t e is m a d e up o f a t least o n e verb.
• C o p y t h e u n d e r l i n e d w o r d s . T h e n w r i t e e i t h e r simple subject or simple predicate t o i d e n t i f y e a c h w o r d . Example: M y f a m i l y t r a v e l s e a c h s u m m e r , 1. 2. 3. 4. 5. 6.
family
simple subject
S o m e t i m e s w e sleep i n a tent. Last s u m m e r w e stayed i n hotels. O n e h o t e l was really special. E v e r y r o o m w a s a r a i l r o a d car. A l l o f us w e r e e n j o y i n g ourselves. I slept o n a train for the first t i m e .
A W r i t e t h e s i m p l e subject a n d s i m p l e predicate o f each s e n t e n c e . U n d e r l i n e t h e s i m p l e subject. Example: M s . B r o w n h a s t a u g h t a r t f o r t h r e e y e a r s . Ms. Brown has taught
' 1
1. 8. 9. 10. 11. 12.
She has b e e n h e l p i n g m y class. T h e w h o l e class presented a play. T h e class p l a y n e e d e d s o u n d effects. T h e art teacher h a d f i l l e d a can w i t h paper clips. A b o y i n the b a n d s h o o k the can. T h e roar o f a train filled the r o o m .
C o m p l e t e t h e f o l l o w i n g s e n t e n c e s . U n d e r l i n e each s i m p l e subject. D r a w t w o lines u n d e r e a c h s i m p l e p r e d i c a t e . Example: Three tired passengers Three tired passengers boarded the train. 13. T h e t w o w o m e n 14. T h e h a t o n t h e m a n 15. T h e t r a i n
stopped suddenly. 16. 17. T h e n e r v o u s p a s s e n g e r s 18. continued o n its way. Extra Practice
i
^
(pages 4 1 - 4 3 )
Imperatives and Interrogatives
^
• T h e s u b j e c t o f a n i m p e r a t i v e s e n t e n c e is a l w a y s 4 ^^^^inhep you. You is u s u a l l y u n d e r s t o o d r a t h e r t h a n s t a t e d . ^^-^ • To f i n d t h e s u b j e c t o f m o s t i n t e r r o g a t i v e s e n t e n c e s , r e a r r a n g e t h e q u e s t i o n i n t o a s t a t e m e n t . T h e n ask who or w/raf does the action.
# W r i t e t h e simple subject of each sentence. Example: L o o k a t t h i s n e w b i k e . (You) 1. 2. 3. 4.
D o y o u have one? I s y o u r bike blue also? H o l d this w r e n c h , please. A r e the handlebars straight?
5. 6. 7. 8.
M a y I ride your bike? L o o k at m e . S h a l l w e g o t o the park? Please f o l l o w me.
A W r i t e t h e s i m p l e s u b j e c t o f e a c h s e n t e n c e . T h e n label each s e n t e n c e imperative o r interrogative. Example: D o e s t h i s b u s g o t o F i r s t S t r e e t ? 9. 10. 11. 12. 1
D o e s the bus stop here? Put o n y o u r sneakers. C a n w e w a l k that far? T a k e the m a p along.
bus
interrogative
13. W a i t f o r t h e g r e e n l i g h t . 1 4 . D o e s t h e s i g n say First Street! 1 5 . L o o k for Alan's house. 1 6 . C h e c k b o t h s i d e s o f t h e street.
R e w r i t e e a c h s e n t e n c e . M a k e y o u r s e n t e n c e i m p e r a t i v e o r i n t e r r o g a t i v e , as s h o w n in p a r e n t h e s e s . T h e n w r i t e t h e s i m p l e subject o f t h e n e w s e n t e n c e . Example: I w o u l d l i k e y o u t o h o l d m y c a m e r a , ( i m p e r a t i v e ) Hold my camera, please. (You) 17. 18. 19. 20. 21. 22. 23. 24. 76
I w o n d e r w h y w e are stopping here, (interrogative) Perhaps something is blocking traffic, (interrogative) S o m e o n e w i l l have t o l o o k out the w i n d o w , (imperative) A car b r o k e d o w n a t the t r a f f i c light, (interrogative) E v e r y t h i n g has stopped, (interrogative) Y o u should ask the bus driver for m o r e i n f o r m a t i o n , (imperative) T h e bus w i l l b e m o v i n g soon, (interrogative) Y o u s h o u l d s i t d o w n i n y o u r seat, ( i m p e r a t i v e ) Unit 1: The Sentence
(pages 4 4 - 4 6 )
Compound Subjects • A compound subject c o n t a i n s t w o o r m o r e s i m p l e subjects. T h e y a r e j o i n e d by a c o n n e c t i n g w o r d such as and or or.
Rem
Give e a c h s e n t e n c e a c o m p o u n d s u b j e c t by a d d i n g a s i m p l e subject. Use each w o r d f r o m t h e b o x o n l y once. W r i t e t h e n e w s e n t e n c e . Example: L i n d a and w e n t to the park. Linda and Pat went to the park. friends pitcher
Pat girls
uniforms glove
(1/ J
1. 2. 3. 4. 5.
M a r i a and her m e t near the baseball field. Teenage boys and were w a r m i n g up. The helmets and _ display the team name. H o w do the m a s k and protect the catcher? T h e batter and the _ faced each other.
^ / /
A W r i t e t h e c o m p o u n d subject. Then w r i t e t h e connecting w o r d . Example: A r t s a n d c r a f t s a r e o f t e n f o u n d i n m u s e u m s . arts crafts connecting word: and 6. 7. 8. 9. 10.
Hopis and Navajos make silver jewelry. Have pottery or sculptures been found i n M e x i c o ? Ornaments and fine m e t a l objects c o m e f r o m Peru. Plates a n d utensils are c a r e f u l l y m a d e . C o l o r s , shapes, and figures decorate the objects.
W r i t e c o m p o u n d subjects t o c o m p l e t e t h e s e n t e n c e s b e l o w . Use c o n n e c t i n g w o r d s t o j o i n t h e s i m p l e subjects. Example:
m a k e good pets for children. Gentle dogs or cats make good pets for children.
11. live i n a fishbowl. 12. are v e r y u n u s u a l p e t s . 13. M u s t be kept i n cages?
14. . 15. 16.
s l e e p a l l day. require space t o r u n . have huge appetites.
\
irnmmm Extra /
(pages 4 7 - 4 9 )
Compound Predicates • A c o m p o u n d p r e d i c a t e contains t w o or m o r e s i m p l e p r e d i c a t e s . T h e y a r e j o i n e d by a c o n n e c t i n g w o r d such as and o r or.
'Gp
C o p y t h e s e n t e n c e s . U n d e r l i n e t h e c o m p o u n d predicates. E x a m p l e : T h e C l o c k M u s e u m s h o w s clocks a n d sells t h e m . The Clock Museum shows clocks and sells them. 1. 2. 3. 4. 5. 6.
L e o n w a l k e d inside and looked around. M a n y c l o c k s s t o o d o n t h e floor o r h u n g o n t h e w a l l s . T h e y ticked, h u m m e d , or turned. A tall clock t o l d t i m e and rang bells. W a t e r clocks and sand clocks splashed or dripped. L e o n l i k e d the sand c l o c k best and studied i t carefully.
W r i t e t h e c o m p o u n d p r e d i c a t e o f each s e n t e n c e . T h e n w r i t e t h e c o n n e c t i n g w o r d t h a t j o i n s t h e s i m p l e predicates. Example: S t e a m e n g i n e s c a n m o v e s h i p s o r p u l l t r a i n s . can move pull connecting word: or 7. 8. 9. 10. 11. 12.
A fire boils w a t e r and creates steam. Steam turns wheels or heats buildings. W e visited a m u s e u m and saw a steam engine. P e o p l e w i l l see, h e a r , a n d s m e l l t h e b o i l e r s . M y mother and father heard a steam whistle and smiled. S o m e people covered their ears or left the r o o m .
C o m p l e t e each s e n t e n c e , a d d i n g a c o m p o u n d predicate. W r i t e t h e c o m p l e t e d sentences. Example: T h e ticket taker The ticket taker greeted us and tore our tickets. 13. 14. 15. 16.
A large w h e e l The whole crowd T h e strange m a c h i n e Different voices
17. 18. 19. 20.
A n a and a friend Several small boats C h i l d r e n and a teacher A l l o f the children
\
(pages 5 2 - 5 4 )
^[1 Compound Sentences
^
• A compound sentence is m a d e up o f t w o s i m p l e ^^^^inhe^, s e n t e n c e s . T h e s i m p l e s e n t e n c e s a r e j o i n e d by a c o m m a a n d a c o n n e c t i n g w o r d such as and, or, or but.
# W r i t e compound or not compound to describe e a c h s e n t e n c e . Example: Y o u k n o w the E n g l i s h alphabet, but do y o u k n o w any others? compound 1. 2. 3. 4. 5. 6.
M a n y different alphabets exist today. O u r alphabet has t w e n t y - s i x letters. S o m e o f the letters are c o n s o n a n t s , and s o m e are v o w e l s . S o m e alphabets are r e a d f r o m r i g h t t o left. W e read f r o m left to right, and w e w r i t e that w a y too. A l p h a b e t s are i n t e r e s t i n g , a n d I w a n t t o l e a r n m o r e a b o u t t h e m .
A W r i t e compound or simple t o describe e a c h s e n t e n c e . R e m e m b e r t h a t a s i m p l e s e n t e n c e m a y h a v e a c o m p o u n d subject o r a c o m p o u n d p r e d i c a t e . E x a m p l e : T h e C h i n e s e l a n g u a g e is different f r o m the Japanese l a n g u a g e , b u t t h e w r i t i n g i s s i m i l a r , compound 7. C h i n e s e a n d J a p a n e s e a r e w r i t t e n f r o m l e f t t o r i g h t . 8. P e o p l e s p e a k d i f f e r e n t f o r m s o f J a p a n e s e , b u t m o s t p e o p l e u n d e r s t a n d each other. 9. T h e C h i n e s e l a n g u a g e h a s n i n e f o r m s , b u t e a c h o n e i s d i f f e r e n t . 10. T h e e a r l i e s t , s i m p l e s t C h i n e s e w r i t i n g d a t e s f r o m a b o u t 1 5 0 0 B . C . 11. I s i t h a r d e r t o r e a d C h i n e s e , o r i s i t h a r d e r t o r e a d E n g l i s h ? •
W r i t e c o m p o u n d s e n t e n c e s , u s i n g t h e subjects a n d predicates g i v e n b e l o w . U s e c o m m a s correctly, a n d u s e and, or, a n d but at least o n c e . E x a m p l e : s u b j e c t s : K a t e , B e n p r e d i c a t e s : p r i n t s , type's Kate prints her stories, but Ben types them later. 12. 13. 14. 15.
subjects: subjects: subjects: subjects:
m y sister, she Jim, he mother, I Jo, w e
predicates: predicates: predicates: predicates:
is, teaches writes, sings builds, paint plays, w a t c h Extra Practice
7 9
xtra Practice (pages 5 5 - 5 6 )
Conjunctions • T h e w o r d s and, or, a n d but are c o n j u n c t i o n s . U s e a n d t o a d d i n f o r m a t i o n , o r t o g i v e a choice, a n d but to s h o w contrast.
Reiriemh. Gp
W r i t e t h e conjunction in each sentence. Example: M y sister Javis a n d I w e n t t o s u m m e r camp, 1. 2. 3. 4. 5. 5.
and
W e m e t other campers a n d m a d e friends quickly. T h e camp w a s o n a lake, a n d t h e setting was beautiful. M o u n t a i n s a n d forests surrounded the lake. F e w people l i v e d o r w o r k e d i n the area. T h e l a k e w a s i c e c o l d , b u t w e s w a m e v e r y day. W e h i k e d a n d rode horses o n trails through the woods.
W r i t e and, or, o r but to c o m p l e t e e a c h s e n t e n c e . Example: M y brother Joe y. '
7. 8. 9. 10. 11. 12.
I have a sailboat,
and
O n e person c a n sail t h e boat, t w o can take turns. Today Joe I sail together. W e c a n sail t o a n island stay n e a r t h e c o a s t . I like t h e island, J o e l i k e s t h e coast better. W e p u t the sails u p sail toward the island. A t first a strong w i n d blows, then i t dies d o w n .
W r i t e a c o n j u n c t i o n t o c o m p l e t e each s e n t e n c e . T h e n w r i t e j o m p o m d subJecHcoinpouridpredicate, or compound sentence. Example: H i g h d i v i n g t a k e s c o u r a g e and compound predicate
demandsgreat skill.
plunges i n t o deep water, 13. A d i v e r l e a p s o f f a s u r f a c e a skillful diver must control 14. A b r a v e p e r s o n c a n j u m p , every movement. 15. J u d g e s s t u d y t h e d i v e give points t o t h e diver. 16. A l l p o s i t i o n s m o t i o n s must be done the right way. 17. A r e t h e d i v e r ' s f e e t hands pointed? 18. I s a n a r m a leg held at the w r o n g angle?
mm.
Unit 1: The Sentence
practice (pages 5 7 - 5 9 )
°' Complex Sentences
?
r
• A complex sentence is m a d e up o f t w o s i m p l e s e n t e n c e s j o i n e d by a subordinating conjunction.
Rem
• W r i t e t h e c o n | u n c t i o n in e a c h c o m p l e x s e n t e n c e . Example: A n i m a l s need care w h e n they travel, 1. 2. 3. 4.
when
Y o u m a y take a pet o n a trip i f y o u plan ahead. B e f o r e y o u leave, a vet should check the a n i m a l , i G i v e the a n i m a l w a t e r w h e n e v e r y o u m a k e a stop. D o not f l y w i t h a pet until y o u check w i t h the airli
A W r i t e simple, compound, o r complex f o r e a c h s e n t e n c e . T h e n w r i t e t h e c o o r d i n a t i n g or s u b o r d i n a t i n g c o n j u n c t i o n . E x a m p l e : U n l e s s y o u a r e d r e a m i n g , y o u w i l l n o t see a u n i c o r n . complex Unless 5. A l t h o u g h t h e r e a r e m a n y s t o r i e s a b o u t t h e u n i c o r n , i t i s o n l y a n imaginary animal. 6. L o n g - a g o e x p l o r e r s h a d n o b i n o c u l a r s o r c a m e r a s . 7. T h e y u s e d t h e i r i m a g i n a t i o n w h e n t h e y s a w a d i s t a n t a n i m a l . 8. S t o r i e s s p r e a d a b o u t t h e u n i c o r n , a n d w e c a n s t i l l r e a d t h e m t o d a y . • A d d a s u b o r d i n a t i n g c o n j u n c t i o n f r o m t h e b o x t o c o m p l e t e each s e n t e n c e correctly. W r i t e t h e s e n t e n c e . Example: Penguins could not survive unless
their bodies w e r e special.
Penguins could not survive unless their bodies were special. when
because
unless
although
whenever
t h e y h a v e a layer o f fat, p e n g u i n s can live i n the cold. penguins have wings, they cannot fly. T h e y use their short w i n g s as flippers they swim. M a l e s sit o n the eggs females search for food.
Extra Practice
8 1
Extra Practice' (pages 6 2 - 6 5 )
A sentence fragment is a g r o u p o f w o r d s '•Lah w i t h o u t a subject o r a predicate or b o t h . A run-on sentence is t w o o r m o r e s e n t e n c e s that are run together w i t h commas or w i t h o u t any punctuation. F r a g m e n t s a n d r u n - o n s c a n b e corrected in s e v e r a l w a y s .
% Label e a c h w o r d g r o u p fragment o\ Example: f i x e s o l d cars, 1. 2. 3. 4. 5.
fragment
W i t h his hammer. T h a t car is old, i t is pretty. T o m w a n t s a car m y sister j u s t got one. Rides like a n e w one. O n e day the m o r n i n g bus.
A Label e a c h g r o u p o f w o r d s as a fragment, a run-on, o r a sentence. Exainpie: I s m y f r i e n d a n d n e i g h b o r , 6. 7. 8. 9. 10.
fragment
She h a s r o l l e r skates I have skates too. W e skate at the park, i t has a r i n k the r i n k i s free. W e g o for a n h o u r after school o n Fridays. S o m e t i m e s m y older brother. H e i s a g o o d skater w e skate together.
• R e w r i t e e a c h r u n - o n correctly. R e w r i t e each f r a g m e n t t o m a k e i t a c o m p l e t e sentence. Example: S a l w a s h u n g r y h e w a n t e d a s n a c k h e l o v e d b a k e d a p p l e s . Sal was hungry and wanted a snack. He loved baked apples. 11. 12. 13. 14. 15. 16.
L u c k i l y , a large b a g o f apples. T o n y offered his help h e t u r n e d o n the oven. Sal got a pan h e put the apples i n it. T h e s m e l l o f apples and c i n n a m o n . W o u l d take at least a n hour. T h e apples w e r e perfect, S a l and T o n y shared t h e m .
Unit 1: The Sentence
Room 9 Homework Oct. 15, 2015
Due date - Oct. 22. 2015
Math 6*^^ Grade
Workbook pages will be given on Thursday
