Grammar & Usage. Liza Kleinman
|
|
- Loreen Booker
- 6 years ago
- Views:
Transcription
1 Grammar & Usage Liza Kleinman
2 table of contents To the Student v Part 1: Introduction Part 2: Test-Taking Words Part 3: Practice Questions iii
3 to the student Test Your Best! We all have to take tests. Often, our abilities are measured by how well we test. Each year, more and more tests are added to our lives. District, state, and national assessments reflect student progress, teacher abilities, administrative skills, and curriculum standards. In other words, a lot is riding on these tests. It is important for you to take them seriously, just as your superintendent, your principal, and your teachers do. The books in the Test Time! series were designed to help you practice your test-taking skills. They also provide you with successful strategies and tips to follow at test time. As you well know, practice makes perfect. The more you practice, the higher you score. When you do well, not only are you successful, but your teachers, your administrators, and your state legislators are, too. This means that they took the testing seriously and wanted to help you be successful. It s a team effort. With all that in mind, be confident that you can succeed. You have the power; now just practice the skills. Good luck! v
4 PART 1 introduction Grammar and usage questions ask you about one or more of the following: capitalization grammar punctuation word forms sentence structure There are many types of grammar and usage questions. Many will ask you to choose the best way to write a phrase or sentence. Grammar and usage questions will often use a multiple-choice format. Sometimes you will be asked to rewrite sentences to correct errors. The best way to get ready for grammar and usage questions is to know the rules of grammar. Maybe you do not remember a long list of rules. Still, you probably know a lot more than you think you do. You have learned a lot about grammar and language use just by reading and speaking. Often, you will be able to eliminate one or more answer choices just because they do not look correct. If a sentence looks like something you would never say, it is probably not correct. Here is a quick look at some key rules and common mistakes: Capitalization Always capitalize the first word in a sentence. almost every word in a title (connecting words such as and and little words such as to are not capitalized unless they are the first or last word of the title). proper nouns (the specific names of people, places, and things). titles of individual people Walch Publishing 1 Test Time! Grammar & Usage, 5 6
5 the pronoun I. direction words that refer to a specific region of the country (for example, the South ). Do NOT capitalize words that describe family relationships, such as brother and sister. names of seasons, such as spring and summer. direction words, such as north and south. Grammar A complete, correct sentence needs to contain two parts: a subject and a predicate. The subject is the person, place, or thing the sentence is about. The predicate describes something the subject does. The predicate must contain a verb. Two common grammar mistakes are run-on sentences and sentence fragments. A run-on sentence is made of two complete sentences joined together. That means they are not separated with a connecting word or a semicolon. Connecting words include and, but, and or. Here is an example of a run-on sentence: The map shows how to get to the library we lost the map. This sentence is incorrect because two complete sentences are joined together. The sentence needs to include a connecting word or a semicolon. Here is the corrected sentence: The map shows how to get to the library, but we lost the map. A sentence fragment is an incomplete sentence. Remember, a complete sentence needs to contain a subject and a predicate. A complete sentence should not start with a joining word. Look at this example: I set the alarm last night. So I woke up on time. So I woke up on time is incorrect. It is a sentence fragment. That is because it begins with a joining word (so). It should be connected to the other sentence: I set the alarm last night, so I woke up on time Walch Publishing 2 Test Time! Grammar & Usage, 5 6
6 Punctuation Here is a quick roundup of punctuation rules: Apostrophes should be used to show possession. Those are David s pencils. in contractions. It won t be long before the sun comes out. Commas should be used after an introductory phrase. First of all, I would like to thank everyone for coming to this meeting. before a connecting word in the middle of a sentence. There are two hours before the movie, but we should get there early. to set off words and phrases that give extra information in a sentence. This shirt, which has yellow and red stripes, is a little too small for me. to separate items in a list (sometimes the comma before the last item is left out either way is correct). Remember to buy apples, grapes, bananas, and strawberries. in dates. We had a picnic on July 4, Quotation marks should be used around words that are spoken, including punctuation marks. It seems, she said, that we re ready to begin work. words that come straight from a piece of writing or a speech. In a famous speech, Dr. Martin Luther King, Jr., wrote, I have a dream Walch Publishing 3 Test Time! Grammar & Usage, 5 6
7 the titles of stories, poems, articles, essays, songs, and book chapters. Tonight, please read the chapter called The Aftermath of the Civil War in America. Sentence Structure Look out for these mistakes in sentence structure: a subject and a verb that do not agree The boys have a dog. Bill has a dog. (Note: The verb changes when the subject changes from more than one person to one person.) double negatives I don t have no time. (This sentence is incorrect because it contains two negatives: don t and no. It should read: I have no time. It would also be correct written this way: I don t have any time.) misplaced modifiers (description words that are in the wrong place) The cat sat on the floor, which had a spotted tail. (This sentence is incorrect because it sounds like the floor had a spotted tail. It should read: The cat, which had a spotted tail, sat on the floor.) 2004 Walch Publishing 4 Test Time! Grammar & Usage, 5 6
8 PART 2 test-taking words Before you can answer a question, you need to understand it. Always pay careful attention to the directions. That way you will know exactly what to do. Here are some common words and phrases that will help you understand grammar and usage questions. Direction Words combine to put together, such as combining two short sentences to create one longer sentence correct as is This phrase, or one like it, is often a choice in questions that ask you to choose the best version of a sentence or phrase. It lets you decide that the sentence or phrase is already correct. grammar the arrangement of words, including word form and verb tense punctuation the marks that separate parts of a sentence, end a sentence, indicate speech, or make a sentence more clear rewrite to write a new, corrected version of a phrase, sentence, or paragraph sentence structure the way that words are put together to form a sentence Grammar Words active voice a style of writing (generally preferred to passive voice) in which the subject of the sentence directly performs an action The dog chased the ball Walch Publishing 5 Test Time! Grammar & Usage, 5 6
9 incomplete sentence a phrase that does not make up a complete sentence, usually because it does not contain a subject and a verb (same as a sentence fragment) independent clause a phrase that can stand on its own as a sentence passive voice a style of writing (generally considered to be poorer form than active voice) in which the subject of the sentence is acted upon The ball was chased by the dog. run-on sentence a sentence that is really two or more sentences joined together sentence fragment a phrase that does not make up a complete sentence, usually because it does not contain a subject and a verb (same as an incomplete sentence) Punctuation Words apostrophe punctuation used to indicate possession or to create a contraction colon : punctuation used to introduce an example or a list comma, punctuation used to separate pieces of information in a sentence or items in a list; also used in dates and after introductory phrases exclamation point! punctuation used at the end of a sentence to express surprise, excitement, or other strong emotion parentheses ( ) punctuation used to set off an extra phrase within a complete sentence period. punctuation used at the end of a sentence to indicate a statement question mark? punctuation used at the end of a sentence to indicate a question 2004 Walch Publishing 6 Test Time! Grammar & Usage, 5 6
10 quotation marks punctuation used to set off spoken words or words directly quoted from a source semicolon ; punctuation used to separate two independent clauses Parts of Speech adjective a word that describes, or modifies, a noun adverb a word that describes, or modifies, a verb, an adjective, or another adverb conjunction a connecting word, such as and, but, or modifier a word that limits or changes the meaning of another word noun a person, place, thing, or idea predicate the verb that tells what the subject of a sentence does preposition a word that links a noun to the other words in a sentence, usually showing the place or position of the noun, for example near, by, toward, beneath proper noun the specific name of a person, place, thing, or idea, such as Alex, France, Hilltop School, Thanksgiving subject the noun that a sentence is about verb an action word 2004 Walch Publishing 7 Test Time! Grammar & Usage, 5 6
11 PART 3 practice questions SET 1 Read the paragraphs. Then answer the questions that follow. (1) Yesterday it was my sister s birthday, so we have a party. (2) Our father baked a cake, and I decorated the house. (3) We invited some friends. (4) To come celebrate with us. (5) My sister said it was the more wonderful birthday she d ever had. (6) She can t wait until her next birthday. 1. Which is the best way to write sentence 1? A. Yesterday it was my sister s birthday, so we has a party. B. Yesterday it was my sister s birthday, we had a party. C. Yesterday it was my sister s birthday, so we had a party. 2. Which is the best way to write sentence 2? A. Our father baking a cake and I decorated the house. B. Our father, baked a cake, I decorated the house. C. Our father baked a cake and I decorate the house. 3. Which is the best way to write sentences 3 and 4? A. We invited some friends to come celebrate with us. B. Inviting some friends to come celebrate with us. C. We invited some friends, come celebrate with us Walch Publishing 9 Test Time! Grammar & Usage, 5 6
12 4. Which is the best way to write sentence 5? A. My sister saying it was the most wonderful birthday she d ever had. B. My sister said it was the most wonderful birthday she d ever had. C. My sister said it being the more wonderful birthday she d ever had. 5. Which is the best way to write sentence 6? A. Until her next birthday, she can t wait. B. She can t to wait until her next birthday. C. She can t wait. Until her next birthday. (7) Last summer I went to visit my cousin. (8) Whom I had never met before. (9) I am a little nervous to meet him. (10) It turned out that we had a lot in common. (11) We both like playing baseball and to watch old movies. (12) We are looking forward to next summer, when he came to visit me. 6. What is the best way to write sentences 7 and 8? A. Last summer I went to visit my cousin, whom I had never met before. B. Last summer I went to visit my cousin I had never met him before. C. Last summer I went to visit. My cousin, I had never met him before. 7. What is the best way to write sentence 9? A. A little nervous to meet him. B. I was a little nervous to meet him. C. Being that I was a little nervous to meet him Walch Publishing 10 Test Time! Grammar & Usage, 5 6
13 8. What is the best way to write sentence 10? A. Turning out we had a lot in common. B. Having turned out that we had a lot in common. C. It turns out we are having a lot in common. 9. What is the best way to write sentence 11? A. We both like playing baseball and watching old movies. B. To play baseball, we both like to watch old movies. C. We both like to play baseball, watching old movies. 10. What is the best way to write sentence 12? A. We are looking forward to next summer. When he will come to visit me. B. We are looking forward to next summer, he comes to visit me. C. We are looking forward to next summer, when he will come to visit me. STOP 2004 Walch Publishing 11 Test Time! Grammar & Usage, 5 6
14 SET 2 Choose the best way to write the underlined part of each sentence. If the part is correct as it is written, choose choice A, correct as is. 1. It suddenly got very cold, I wished I had my coat with me. B. cold; C. cold so that D. cold therefore E. cold 2. I seen many movies this year, and I have liked all of them. B. see C. must see D. have seen E. will see 3. Janelle thought the book was the more long one she had ever read. B. most longest C. long D. more longer E. longest 2004 Walch Publishing 12 Test Time! Grammar & Usage, 5 6
15 4. After the students finish their reading, they will discuss the chapter. B. reading, to C. reading they go to D. reading then they will E. reading; they will 5. The club voted against having membership dues, but some members still wanted them. B. dues but, some members, C. dues; but some members D. dues but some members; E. dues, but, some members 6. I has been trying to reach you on the phone for the last hour. B. I are been C. I have being D. I have been E. I am being 7. The girls, who have a dog, goes to the park often. B. going C. to go D. go E. were gone 2004 Walch Publishing 13 Test Time! Grammar & Usage, 5 6
16 8. Our project, a model of a volcano, was almost finished. B. being almost finished C. almost finished D. almost to be finished E. was to be almost finished 9. Red jelly beans are my favorites; although I also like the green ones. B. favorites, although C. favorites although being that D. favorites; but although E. favorites, being although 10. Juan Carlos has many hobbies, including painting, playing soccer, and to build model airplanes. B. and builds model airplanes C. and building model airplanes D. and built model airplanes E. and will build model airplanes STOP 2004 Walch Publishing 14 Test Time! Grammar & Usage, 5 6
17 SET 3 Choose the best way to combine each set of three sentences. 1. There was a blizzard yesterday. School was cancelled. I still had to study. A. There was a blizzard yesterday, so I still had to study since school was cancelled. B. Because school was cancelled, it was snowing yesterday and I still had to study. C. Because there was a blizzard yesterday, school was cancelled, but I still had to study. D. I still had to study because school was cancelled, and there was a blizzard yesterday. 2. My brother got a new bicycle. I wanted to ride it. He would not let me. A. My brother got a new bicycle and I wanted to ride it, but he would not let me. B. Because I wanted to ride it, my brother got a new bicycle and he would not let me. C. My brother got a new bicycle so he would not let me and I wanted to ride it. D. I wanted to ride it, but my brother got a new bicycle because he would not let me. 3. We had an exam today. I did not study for it. I still did well. A. We had an exam today, and because I did not study for it, I still did well. B. We had an exam today, and I still did well although I did not study for it. C. I still did well because we had an exam today, but I did not study for it. D. I did not study for it, but we had an exam today, although I still did well Walch Publishing 15 Test Time! Grammar & Usage, 5 6
18 4. Shawna plays the violin. She could not play well at first. She is very good at it. A. Because she could not play well at first, Shawna plays the violin and she is very good at it. B. She is very good at it, though she could not play well at first, Shawna plays the violin. C. Shawna plays the violin, and she is very good at it, although she could not play well at first. D. Since she is very good at it, Shawna plays the violin and she could not play well at first. 5. It is supposed to rain later. I will bring an umbrella. I might still get wet. A. Because it is supposed to rain later, I will bring an umbrella, but I might still get wet. B. Though it is supposed to rain later, I might still get wet, so I will bring an umbrella. C. It is supposed to rain later, and I will bring an umbrella because I might still get wet. D. Since I will bring an umbrella, it is supposed to rain later though I might still get wet. 6. I like most puzzles. I do not like crossword puzzles. I never do them. A. I like most puzzles, and I do not like crossword puzzles, and I never do them. B. Although I like most puzzles, I do not like crossword puzzles, so I never do them. C. Because I never do them, I like most puzzles but I do not like crossword puzzles. D. I do not like crossword puzzles, I never do them, though I like most puzzles Walch Publishing 16 Test Time! Grammar & Usage, 5 6
19 7. The sun came out. I took my jacket off. I am still too warm. A. The sun came out, and although I am still too warm, I took my jacket off. B. I am still too warm because the sun came out and I took my jacket off. C. If I took my jacket off, I am still too warm and the sun came out. D. I took my jacket off because sun came out, but I am still too warm. 8. We are listening to the radio. My brother will not turn the volume down. It is too loud. A. My brother will not turn the volume down because we are listening to the radio and it is too loud. B. We are listening to the radio, which is too loud because my brother will not turn the volume down. C. We are listening to the radio, my brother will not turn the volume down, it is too loud. D. My brother will not turn the volume down, so it is too loud, and we are listening to the radio. 9. We were having a picnic. I made sandwiches. I forgot to bring them. A. I made sandwiches because we were having a picnic, but I forgot to bring them. B. Because we were having a picnic, I made sandwiches I forgot to bring them. C. I made sandwiches but we were having a picnic and I forgot to bring them. D. If I forgot to bring them, I made sandwiches because we were having a picnic. 10. Aiden lost his key. He looked for it. He could not find it. A. Aiden lost his key and looked for it still he could not find it. B. Because he looked for it, Aiden could not find it, he lost his key. C. Aiden lost his key and, although he looked for it, he could not find it. D. Aiden lost his key, so he could not find it but he looked for it. STOP 2004 Walch Publishing 17 Test Time! Grammar & Usage, 5 6
Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!
Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students
More informationWelcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
More informationPolicePrep Comprehensive Guide to Canadian Police Officer Exams
PolicePrep Comprehensive Guide to Canadian Police Officer Exams Copyright 2009 Dekalam Hire Learning Incorporated Common Grammar Errors It is beyond the scope of this book to cover all grammar errors that
More information- Period - Semicolon - Comma + FANBOYS - Question mark - Exclamation mark
Punctuation 40 pts - Period - Semicolon - Comma + FANBOYS - Question mark - Exclamation mark For STOP punctuation, BOTH ideas have to be COMPLETE Vertical Line Test - Use when you see STOP punctuation
More informationLoughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
More informationCopyright 2002 by the McGraw-Hill Companies, Inc.
A group of words must pass three tests in order to be called a sentence: It must contain a subject, which tells you who or what the sentence is about Gabriella lives in Manhattan. It must contain a predicate,
More informationAdjectives tell you more about a noun (for example: the red dress ).
Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective
More informationEmmaus Lutheran School English Language Arts Curriculum
Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with
More informationELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit
Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationCorrelated GRADE. Congratulations on your purchase of some of the finest teaching materials in the world. to State Standards
GRADE 3 Editorial Development: Barbara Allman Roseann Erwin Joy Evans Leslie Sorg Andrea Weiss Copy Editing: Cathy Harber Art Direction: Cheryl Puckett Cover Design: Liliana Potigian Illustrators: Lauren
More informationAdjectives In Paragraphs
In Free PDF ebook Download: In Download or Read Online ebook adjectives in paragraphs in PDF Format From The Best User Guide Database Grammar Worksheet... Circle the adjectives in the word bank. Then read
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationConteúdos de inglês para o primeiro bimestre. Turma 21. Turma 31. Turma 41
Conteúdos de inglês para o primeiro bimestre Turma 21 Greetings Vocabulário: hello, hi, good morning, good afternoon, good night, good evening, goodbye, bye Estrutura: Hello! What is your name? My name
More informationThornhill Primary School - Grammar coverage Year 1-6
Thornhill Primary School - Grammar coverage Year 1-6 Year Topic Examples Terminology Importance Using full stops and capital letters to demarcate s We sailed to the land where the wild things are. Sentence
More informationDIRECT AND INDIRECT SPEECH
DIRECT AND INDIRECT SPEECH DIRECT SPEECH Uses the exact words of the speaker. It is indicated by the use of inverted commas. A new paragraph or line is used for each new speaker. In cartoons or comics,
More informationSet up your desk: Do Now Share-Out 1. Do Now Share-Out 2. Rule the World Essay 10/11/2012
Homework: Regular Past Do Now: Take your remote. Complete the Do Now section of the blue (or white) notes. Read and follow the directions carefully. You know what to do when you re done. Set up your desk:
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More information5 Day Schedule Paragraph Lesson 2: How-to-Paragraphs
5 Day Schedule Paragraph Lesson 2: How-to-Paragraphs Day 1: Section 2 Mind Bender (teacher checks), Assignment Segment 1 Section 3 Add to Checklist (instruction) Section 4 Adjectives (instruction and practice)
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationUnit 8 Pronoun References
English Two Unit 8 Pronoun References Objectives After the completion of this unit, you would be able to expalin what pronoun and pronoun reference are. explain different types of pronouns. understand
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationSubject Pronouns Object Pronouns
The material in this Handbook is from The Writing Lab & The OWL at Purdue and is used by permission of Purdue University 1. Grammar Handbook Part 1: Parts of Speech Overview Nouns A noun is a word that
More informationBASIC ENGLISH. Book GRAMMAR
BASIC ENGLISH Book 1 GRAMMAR Anne Seaton Y. H. Mew Book 1 Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com First published in the United States by Saddleback Educational Publishing, 3 Watson,
More informationAbout this unit. Lesson one
Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More informationLesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations.
Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. The Lighthouse- 1 To understand the features of a report To create an orientation and suitable heading Opening Using a selection of
More informationThe suffix -able means "able to be." Adding the suffix -able to verbs turns the verbs into adjectives. chewable enjoyable
Lesson 3 Suffix -able The suffix -able means "able to be." Adding the suffix -able to verbs turns the verbs into adjectives. noticeable acceptable chewable enjoyable foldable honorable breakable adorable
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationAN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES
AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training
More informationThe Short Essay: Week 6
The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is
More informationSenior Stenographer / Senior Typist Series (including equivalent Secretary titles)
New York State Department of Civil Service Committed to Innovation, Quality, and Excellence A Guide to the Written Test for the Senior Stenographer / Senior Typist Series (including equivalent Secretary
More informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
More informationAppendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS
Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS Chapters 1-4 in Kate Turabian's A Manual for Writers cover many grammatical and style issues. A student who has difficulty with grammar also should
More informationCommon Core ENGLISH GRAMMAR & Mechanics. Worksheet Generator Standard Descriptions. Grade 2
Common Core ENGLISH GRAMMAR & Mechanics Worksheet Generator Descriptions Grade 2 Level 2 L.1 Description Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
More informationGrammar Lesson Plan: Yes/No Questions with No Overt Auxiliary Verbs
Grammar Lesson Plan: Yes/No Questions with No Overt Auxiliary Verbs DIALOGUE: Hi Armando. Did you get a new job? No, not yet. Are you still looking? Yes, I am. Have you had any interviews? Yes. At the
More informationName of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1
Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English
More informationToday we examine the distribution of infinitival clauses, which can be
Infinitival Clauses Today we examine the distribution of infinitival clauses, which can be a) the subject of a main clause (1) [to vote for oneself] is objectionable (2) It is objectionable to vote for
More informationMERRY CHRISTMAS Level: 5th year of Primary Education Grammar:
Level: 5 th year of Primary Education Grammar: Present Simple Tense. Sentence word order (Present Simple). Imperative forms. Functions: Expressing habits and routines. Describing customs and traditions.
More information1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.
Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:
More informationCampus Academic Resource Program An Object of a Preposition: A Prepositional Phrase: noun adjective
This handout will: Explain what prepositions are and how to use them List some of the most common prepositions Define important concepts related to prepositions with examples Clarify preposition rules
More information2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions
2017 national curriculum tests Key stage 1 English grammar, punctuation and spelling test mark schemes Paper 1: spelling and Paper 2: questions Contents 1. Introduction 3 2. Structure of the key stage
More informationVirtually Anywhere Episodes 1 and 2. Teacher s Notes
Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over
More informationLayne C. Smith Education 560 Case Study: Sean a Student At Windermere Elementary School
Introduction The purpose of this paper is to provide a summary analysis of the results of the reading buddy activity had on Sean a student in the Upper Arlington School District, Upper Arlington, Ohio.
More informationGrammar Support By Year Group
Grammar Support By Year Group By the end of Year 1 most children should know How words can combine to make sentences; How to join words and clauses using and ; How to sequence sentences to form short narratives;
More informationHeart to Start Red Kit
U Hea S Depa lth & rtm Hum ent of an S ervi ces Inno Prev vation enti on A in war d Educator Lesson Plans Heart to Start Red Kit fiber-ific FASHIONS! orange yellow fiber-ific Fruits and Veggies strawberry
More informationEnglish for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4
Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives
More informationComprehension Recognize plot features of fairy tales, folk tales, fables, and myths.
4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationUnit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4
Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations
More informationLesson Overview: This lesson will introduce what a possessive pronoun is by reviewing
Title: Lesson One: What is a Possessive Pronoun? Lesson Overview: This lesson will introduce what a possessive pronoun is by reviewing pronouns and explaining that possessive pronouns show ownership by
More informationThis publication is also available for download at
Sourced from SATs-Papers.co.uk Crown copyright 2012 STA/12/5595 ISBN 978 1 4459 5227 7 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open
More informationWriting a composition
A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a
More informationa) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
More informationSAMPLE PAPER SYLLABUS
SOF INTERNATIONAL ENGLISH OLYMPIAD SAMPLE PAPER SYLLABUS 2017-18 Total Questions : 35 Section (1) Word and Structure Knowledge PATTERN & MARKING SCHEME (2) Reading (3) Spoken and Written Expression (4)
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationSENTENCE PARTS AND PATTERNS
SENTENCE PARTS AND PATTERNS THE FIVE BASIC SENTENCE PATTERNS Subject Predicate 22.1 INDEPENDENT (MAIN) VS. DEPENDENT (SUBORDINATE) CLAUSES A main or independent clause makes a complete statement and can
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationWritten by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION
STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationWriting Unit of Study
Writing Unit of Study Supplemental Resource Unit 3 F Literacy Fundamentals Writing About Reading Opinion Writing 2 nd Grade Welcome Writers! We are so pleased you purchased our supplemental resource that
More informationCOMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
More informationGENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well.
2013 Languages: Tamil GA 3: Written component GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well. The marks allocated
More informationThank you letters to teachers >>>CLICK HERE<<<
Thank you letters to teachers >>>CLICK HERE
More informationENGBG1 ENGBL1 Campus Linguistics. Meeting 2. Chapter 7 (Morphology) and chapter 9 (Syntax) Pia Sundqvist
Meeting 2 Chapter 7 (Morphology) and chapter 9 (Syntax) Today s agenda Repetition of meeting 1 Mini-lecture on morphology Seminar on chapter 7, worksheet Mini-lecture on syntax Seminar on chapter 9, worksheet
More informationWord Stress and Intonation: Introduction
Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress
More informationexpository, graphic essay graphic essay graphic
Writing an expository essay graphic organizer. It is supported by the body orgaizer. When ordering a writing expository, you organizer a graphic essay essay graphic feedback from real users and strong
More informationrat tail Overview: Suggestions for using the Macmillan Dictionary BuzzWord article on rat tail and the associated worksheet.
TEACHER S NOTES Overview: Suggestions for using the Macmillan Dictionary BuzzWord article on and the associated worksheet. Total time for worksheet activities: 45 minutes Suggested level: Upper intermediate
More informationCoast Academies Writing Framework Step 4. 1 of 7
1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationFEEDBACK & MARKING POLICY. Little Digmoor Primary School
FEEDBACK & MARKING POLICY Little Digmoor Primary School This policy complements the Teaching and Learning policy at Little Digmoor Primary School. It is a vital component in maximising the full learning
More informationSAMPLE. Chapter 1: Background. A. Basic Introduction. B. Why It s Important to Teach/Learn Grammar in the First Place
Contents Chapter One: Background Page 1 Chapter Two: Implementation Page 7 Chapter Three: Materials Page 13 A. Reproducible Help Pages Page 13 B. Reproducible Marking Guide Page 22 C. Reproducible Sentence
More informationMCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5
IV. English Language Arts, Grade 5 Grade 5 English Language Arts Test The spring 2017 grade 5 English Language Arts test was a next-generation assessment, featuring a new test design and new item types.
More informationBULATS A2 WORDLIST 2
BULATS A2 WORDLIST 2 INTRODUCTION TO THE BULATS A2 WORDLIST 2 The BULATS A2 WORDLIST 21 is a list of approximately 750 words to help candidates aiming at an A2 pass in the Cambridge BULATS exam. It is
More informationGRADE 1 GRAMMAR REFERENCE GUIDE Pre-Unit 1: PAGE 1 OF 21
GRAMMAR REFERENCE GUIDE Pre-Unit 1: PAGE 1 OF 21 Table of Contents 1 st Grade Grammar & Conventions - Standards Part I Includes grammar skills that are normally included in 1 st grade State Standards.
More informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationParents Support Guide to Spelling, Punctuation and Grammar in Year 6.
Parents Support Guide to Spelling, Punctuation and Grammar in Year 6. Writing By the end of Year 6 most children should know.,, To use a variety of simple, compound and complex sentences where appropriate
More informationStudent s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math
Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four
More informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
More informationFourth Grade. Spelling Dictation Sentences ~ Theme 1. Spelling Lesson 1- Long and Short a
Spelling Dictation Sentences ~ Theme 1 Spelling Lesson 1- Long and Short a Fourth Grade 1. The greatest mistake you could make is not trying. 2. He played near the subway until dark. 3. Will you safely
More informationPreschool - Pre-Kindergarten (Page 1 of 1)
Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationAPA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page
APA Formatting APA Basics Abstract, Introduction & Formatting/Style Tips Psychology 280 Lecture Notes Basic word processing format Double spaced All margins 1 Manuscript page header on all pages except
More informationlgarfield Public Schools Italian One 5 Credits Course Description
lgarfield Public Schools Italian One 5 Credits Course Description This course provides students with the fundamental background required to speak, to read, to write, and to understand Italian. A great
More informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
More informationAlgebra 2- Semester 2 Review
Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain
More informationAdvanced Grammar in Use
Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,
More informationHow to Teach English
"How to Teach English" is a practical book which covers the aspects of being a good teacher, dealing with problems and the unexpected in the classroom. It describes, simplifies and gives us an introduction
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More information4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
More informationand. plan effects, about lesson, plan effect and lesson, plan. and effect
Lesson plan about cause and effect. Parental involvement in education does it enrich college and. Note that your job plan should resemble the organization of the paper you should resort to effects, ideas
More informationPROJECT 1 News Media. Note: this project frequently requires the use of Internet-connected computers
1 PROJECT 1 News Media Note: this project frequently requires the use of Internet-connected computers Unit Description: while developing their reading and communication skills, the students will reflect
More informationWe are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences.
Vocabulary Instructional Routine: Make Connections with New Vocabulary Preparation/Materials: several words selected from Hansel and Gretel (e.g.,, glorious, scare) 1 Italicized sentences are what the
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationTable of Contents. Grammar: Grades 5 6
Table of Contents Table of Contents Introduction to the Teacher... iv California Standards Matrix for Grades 5 6... vi Florida Standards Matrix for Grades 5 6... vii Texas Standards Matrix for Grades 5
More informationProposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing)
INTERNATIONAL COLLEGE FOR GIRLS SSFFSS,, GGUURRUUKKUULL MAARRGG,, MAANNSSAARROOVVAARR,, JJAAI IPPUURR DEPARTMENT OF FRENCH SYLLABUS OF FOUNDATIION COURSE FOR THE SESSIION 2009--10 1 Proposed syllabi of
More information