extra credit grammar packet due: friday, 20 may 2011 · extra credit grammar packet due: friday, 20...

Extra Credit Grammar Packet due: Friday, 20 May 2011

Instructions:

1. Write your name at the bottom of this page in the space provided. PACKETS

WITHOUT A NAME WILL BE THROWN AWAY!!!

2. These worksheets represent one, cumulative grade. That is, I will grade each

worksheet individually, then average the scores together for one final score. The final

score will be entered as an extra quiz grade. Whether that score helps or hurts your grade

depends entirely on you.

3. Complete each worksheet with effort and thought. In other words, I expect you

answers to reflect the intelligence of the almost-8th-grader you are. This means you have

to use 7th grade words, not words like “good” and “nice.” If you’re having trouble thinking

of 7th grade words, consult the thesaurus. Do not assume that because this is extra credit

you will be graded more leniently. Credit will not be given for sub-standard work.

4. Write NEATLY! If I cannot read what you have written, the item will simply be marked

wrong.

5. If you’re having trouble understanding the directions on a worksheet, or can’t

remember something you’ve learned, problem-solve using these resources, in this order:

a. consult your notes

b. ask a friend

c. ask a parent

d. ask Mrs. Timmons

6. Do not wait until the night before this is due to complete it. Break it up over several

days so that you have time to produce quality work.

7. Remember to bring your packet to school on the day it is due. Because this work is for

extra credit, absolutely positively NO late packets will be accepted. No exceptions, no

excuses.

8. Practice academic integrity. While you’re encouraged to ask friends and parents for

help, you may not copy the work of a friend or have a parent do the work for you.

Name:________________________________________________________________________________________________

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57Scholastic Success With Grammar • Grade 657

COMMAS, COLONS,SEMICOLONS, AND

PARENTHESESA. Rewrite each part of the personal letter below,

adding commas where they are needed.

1. March 22 2002

2. Dear Melinda

3. I just finished a book about first ladies and I want to tell you about it.

I just finished a book about first ladies, and I want to tell you about it.

4. It discussed Sarah Polk Eleanor Roosevelt and Hillary Clinton.

It discussed Sarah Polk, Eleanor Roosevelt, and Hillary Clinton.

5. You can do an author search for it by typing in Peel Sherri.

You can do an author search for it by typing in Peel, Sherri.

6. It is fun interesting and easy to read.

It is fun, interesting, and easy to read.

7. Your friend

B. Add commas in each sentence where they are needed.

1. I looked up Eleanor Roosevelt in the encyclopedia and I discovered

that her life was fascinating.

2. I read about Roosevelt’s childhood her marriage and her life after Franklin’s death.

3. Roosevelt was born on October 11 1884.

4. She was a mother a leader and a voice for democracy.

5. She died on November 7 1962.

M

RETEACHING: Commas are used to

separate items in a series, to separate

parts of dates, to separate parts of

names when the last name is written

first, and to follow the greeting and

closing of letters. Colons are used

to separate hours and minutes in

expressions of time, to introduce a list,

and to follow the greeting of a business

letter. Semicolons are used to separate

independent clauses in a sentence.

Parentheses are used to show that

information is not part of the main

statement.

Name

Scholastic Success With Grammar • Grade 658 58

COMMAS, COLONS, SEMICOLONS, AND

PARENTHESESA. Rewrite each part of the business letter below,

adding commas, semicolons, and colons

where they are needed.

1. September 7 2003 ________________________

2. Dear Ms. Murphy ________________________

3. I have scheduled our appointment for September 30 2003.

I have scheduled our appointment for September 30, 2003.

4. Please plan to arrive at 300 P.M.

Please plan to arrive at 3:00 P.M.

5. We will discuss the following your contract your benefits and your new responsibilities.

We will discuss the following: your contract, your benefits, and your new responsibilities.

6. The meeting should last about thirty minutes however please allow extra time.

The meeting should last about thirty minutes; however, please allow extra time.

7. Bring any questions you may have the meeting is a good opportunity to get them answered.

Bring any questions you may have; the meeting is a good opportunity to get them answered.

8. Sincerely yours ________________________

B. Insert commas, colons, and semicolons in each sentence where they are needed.

1. Roosevelt had been a shy young woman therefore her leadership later in life surprised

many people.

2. She traveled a great deal during her years as first lady she also wrote a newspaper column.

3. She traveled on her husband’s behalf she said she was his “eyes and ears.”

RETEACHING: Commas are used to

separate items in a series, to separate

parts of dates, to separate parts of

names when the last name is written

first, and to follow the greeting and

closing of letters. Colons are used

to separate hours and minutes in

expressions of time, to introduce a list,

and to follow the greeting of a business

letter. Semicolons are used to separate

independent clauses in a sentence.

Parentheses are used to show that

information is not part of the main

statement.

;

;

,

;

Name ________________________ Skill: Sentences, Fragments, Run-on Sentences

Rewrite each of the following fragments as a complete sentence.1. The lengthy directions.

2. Never before in history.

3. Amazingly very few.

4. Whoever is responsible.

5. The winning team.

Make changes to the following run-on sentences to make them grammatically correct.6. This game doesn’t make any sense to me, it didn’t come with any instructions.

7. Mary is such a lucky person it seems as though she wins every contest.

8. I went to the store I was all out of milk.

366th Grade Basic Skills: Reading Comprehension and Skills © Teacher's Friend, a Scholastic Company

Which One?

16

Name Homophones

Think of homophones that include three words.

Example: to, too, two

Homophones are words that sound alike but are spelled

differently and have different meanings.

Choose a pair of homophones from the box to complete

each sentence.

flu—flew sighed—side beech—beach

heard—herd close—clothes boarder—border

mown—moan waste—waist morning—mourning

1. Jack awakened one bright, sunny ____________________

to the sound of a ____________________ dove outside his window.

2. He also ________________ the lowing of the ________________ of cattle in the pasture.

3. Jack brushed his teeth, picked out some _________________ to wear, and then

remembered to _________________ his bedroom window.

4. He _____________ downstairs much faster than when he had had the _____________.

5. A ________________ escaped his lips when his mother asked him if he had

________________ the grass yet.

6. Jack ________________ as he thought about the north ________________ of the house,

which he had neglected to finish the day before.

7. Not wanting to ________________ time, Jack ate hurriedly,

put a belt around his ________________, and went to work.

8. Jack was finishing trimming the ________________ when

Mr. Black, their ________________, came into the yard.

9. Jack was happy to accept Mr. Black’s invitation to go

down to the ________________ for the day. Mr. Black

waited for Jack under the ________________ tree.

Scholastic Success With: Vocabulary, Grade 5 © Scholastic Teaching Resources

Directions Use the clues in each sentence to fill in the blanks with the correct vocabulary words.

Each sentence contains two similar-sounding homophones. Write the correct homophone on each line.

1. The thief carefully hid a of

amounting to ten thousand dollars.

2. While studying in my , I heard the sounds of a holiday

being sung outside the window.

3. Biting into a crunchy orange, vitamin-rich , the thief said,

“I’m telling you, this diamond weighs more than a .”

4. In the middle of the night, a bat down the chimney

into the house.

5. In the school hallway, the sharp of heels was heard as the

popular walked by.

6. The sick man ran quickly or downtown to see a doctor for

medicine to treat his .

7. The editor penciled a under the misspelled word carot, and

added a second r to spell , which is a vegetable.

8. To change a disease into a chimney airway, you would add the letter e to the end of the

word to form the word .

9. In his at the library, Luis wrote new words for an

old holiday .

10. The door shut with a , and the meeting of the

began.

Homophones

Homophones

Use Words in Context

cache/cash carat/caret/carrot carol/carrel click/clique flu/flue/flew

Write Sentences Choose three sets of homophones from the lesson. For each set, write a

sentence that contains all of the words. For example, I sang a carol as I worked in my carrel.

Powerful Vocabulary for Reading Success: Combined Edition, Grade 6 © Scholastic Teaching Resources360

Plural Possessives© Beverly Schmitt 1997-2002, all rights reserved

Plural Noun Definition: When a noun means more than one, it is said to beplural.

Examples: boys, girls, books, churchesPossessive Case Definition: When a noun shows ownership or possessionRule #1When the plural ends in s, only the apostrophe is added.Examples: boys = boys' coat Jesus’ disciples

Mr. Furness = Mr. Furness' carOdysseus = Odysseus' travelsprincess = princess' tiara

Rule #2When the plural does not end in s, only the apostrophe and the s is added.Examples: oxen = oxen'sExerciseWrite the possessive of each of the following nouns and tell what each possesses.boys __________ ladies _________ kings _________girls __________ beauties _________ churches _________mice __________ men _________ geese _________oxen __________ women _________ cousins _________clocks _________ teachers _________ heroes _________ducks _________ cows ________ horses _________wolves _________ bears __________ queens _________foxes _________ flies _________ turkeys _________workmen _________ scholars _________ cars __________

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Name ________________________ Skill: Parts of Speech - Pronouns, Adverbsand Prepositions

Different words in a sentence have different functions. Each function is a part of speech. Some ofthe different parts of speech are pronouns, adverbs and prepositions.A pronoun is a substitute for a noun. Example: We walked quickly to her car. An adverb modifies a verb. Example: We walked quickly to her car. A preposition shows a relationship. Example: We walked quickly to her car. Read the following sentences. Identify each underlined word as a pronoun, adverb or preposition. Write P above words that are pronouns, write A above words that are adverbs,write Pr above the words that are prepositions.

1. Jack usually leaves his house at 5:30.

2. Did you see how quickly she ran around the track?

3. The lost puppy was soon found under the bridge by some leaves.

4. His feet moved slowly toward the desk.

5. Susan yelled loudly when the ball fell on her big toe.

6. She happily accepted the prize after her name was properly announced.

7. Marie wants to have her work thoroughly checked by a professional.

8. Fred fell deeply in love as he stood near Wendy.

9. Wanda spoke sadly and softly about her lost cat.

10. We are completely satisfied with the results.

11. Harvey slept peacefully on our old worn out sofa.

5th Grade Basic Skills: Reading Comprehension and Skills © Teacher's Friend, a Scholastic Company

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Directions Write a sentence to answer each question below. Use the vocabulary word in boldface in

your answer.

1. Don’t pursue a bear that’s grabbed your roast beef dinner. Why not?______________________

________________________________________________________________________________

2. Don’t broadcast that you burn cookies when you bake them. Why not?__________________

________________________________________________________________________________

3. Don’t approve if your sister adds twelve hot chilies to the salsa. Why not?

________________________________________________________________________________

4. Don’t make cakes that resemble mud. Why not?______________________________________

________________________________________________________________________________

5. Don’t overwhelm yourself by trying to bake 1,000 cookies. Why not?____________________

________________________________________________________________________________

6. Don’t organize fresh ingredients on the counter a week before you are ready to start

cooking. Why not? ____________________________________________________________

________________________________________________________________________________

7. Don’t attempt to balance a refrigerator on your head. Why not?________________________

________________________________________________________________________________

8. Don’t associate with people who eat all the pizza before it gets to the table. Why not?

________________________________________________________________________________

approve

associate

attempt

broadcast

conquer

dedicate

emerge

flourish

organize

overwhelm

pursue

resemble

restore

surrender

withdraw

Write a Restaurant Ad Work with a partner to write an advertisement for a restaurant. Before

you write the ad, make a list in your journal of the restaurant’s name, its location, and the

kinds of food you want it to serve. Then use the list to write an ad on a separate piece of paper. Use

at least five vocabulary words and three new verbs.

L

More Verbs to Know


58 Powerful Vocabulary for Reading Success: Grade 5, Combined Edition © Scholastic Teaching Resources

Name

Scholastic Success With Grammar • Grade 634 34

IRREGULAR VERBS AND

PAST PARTICIPLESA. On the line, write the past tense form of the

irregular verb in parentheses.

1. Sarah Ida (grow) tired of looking for a job.

2. She (see) the shoeshine man’s sign.

3. The shoeshine man (give) Sarah Ida a job.

4. He (say) yes to her question about work.

5. He (tell) her to come back the next day.

6. That’s how Sarah Ida (become) a shoeshine girl.

7. Sometimes Sarah Ida (do) a good job.

8. She (lose) the shoeshine man at least one customer.

B. On the line, write the past participle form of the irregular verb in parentheses.

1. Sarah Ida had (grow) tired of looking for a job.

2. Someone has (see) the shoeshine man’s sign.

3. Who has (give) Sarah Ida a job?

4. Had he (say) yes to Sarah Ida?

5. He had (tell) her about his work.

6. Sarah had (become) frustrated looking for a job.

7. By the end of the story, she will have (lose)

some of her nastiness.

8. She had not (think) much about this kind of job before.

9. Sarah had (make) a new friend of the shoeshine man.

10. She has (write) to a friend about her new job..

.

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RETEACHING: An irregular verb is a

verb that does not add –ed to form the

past tense or the past participle.The

past participle is the form of the verb that

is used with has, have, had, or will have.

Name

35Scholastic Success With Grammar • Grade 635

IRREGULAR VERBS AND

PAST PARTICIPLESA. Complete the chart below by adding the past

tense and past participle form of each verb.

B. Write three sentences using the past tense or past participle form of the verbs listed

in the chart above.

1. Answers will vary.



RETEACHING: An irregular verb is a

verb that does not add –ed to form the

past tense or the past participle. The

past participle is the form of the verb that

is used with has, have, had, or will have.

Verb Past TensePast Participle

(with have or had)

1. become became become

2. buy bought bought

3. break broke broken

4. choose chose chosen

5. do did done

6. give gave given

7. make made made

8. see saw seen

9. sing sang sung

10. speak spoke spoken

11. swim swam swum

12. write wrote written

TH

INK

&W

RIT

EOn a separate sheet of paper, write a paragraph about things your

friends have done in their spare time. Use at least five irregular past

tense or past participle verb forms from the chart above.

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Easily Confused Words


Directions Below is a list of equipment that an explorer might need. Choose the correct vocabulary

word to complete each item. Write it on the line.

1. Be sure to bring along a (carton, cartoon) to carry your supplies.

2. You also need some (canvas, canvass) fabric to use for your sails.

3. Don’t forget hiking boots to use on your (accent, ascent,

assent) up the mountain.

4. Bring along some language tapes so that you can learn to speak a foreign language with

the proper (accent, ascent, assent).

5. No one has to urge or (convince, persuade) you to bring a

heavy parka to the Arctic.

6. We don’t need to (convince, persuade) you or prove that you

need a space suit in outer space.

7. At a (bazaar, bizarre), you can buy the food that you will need.

8. I’m sure that you will agree with, or (accent, ascent, assent) to

this proposal for the trip.

9. Remember that very high altitudes can cause people to act strangely and behave in a

(bazaar, bizarre) manner.

10. If you like to make a point through humorous drawings, bring paper and pencils to make a

(carton, cartoon) of your adventures.

Write a Journal Entry Imagine that you are the first person to explore your home town.

Choose the year of your discovery and write a journal entry describing what you see. Talk

about the land, especially the natural resources and landforms. You can also describe the weather,

animals, and plants. Use all of the vocabulary words.

accent/ascent/assent

bazaar/bizarre

canvas/canvass

carton/cartoon

convince/persuade

Powerful Vocabulary for Reading Success: Grade 5, Combined Edition © Scholastic Teaching Resources 373

extra credit grammar packet due: friday, 20 may 2011 · extra credit grammar packet due: friday, 20...

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