Language Arts Skills & Strategies Level 8

Barbara Hudgens

Description

Themes: Language Arts, Reproducible Activities, Hi-Lo, Hi-Lo Books, Hi-Lo Solutions, High-Low Books, Hi-Low Books, ELL, EL, ESL, Struggling Learner, Struggling Reader, Special Education, SPED, Newcomers, Reading, Learning, Education, Educational, Educational Books, Tween, Teen, Young Adult. Here's a great English-language arts program that is equally appropriate for younger students working at grade level and older students who have "forgotten" or never mastered the basics. The friendly look and tone of this series belies the comprehensive sweep of the instructional sequence. Every topic--from capitalization and punctuation to transitive/intransitive verbs--is developed "from the ground up." Includes answer key, 144-pages. Topics include: Direct & Indirect Quotations; Indefinite Pronouns; Direct & Indirect Objects; Gerund Phrases; Personification; Creative Writing.

Informations

• Publié par: Saddleback Educational Publishing
• Date de parution: 25 août 2005
• Nombre de lectures: 0
• EAN13: 9781602911338
• Langue: English
• Poids de l'ouvrage: 11 Mo

Extrait

ANGUAGE ARTS L SKI LLS & STRATEG I ES

LEVEL 8

ANGUAGE ARTS L SKI LLS & STRATEG I ES LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7 ➬ LEVEL 8

Production: Pearl Production Cover Design: I.Q. Design, Inc.

ThreeWatson Irvine, CA 926182767 Website: www.sdlback.com

Copyright © 2005 by Saddleback Publishing, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below.

Pages labeled with the statementSaddleback Publishing, Inc. © 2005are intended for reproduction. Saddleback Publishing, Inc. grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools or school systems.

ISBN 1562548425

Printed in the United States of America 10 09 08 07 06 05 9 8 7 6 5 4 3 2 1

CONTENTS

Capitalizing the Names of Places . . . . . . . . 6 Capitalizing the Names of Things . . . . . . . 7 Capitalizing Titles of Works . . . . . . . . . . . . 8 Capitalizing Nationalities and Languages . . 9 Capitalizing a Business Letter . . . . . . . . . 10 Capitalizing Proper Nouns . . . . . . . . . . . . 11 Abbreviations and Initials . . . . . . . . . . . . 12 More Abbreviations . . . . . . . . . . . . . . . . . 13 Using End Marks . . . . . . . . . . . . . . . . . . 14 More Using End Marks . . . . . . . . . . . . . . 15 Using Punctuation with Interjections and Introductory Words . . . . . . . . . . . 16 Using Commas in a Series and with Adjectives . . . . . . . . . . . . . . . . . . 17 Using Commas in Compound Sentences. . . . . . . . . . . . . . . . . . . . . . 18 Using Commas with Sentence Introductions and Interrupters. . . . . . 19 Using Commas with Appositives . . . . . . . 20 Using Apostrophes in Possessives . . . . . . 21 Using Apostrophes in Contractions . . . . . 22 Quotation Marks and Commas in Direct Quotations. . . . . . . . . . . . . . . . 23 Quotation Marks and Commas in Divided Direct Quotations . . . . . . . . . 24 Direct and Indirect Quotations . . . . . . . . 25 Using Numbers in Sentences . . . . . . . . . . 26 Using Parentheses. . . . . . . . . . . . . . . . . . 27 Using Brackets . . . . . . . . . . . . . . . . . . . . 28 Using Ellipsis Marks . . . . . . . . . . . . . . . . 29 Using Colons . . . . . . . . . . . . . . . . . . . . . . 30 Using Semicolons . . . . . . . . . . . . . . . . . . 31 Using Dashes . . . . . . . . . . . . . . . . . . . . . 32 Using Hyphens . . . . . . . . . . . . . . . . . . . . 33 Complete Subjects and Complete Predicates . . . . . . . . . . . . . . . . . . . . . 34 Simple Subjects . . . . . . . . . . . . . . . . . . . 35 Subjects in Imperative and Interrogative Sentences. . . . . . . . . . . . . . . . . . . . . . 36 Simple Predicates . . . . . . . . . . . . . . . . . . 37 Compound Subjects . . . . . . . . . . . . . . . . 38

Compound Predicates . . . . . . . . . . . . . . . 39 Direct Objects . . . . . . . . . . . . . . . . . . . . . 40 Indirect Objects . . . . . . . . . . . . . . . . . . . . 41 Concrete and Abstract Nouns . . . . . . . . . 42 Common and Proper, Collective, and Compound Nouns . . . . . . . . . . . . . . . 43 Forming Plural Nouns . . . . . . . . . . . . . . . 44 More Plural Nouns . . . . . . . . . . . . . . . . . 45 Special Plural Nouns . . . . . . . . . . . . . . . . 46 Singular and Plural Possessive Nouns . . . 47 More Possessive Nouns . . . . . . . . . . . . . . 48 Pronouns and Antecedents . . . . . . . . . . . 49 Agreement of Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . 50 Subject and Object Pronouns . . . . . . . . . 51 Reflexive and Intensive Pronouns . . . . . . 52 Possessive Pronouns . . . . . . . . . . . . . . . . 53 Indefinite Pronouns . . . . . . . . . . . . . . . . . 54 Interrogative Pronouns . . . . . . . . . . . . . . 55 Demonstrative Pronouns . . . . . . . . . . . . . 56 Action and Linking Verbs . . . . . . . . . . . . 57 Transitive and Intransitive Verbs. . . . . . . 58 Main Verbs and Helping Verbs . . . . . . . . 59 Present, Past, and Future Tense . . . . . . . 60 Past and Present Tense Verb Forms . . . . 61 Subject Verb Agreement . . . . . . . . . . . . . 62 Irregular VerbsBe, Have, Do, Become, Come, Run, Find, Keep, Sleep, andSit. . . . . . . . . . . . . . . . . . . . . . . . 63 Irregular VerbsTear, Wear, Break, Buy, Sell, Eat, Drink, Give, Hold, andRide. . . . . . . . . . . . . . . . . . . . . . 64 UsingLay/Lie, Raise/Rise, Set/Sit. . . . . 65 Perfect Tenses . . . . . . . . . . . . . . . . . . . . . 66 Practice Perfect Tenses . . . . . . . . . . . . . . 67 Progressive Tenses . . . . . . . . . . . . . . . . . 68 Practice Progressive Tenses . . . . . . . . . . . 69 Active and Passive Voice . . . . . . . . . . . . . 70 Practice Active and Passive Voice. . . . . . . 71 Infinitives and Gerunds . . . . . . . . . . . . . . 72 What Is an Adjective? . . . . . . . . . . . . . . . 73

CONTENTS

Adjectives that Compare . . . . . . . . . . . . . 74 Irregular Adjectives . . . . . . . . . . . . . . . . . 75 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Comparing with Adverbs . . . . . . . . . . . . . 77 Adjective or Adverb? . . . . . . . . . . . . . . . . 78 Correct Placement of Adverbs . . . . . . . . . 79 Review Adjectives and Adverbs . . . . . . . . 80 Prepositions and Prepositional Phrases . . 81 Prepositional Phrases Used as Adjectives . . . . . . . . . . . . . . . . . . . . . . 82 Prepositional Phrases Used as Adverbs . . 83 Placement of Prepositional Phrases . . . . . 84 Preposition, Infinitive, or Adverb? . . . . . . 85 Participles and Participial Phrases. . . . . . 86 Word Roots . . . . . . . . . . . . . . . . . . . . . . . 87 Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Homophones and Homographs . . . . . . . . 90 Problem Words . . . . . . . . . . . . . . . . . . . . 91 Word Connotations . . . . . . . . . . . . . . . . . 92 Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Similes and Metaphors . . . . . . . . . . . . . . 94 Personification . . . . . . . . . . . . . . . . . . . . 95 Synonyms and Antonyms . . . . . . . . . . . . 96 Using a Dictionary . . . . . . . . . . . . . . . . . 97 Using a Dictionary . . . . . . . . . . . . . . . . . 98 Using a Thesaurus . . . . . . . . . . . . . . . . . 99 Parts of a Book . . . . . . . . . . . . . . . . . . . 100 Parts of a Book . . . . . . . . . . . . . . . . . . . 101 Independent and Dependent Clauses . . 102 Four Kinds of Sentences . . . . . . . . . . . . 103 More Complex and CompoundComplex Sentences. . . . . . . . . . . . . . . . . . . . . 104 RevisingSentence Fragments . . . . . . . 105 RevisingRunon Sentences . . . . . . . . . 106 Review Sentence Fragments and Runon Sentences . . . . . . . . . . . . . . 107 RevisingCombining Sentences into Compound and Complex Sentences. . . . . . . . . . . . . . . . . . . . . 108

RevisingCombining Subjects and Predicates . . . . . . . . . . . . . . . . . . . . 109 RevisingCombining Sentences by Moving Adverbs, Adjectives, and Prepositional Phrases . . . . . . . . . . . . 110 RevisingCombining Sentences with Appositives . . . . . . . . . . . . . . . . . . . . 111 RevisingCombining Sentences with Participial Phrases . . . . . . . . . . . . . . 112 RevisingActive Voice and Passive Voice . . . . . . . . . . . . . . . . . . 113 RevisingUsing Consistent Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . 114 Different Kinds of Writing . . . . . . . . . . . 115 Generating Ideas . . . . . . . . . . . . . . . . . . 116 Graphic Organizers . . . . . . . . . . . . . . . . 117 Paragraphs . . . . . . . . . . . . . . . . . . . . . . 118 Narrowing Your Topic . . . . . . . . . . . . . . 119 Keeping to the Topic . . . . . . . . . . . . . . . 120 Supporting Your Topic. . . . . . . . . . . . . . 121 Using Transitional Words and Phrases. . 122 Writing a Book Report . . . . . . . . . . . . . . 123 Evaluation. . . . . . . . . . . . . . . . . . . . . . . 124 Persuasive WritingSupporting a Goal . . . . . . . . . . . . . . . . . . . . . . . 125 Persuasive WritingWriting for an Audience . . . . . . . . . . . . . . . . . . . . . 126 Persuasive WritingPoint of View . . . . . 127 Research ReportsPrimary and Secondary Sources . . . . . . . . . . . . . . 128 Research ReportOutlining . . . . . . . . . 129 Research ReportWriting from an Outline. . . . . . . . . . . . . . . . . . . . . . . 130 Personal NarrativePrewriting . . . . . . . 131 Personal NarrativeUsing Descriptive Language . . . . . . . . . . . . . . . . . . . . . 132 Narrative WritingAdding Dialogue. . . . 133 Writing a HowTo Paper. . . . . . . . . . . . . 134 Writing for a Test . . . . . . . . . . . . . . . . . 135 Writing a Summary . . . . . . . . . . . . . . . . 136 Writing a Bibliography. . . . . . . . . . . . . . 137 Answer Key . . . . . . . . . . . . . . . . . . . . . . 138

INTRODUCTION

Welcome to LANGUAGE ARTS SKILLS & STRATEGIES

Saddleback Publishing is proud to introduce this important supplement to your basal language arts curriculum. Our goal in creating this series is twofold: to help onlevel and belowlevel students improve their writing skills by defining and practicing discrete skills, and to provide you, the teacher, with maximum flexibility in deciding when and how to assign these exercises.

All lessons are reproducible. That makes them ideal for homework, extra credit assignments, cooperative learning groups, or focused drill practice for selected ELL or remedial students. A quick scan of the books Table of Contents will enable you to individualize instruction according to the varied needs of your students.

Correlated to the latest research and current language arts stan dards in most states, the instructional design ofLanguage Arts Skills & Strategiesis unusually comprehensive for a supplementary program. All gradeappropriate grammar, mechanics, and usage skills are thoroughly presented from the ground up.

Assessment and evaluation of student understanding and ability is an ongoing process. A variety of methods and strategies should be used to ensure that the student is being assessed and evaluated in a fair and comprehensive manner. Here again, reproducible lessons are ideal in that they can be used for both pre and post testing. Always keep in mind that the assessment should take into consideration the opportunities the student had to learn the information and practice the skills presented. The strategies for assessment are left for you to determine and are dependent on your students and your particular instructional plan. The Table of Contents lists the activity by skill and can be used to assist you as you develop your assessment plan.

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CAPITALIZING THE NAMES OF PLACES

A capital letter at the beginning of a word is a signal to readers that the word is important in some way. Capitalize the names of streets, cities, states, countries, and continents. Also capitalize the names of buildings, parks, mountains, and bodies of water. Asia Canada Arkansas Polk County Seattle Lake Tahoe Appalachian Mountains

Read the following paragraph. Underline the words and names that should be capitalized.

Many Americans have never heard of the country of belarus. belarus, which is slightly smaller than the state of kansas, is in europe and is located east of poland. From ancient times, belarus has been called lakeland and for good reason. The country has 11,000 lakes, with lake naroch being its largest. Bordering belarus are latvia, lithuania, poland, russia, and ukraine. Belarus has been under the control of lithuania, poland, and russia during its history, and was even occupied by germany during World War II. Two popular tourist attractions in belarus include the national museum of culture and history of belarus and the brest hero fortress. The museum is located in the capital city of minsk and receives 100,000 visitors per year. The fortress is located in the city of brest. It is the site from which the brest people fought off germanys forces during World War II. belarus is also home to two World Heritage Sites: the mir castle complex, and belovezhskaya pushcha national park and bialowieza forest.

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CAPITALIZING THE NAMES OF THINGS

Capitalize the names of religions, businesses, organizations, schools, and teams. Also capitalize titles that are used as names or as part of a persons name. League of Women Voters the Westlake High School Tigers Did Mr. Thomas speak to Grandma today? Capitalize the names of documents, historical events, and periods of time. the Declaration of Independence the Dark Ages

These sentences are missing some capital letters. Rewrite them correctly on the lines. If the sentence is alreadycorrect, write correct.

1. Uncle paul is a democrat, but aunt mary is a republican.

2. The doctor will see you now, mrs. hamilton.

3. There is a small hindu temple near the savmart.

4. Ricky is hoping to join smithfield high schools basketball team, the griffons.

5. The westside karate club has 46 members.

6. The poster claimed that the president of the club would be at the presentation.

7. During the middle ages, many people paid high taxes to kings.

8. My dad got a license to sell bagels at a stand in the mall.

9. The rockport drama society puts on plays in the building that used to be capital bank.

10. Did president lincoln write the gettysburg address during the civil war?

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CAPITALIZING TITLES OF WORKS

When writing the title of a painting, book, magazine, newspaper, movie, play, or TV show, capitalize the first and last word and all important words in between. Capitalize all verbs. Do not capitalize the word to, articles, prepositions, or coordinating conjunctions unless they are the first or last word of the title. In print, titles are in italics. You cannot write in italics, so underline titles when you write. Have you read Of Mice and Men ? Some titles use quotation marks instead of underlining. Set quotation marks around the titles of songs, short stories, poems, articles, and book chapters. Book: Summer of the Geese Magazine Article:The Longest Day TV Show: The Honeymooners Short Story:Slipping Away Movie: Night of the Living Fungus Poem:A Simple Wish

Make up a title for each of the works described below. Make sure your titles contain at least three words. Capitalize, underline, and use quotation marks accordingto the aboveguidelines.

1. Book title: A mad scientist creates a robot that will take over the world. 2. Poem title: A man comes upon an injured bird on the beach and walks away from it. The memory of the event haunts him for the rest of his life. 3. Song title: A young lady loves a young man who has feelings for another young lady who is attracted to another young man who loves the first young lady. 4. Magazine article title: The author gives ten pieces of advice for exercising and having fun at the same time. 5. Fairy tale title: A baker hires a clever talking cat to chase away the mice that have been eating his flour. 6. Movie title: Two teenage boys travel 100 years into the future. 7. Painting title: Three little girls are playing jacks on the steps of their school on a hot summers day. 8. Play title: A comedy in which an obnoxious weekend guest breaks his leg and cannot leave his hosts house.

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CAPITALIZING NATIONALITIES AND LANGUAGES

Many nationalities and languages are formed from the name of a country. Its easy to remember to capitalize such similar words: Germany/German. But sometimes the words for the nationality or the language are different from the name of the country. People from Holland are called Dutch, for example. And many people from China speak Mandarin. No matter what the nationality or language, always capitalize it. Doing so is a way of showing respect for everyones culture. Also, in compound nationalities, both words should be capitalized: Asian American.

Country Quox Tang

Narkasia

Uffdanistan

Jummalo

Below is a table that lists some of the countries, nationalities, and languages of the imaginary planet Blarg. First, complete the table by creating names for the missing countries, nationalities, and languages. Then, use the information in the table to write a short informational report about the inhabitants of Blarg. Be sure to use correct capitalization inyour writing.

THE INHABITANTS OF PLANET BLARG

Nationality Quoxian

Hunji

Sentonian

Beelorian

Deshianese

Language Quoxalian Tanglish

Sentonese

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