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Part 1: Grammar
Section One: Sentences
1.1 Sentences
1.2 Declarative and Interrogative Sentences
1.3 Imperative and Exclamatory Sentences
1.4 Complete Subjects and Predicates
1.5 Simple Subjects and Predicates
1.6 Compound Subjects
1.7 Compound Predicates
1.8 Direct Objects
1.9 Subject Complements
1.10 Compound Sentences
1.11 Run-on Sentences
Sentence Review
Sentence Challenge
1.1 Sentences
Asentenceis a group of words that expresses a complete thought. Every sentence begins with a capital letter. Most sentences end with periods.
A sentence has a subject and a predicate. Thesubjecttells who or what the sentence is about. The predicate tells what the subject is or does. It expresses an action or a state of being.
Complete Subject Complete Predicate
Eric played cymbals.
The cymbals were gold and shiny.
The crowd enjoyed the concert.
All the children were happy.
Which of these word groups are sentences?
A. The drums are loud
B. A brass tuba
C. Maggie likes the trumpet
D. Listens to the music
You are right if you said that A and C are sentences. Each one expresses a complete thought. Each one has a subject and a predicate, and each should have a period at the end.
B and D are not sentences. They do not express complete thoughts. B doesn’t have a predicate, and D doesn’t have a subject.
EXERCISE 1:Match a group of words in Column A with a group of words in Column B to make a sentence. Add a period to the end of each sentence.
Column A
1. During the parade, bands
2. The floats
3. The clowns
4. Fire engines
Column B
a. sounded their sirens.
b. played music.
c. made the crowd laugh.
d. moved down the street.
EXERCISE 2:Tell which of these word groups are sentences. Tell which are not sentences.
EXERCISE 3:The following groups of words are not sentences. Add a subject or a predicate to make each word group a sentence.
Apply It Now
Write four sentences about what you did during your last school break. Circle the subjects and underline the predicates.
Part 2: Written and Oral Communication
Chapters
1 Personal Narratives
2 Formal Letters
3 Descriptions
4 How-to Articles
5 Persuasive Writing
6 Creative Writing: Fables
7 Expository Writing
8 Research Reports
Personal Narratives
Through My Eyes
by Ruby Bridges
When we were near the school, my mother said, “Ruby, I want you to behave yourself today and do what the marshals say.”
. . . As we walked through the crowd, I didn’t see any faces. I guess that’s because I wasn’t very tall and I was surrounded by the marshals. People yelled and threw things. I could see the school building, and it looked bigger and nicer than my old school. When we climbed the high steps to the front door, there were policemen in uniforms at the top. The policemen at the door and the crowd behind us made me think this was an important place.
It must be college, I thought to myself.
Ruby Bridges shares her personal experience of what it was like attending an all-white school in 1960. The story is shared from her own point of view.
Claire J.
Room 206
Welcome Home Holly
The ad in the paper said “free puppies to a good home.” We called the number to ask a few questions. My brother and sister and I had always imagined getting a yellow-haired dog. The owners said “yellowish.” When we pulled into the driveway, my family and I were surprised to see brown dogs. Since we drove so far, we decided to get out of the car and take a look at the puppies. I wasn’t even halfway to the pen when I made my decision—we had to get one.
My mom and my brother and sister were picking up the playful, roly-poly puppies. There were 10 in all. But I held on to one in particular. She was brown and soft and sleepy. I was in love.
As I looked around to show my mom, I saw my sister Katie trying to pick up two puppies, but one slid through her arms onto the wet grass. Katie panicked, but the puppy got up and ran to its mother.
Max walked around with a giant smile on his face, picking one up after another and brushing his cheek against their floppy ears. He was laughing at them falling over themselves, chasing one another. He was overwhelmed with the puppies’ sweetness.
After an hour of playing with all the puppies, my mom asked which one we should choose. Max, Katie, and I all had an opinion, so Mom tried to help us out with the decision. She couldn’t stop gushing about how precious they all were. We finally decided to get the sleepy one that I still held in my arms since the moment we arrived. The owner said we had to wait another two weeks before we could take Holly home. We pulled slowly out of that long driveway, keeping our eyes on the puppies playing in the grass until we went around the bend.
Lesson 1
What Makes a Good Personal Narrative?
A narrative is a story. A personal narrative is a true story about something that happened to the writer. It could be a journal entry about the first day of school. It could be a letter describing an exciting trip. Ruby Bridges wrote her personal narrative Through My Eyes, sharing her experience in Louisiana in the 1960s. Here are some ideas for what makes a good personal narrative.
Topic
Anything that really happened to you can be a good topic for a personal narrative. It should be something you remember clearly. The topic might be something funny, exciting, or unusual.
Audience
The people who will read your story are your audience. Think of them when you choose your topic. Your friends might want to hear how you beat the newest video game. Your grandparents might be more interested in hearing about a family trip.
Through My Eyes
On Sunday, November 13, my mother told me I would start at a new school the next day. She hinted there could be something unusual about it, but she didn’t explain. . . .
All I remember thinking that night was that I wouldn’t be going to school with my friends anymore, and I wasn’t happy about that.
Ruby Bridges
Point of View
Point of view shows who is telling the story. In your personal narrative, you are telling the story. This is called the first-person point of view. Use words such as I, me, my, we, and our.
ACTIVITY A:Read the personal narrative on page 211 and answer these questions.
ACTIVITY B:Decide which topics would make good personal narratives.
Writer’s Corner
Write three things that happened to you that would make good personal narratives.
Time Order
The events in a personal narrative are told in the order that they happened. Tell what happened first near the beginning and what happened last near the ending. Use time words such asfirst,next,after,then,finally, andlastto show the order of the events. Here is an example.
First, I got out of bed.
Then I got dressed.
After getting dressed, I ate breakfast.
Next, I waited on the corner for the bus.
Finally, the bus arrived.
ACTIVITY C:Below is a personal narrative about a trip to school in the morning. The first two sentences are given, but the other sentences are in the wrong order. Put the sentences in time order in paragraph form.
I woke up late this morning. I should have just stayed in bed.
ACTIVITY D:Here are two paragraphs that fourth graders wrote. The first paragraph is about planting a garden. The second paragraph is about a snowstorm. Choose from the time words in the list to help show the order in which things happened.
Finally First Next Then
ACTIVITY E:Revise the paragraph. Put the sentences in time order. Add at least two time words to show the order.
My brothers and I were stuck inside for yet another rainy day. She made an announcement. My mother was getting tired of our yelling. We spent the morning chasing one another around the house. “It’s mud day!” she called out. We spent the next hour rolling in the mud and getting as dirty as we could. She told us to run upstairs and find our oldest clothes. When we finally came inside and changed our clothes, we were ready for a nap. She sent us to the backyard, where the rain had turned our lawn into a mud puddle.
Writer’s Corner
Choose one of your personal-narrative ideas from the Writer’s Corner on page 213. Write five sentences about it, using time words to show the order of events.
Grammar in Action
Add sentence variety by using compound sentences. See Section 1.10.