Voyages in English

by Sister Patricia Healey IHM MA, Sister Irene Kervick IHM MA, Sister Anne B. McGuire IHM MA and Sister Adrienne Saybolt IHM MA

• ISBN13: 9780829428209
• ISBN10: 0829428208
• Edition: 1st
• Format: Hardcover
• Copyright: 2011-01-01
• Publisher: Loyola Pr

Summary

Let Your Words Take You Where You Want to Go! The new 2011 edition of Voyages in English: Grammar and Writing is the result of decades of research and practice by experts in the field of grammar and writing. Responding to the needs of teachers and students, this new edition provides ample opportunities for practice and review to ensure mastery and improved performance on standardized tests. Voyages in English 2011 Enables children to master grammarthrough direct instruction, rigorous practice, written application, and ongoing assessment. Provides master and novice teachers with support and straightforward, practical lesson plansthat can be presented with confidence. Guides children to experience, explore, and improve their writingthrough the in-depth study of unique writing genres, writing-skill lessons, and the implementation of the writing process. Provides children and teachers with opportunities to use technologyas a means to learn, assess, apply new skills, and communicate outside of the school setting. Gives children the speaking and writing practice and tools they needto communicate with clarity, accuracy, and ease. New 2011 Features We've taken the best of the past and incorporated learning tools for today's students and the world they live in. More exercisesin all components offer additional opportunities for review and practice. Daily Maintenanceoffers quick, daily practice for grammar concepts previously taught to ensure mastery of skills. Improved assessmentsoffer more thorough testing of topics. Grammar and writing assessments are not integrated, providing more flexibility for teachers. ExamView® Assessment Suite Test Generator CDallows for 25% more testing questions and flexibility in creating individualized tests. Integration opportunitiesare included in the lessons to naturally show the relationship between grammar and writing. Tech Tips and technology opportunitiesallow teachers to incorporate technology into lesson plans and homework assignments. Online resourcesprovide additional support for teachers and additional practice for students. Program Components Student Edition Developed in a student-friendly manner to engage all learners, the Student Edition provides clear instruction and guided practice in the writing process, the traits of effective writing, and the structure and mechanics of language. Teacher Edition Consistent in structure and full of helpful instructional tools, the Teacher Edition offers a straightforward, flexible plan for integrating grammar and writing. Teacher Planning Pages provide additional background information and teaching tips for ease in lesson planning. Practice Book* Additional exercises connected to the textbook offer ample review and practice opportunities in grammar and writing skills. Assessment Book* Effective assessment enables teachers to record progress, differentiate instruction, and challenge students accordingly. A variety of assessments are included. Test Generator* The ExamView® Assessment Suite Test Generator provides an adaptable tool to create a variety of assessments. The preformatted yet customizable assessments correspond with the Assessment Book and provide an additional 25% new test items for each assessment. *Supplemental component Web Site Web Features For Students Additional opportunities to build and practice grammar and writing skills Grammar and Mechanics Handbook for at-home use Interactive games for more practice Additional writing activities expand learning. For Teachers Tools and support to plan and execute lessons Grammar Guides online resource helps you teach grammar clearly, creatively, and confidently. Video Tools to effectively implement grammar lessons and writing chapters into your classroom. Lesson Plan Charts show how to integrate the grammar and writing sections. Two Core Parts-One Cohesive Program Voyages in English is organized into two distinct parts: grammar and writing. The student books are divided in this way to help teachers tailor lesson plans to student needs and to differentiate instruction. The benefits of this organization include the following: Grammar lessonshave a greater level of depth, giving students the tools needed to learn the structure of language. Writing instructionis relevant to students' lives, to the literature they read and enjoy, and to the writing they experience every day. Integration opportunitiesare built into the program, allowing teachers to show the relationship between grammar and writing. Flexible planningbecomes simple, allowing for adaptations based on students' developmental levels. Long-range and thematic planningis effortless, allowing teachers to cover the required standards. Grammar: Part I The Structure of Language Parts of speech Usage Mechanics Agreement Punctuation/capitalization Writing: Part II Written Expression Elements of effective writing Genre characteristics Sentence structure Word and study skills Seven-step writing process Voyages at a Glance Voyages in English 2011 is a comprehensive English language arts program of the highest quality. Voyages in English aligns with and supports NCLB recommendations NCTE/IRA Standards for English language arts State Guidelines and standards Student Edition: Grammar Systematic Grammar Study Thorough explanations and clear examples are provided for every grammar topic. Ample practice ensures skill mastery. Integration Opportunity:Grammar in Action challenges students to spot the importance of grammar in real-life writing. Tech Tips offer suggestions for practical technology integration. Integration Opportunity:Apply It Now presents solid skill application to demonstrate comprehension. Grammar Review for every section is used as review or informal assessment. Grammar Challenge follows each Grammar Review to extend the learning or offer another opportunity for informal assessment. Sentence Diagramming helps students analyze and visualize sentence structure. Teacher Edition: Grammar Easy-to-Use, Flexible Format Daily Maintenance revisits previous grammar concepts to ensure mastery. Warm-Ups introduce grammar concepts in a relevant way. Easy four-step teaching approach is implemented in every lesson: Teach, Practice, Apply, Assess. Diagram It! highlights sentence-diagramming opportunities. Writing Connections help teachers transition easily between the writing and grammar sections. Student Edition: Writing Comprehensive Writing Practice Integration Opportunity:Link demonstrates a writing concept or skill within the context of real-life writing or literary works. Easy-to-follow, practical explanations and examples make writing relevant and engaging. Integration Opportunity:Grammar in Action offers grammar application that happens naturally within t

Excerpts

Part 1: Grammar

Section One: Nouns

1.1 Singular and Plural Nouns
1.2 More Singular and Plural Nouns
1.3 Concrete and Abstract Nouns
1.4 Nouns as Subjects and Subject Complements
1.5 Nouns as Objects
1.6 More Nouns as Objects
1.7 Possessive Nouns
1.8 Nouns Showing Separate and Joint Possession
1.9 Appositives
1.10 Words Used as Nouns and Verbs
1.11 Words Used as Nouns and Adjectives
     Noun Review
     Noun Challenge

1.1 Singular and Plural Nouns

Anounis a name word. Asingular nounnames one person, place, thing, or idea. Aplural nounnames more than one person, place, thing, or idea.
Add-sto most nouns to form the plurals.
Add-esto form the plurals of nouns ending ins,x,z,ch, andsh.

SINGULAR      PLURAL     SINGULAR      PLURAL
gas                  gases         watch               watches
fox                     foxes          sash                sashes

Some plural nouns are not formed by adding -s or -es. Check a dictionary for the correct form.

SINGULAR     PLURAL     SINGULAR     PLURAL
man                men            sheep             sheep
child                children      moose           moose
tooth                teeth           Chinese         Chinese

EXERCISE 1:Identify each noun. Tell whether it is singular or plural.

Men and women search for treasure under the ocean.

Divers often spend years searching for an underwater shipwreck.

Recently, searchers found jewels and precious metals on a sunken ship.

Perhaps the vessel once belonged to pirates or a mighty king.

Experts estimate that the discovery is priceless.

The objects are now at a museum.

The amazing display at the museum fascinates children and adults.

The collection of gems includes many diamonds.

Flashes of light reflect off the surfaces of the stones.

My favorite pieces in the exhibit are the emeralds and gold necklaces.

EXERCISE 2:Write the plural form for each noun. Use a dictionary if necessary to check the correct form.

lunch

foot

topaz

ox

coin

bus

medal

brush

mouse

mix

porch

deer

EXERCISE 3:Complete each sentence with the plural form of the noun in parentheses.

The treasure _____ (hunter) discovered the jewels on a sunken ship.

We saw the maps and _____ (compass) they used.

Kings, queens, princes, and _____ (princess) once owned the jewels.

_____ (Pirate) stole this treasure in the 1600s.

The ship’s _____ (record) show it was part of a large fleet.

The other _____ (vessel) in the fleet have not been discovered.

_____ (Explorer) have not given up the search for the ships.

Missing _____ (diagram) may help reveal their location.

EXERCISE 4:Use either the singular or plural form of the word in parentheses to complete each sentence.

Our _____ (visit) to the aquatic museum was very interesting.

A _____ (museum) often contains amazing and valuable treasures.

Two _____ (woman) led our tour that day.

The natural _____ (wonder) can be awe inspiring.

We learned about several kinds of _____ (whale) that live in the ocean.

We saw two diamond _____ (brooch) recovered from the sea.

The guides mentioned that _____ (starfish) have two stomachs.

One of the stomachs is used to engulf _____ (prey)

APPLY IT NOW
Write five sentences about a famous or historic site you have visited or would like to visit, such as Independence Hall. Circle all the singular nouns. Underline all the plural nouns.

 

Part 2: Written and Oral Communication

Chapters

1 Personal Narratives
2 How-to Articles
3 Descriptions
4 Persuasive Writing
5 Expository Writing
6 Business Letters
7 Creative Writing: Trickster Tales
8 Research Reports

Chapter 1
Personal Narratives

Knots in My Yo-yo String
The Autobiography of a Kid
by Jerry Spinelli
In a green metal box in a bedroom closet, tucked into a fuzzy gray cotton pouch, lies the most cherished memento of my grade-school days. It is a gold-plated medal no bigger than a postage stamp. Inscribed on the back are the words “50-YARD DASH—CHAMPION.”
The medal came from the only official race I ever participated in. There were many unofficial ones . . .

> Knots in My Yo-yo String is the memoir of Jerry Spinelli, a Newbery Medalist. It has all the characteristics of a good personal narrative. It is written from the fi rst-person point of view, it has an introduction that grabs the audience’s attention, and it uses exact words to help readers visualize the events as they happen.

Our Family Cabin at the Beach
By Hannah Doherty
Sometimes, if I close my eyes, I can make believe it’s summer and I’m back at our family cabin at the beach. I can see the waves rolling over the squishy sand, feel the sand squishing in between my toes, and laugh at the way my little brother picks up barnacle-covered rocks so he can watch the sand crabs scurry away.
Everyone in the family enjoys our time together at the beach. My aunt and uncle, cousins, grandma and grandpa, everybody comes to stay with us and enjoy the summer. Every morning we check to see what the tide brought in. Then we go exploring to look for special rocks on the beach. During the days we swim and sun tan. In the afternoons, we play volleyball or badminton. Sometimes we just lie out in the sun and read. At night we snuggle up in our blankets and toast marshmallows over the campfire while Dad and Grandpa tell scary stories.
The most fun for me is when Dad gets out the big boat and several of us go fishing. We have to get up really early, but I don’t mind. Mostly we catch cod and flounder, but once my dad caught a 20-pound salmon. I hooked one that was even bigger, but it broke my line and got away.
There’s always something fun to do at the cabin. I don’t think I’ve ever been bored. But I think it’s just being with my family that makes it special. It’s the only time each year that we’re all together.
It’s always sad when it’s time to go because none of us wants to leave. We say our good-byes. We talk about all the fun we had. Then everyone drives away. As our car pulls out of the driveway, I turn to look out the back window. I try to look at everything so I can remember everything about it. Then I close my eyes so I can keep the memory with me until we come back again next year.

Lesson 1

What Makes a Good Personal Narrative?
Most of the short stories and novels that you read are narratives. A narrative is a story in which events are usually told in order. A personal narrative is the account of a true incident that the writer experienced. Here are some things to remember when you write a personal narrative.

Audience
Before you begin to write, consider your audience, the people who will be reading your narrative. What are their ages? What do they know about your topic? How interested are they in it? What are you trying to express to them? The tone of your narrative depends on your audience.

Introduction
In the introduction to your narrative, it is important to catch your audience’s attention. Say something that will make them want to continue reading. Set the stage for the body of your story. Reread the first paragraph of “Our Family Cabin at the Beach.” What makes you want to read on?

Body
The body of your writing contains all the relevant facts or details. It might be one paragraph, or it might be many. Make notes before you write and review them step-by-step to be sure you haven’t omitted anything. Be sure you don’t include events that are not important to your story. Put the events in the order they actually occurred. What are some interesting details from “Our Family Cabin at the Beach”?

Conclusion
End your narrative in a way that makes your audience know it is complete. Don’t introduce new information in the conclusion. You might want to briefly summarize your main points or relate a lesson that you learned from your experience. Reread your introduction and tie in your ending with what you stated at the beginning. Share your thoughts and personal feelings about the outcome. How does the writer of “Our Family Cabin at the Beach” conclude her personal narrative?

Point of View
The point of view in a personal narrative is yours. You are relating your own experience. This point of view is called the first-person point of view, so you will use words like I and me.

ACTIVITY A:The following sentences are from the body of a personal narrative about a day that the writer had been dreading. Their order has been scrambled. Look for words that will give you clues about the order in which events actually occurred. Write the sentences in logical order.
To my surprise, I felt relaxed as I faced the class and began to speak. I barely had time for breakfast before I had to run for the bus. Everyone congratulated me and took time to look at the pictures and diagrams that I made of the pyramids. I awoke at the sound of the alarm with a feeling of dread at what the day would bring. All my practicing paid off as I gave a nearly flawless presentation. Morning classes passed uneventfully, but I had difficulty concentrating and participating in discussions. Before I knew it, the time for my presentation had arrived.

Knots in My Yo-yo String
(continued from page 210)
. . . Some days I pulled my sneaker laces extra tight and went down to the railroad tracks. The cinders there had the feel of a running track. I measured off fifty or a hundred yards and sprinted the distance, timing myself with my father’s stopwatch. . . .
(continued on page 223)

Writer’s Corner
Think about events that might make good personal narratives. Did something strange or funny happen to you? Did you receive good news or praise? Did you experience something sad? Brainstorm things to write about. List topics that would make good personal narratives. Save your notes.

ACTIVITY B:Each group of sentences comes from a different personal narrative. Decide which sentence would be part of the introduction, which would be part of the body, and which would be the concluding statement of the narrative.

1. • I couldn’t believe it when my dad pointed to our box seats behind the dugout on the third-base side.
    • A stop at our favorite pizza restaurant on the way home was the perfect ending to my perfect day.
    • It had started out being an ordinary Saturday, when all I wanted to do was sleep in.
2. • The butterflies are quiet, I’ve already made some new friends, and I know this will be the best school year ever.
    • It was the night before my first day at middle school, and the butterflies in my stomach were in a flutter.
    • I smiled as a friend from my last school sat down next to me.
3. • After three stories and two glasses of water, she finally gave in and took a nap.
    • With a crying toddler, milk spilled on the floor, and the doorbell ringing, I wondered if I would make it as a babysitter.
    • An exhausted but proud first-time babysitter, I beamed and said, “Everything’s fine!” when the parents returned.
4. • Weavers learned how to twist its fibers into cloth, and shoemakers made shoes from its bark.
    • It’s no wonder with all these uses that the Egyptians valued papyrus so highly!
    • The whole life of ancient Egypt seemed to depend on the papyrus plant.

ACTIVITY C:Think about an interesting event from your own life. Write a sentence that could be part of the introduction about that event, a sentence that could be in the body,
and a sentence that could be part of the conclusion. Keep in mind the things you read about personal narratives on pages 212 and 213.

ACTIVITY D:Whenever you write, it is important to keep on the topic. Select two items in each set that probably don’t relate to the topic. Use a word web like the one below to link the related items.

Visit to a museum
knights’ battle armor from Middle Ages
medieval tapestries
paintings from around the world
marble sculptures
mummies & artifacts from ancient Egypt
dinosaur bones and fossils

1. A Day at the Beach
    • We played volleyball.
    • I checked out a book.
    • Carolyn swam in the ocean.
    • Jasmine made a sandcastle.
    • Wyatt walked around the mall.
    • Nikki found a conch shell.
2. How to Make the Best of a Rainy Day
    • Organize photos into an album or a scrapbook.
    • Teach your dog a new trick.
    • Plant flowers in your backyard.
    • Practice the piano.
    • Read a book.
    • Shoot hoops at the local park.

Writer’s Corner
Take a look at the topics you listed for the previous Writer’s Corner. Choose two topics and list details you would include in narratives about those topics. Include details such as who was involved, where the event took place, and what the end result was. Try to remember as much as possible. Save your notes for later.

Grammar in Action
Circle the singular & plural nouns in your list.