Voyages in English

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2011-01-01
  • Publisher: LOYOLA

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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


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.

  • The band marched in the parade
  • The band members have nice uniforms
  • Marching to the music
  • All the drumsticks
  • The drum major leads the band
  • That tuba looks heavy
  • Carrying their instruments
  • We clapped for the band
  • The music was very loud
  • A group of talented jugglers
  • Entertained the crowd
  • Dancers with colorful uniforms
  • The dancers carried red pom-poms
  • The skill of the dancers amazed the crowd
  • EXERCISE 3:The following groups of words are not sentences. Add a subject or a predicate to make each word group a sentence.

  • like parades very much
  • waited for the beginning of the parade
  • the floats in the parade
  • waved to the people in the crowd
  • the people along the street
  • some acrobats on the floats
  • sang popular songs from the floats
  • carried colorful flags
  • rode horses
  • at the end of the parade, the crowds
  • 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


    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.

    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.

    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.

  • How can you tell that this is a personal narrative?
  • Why do you think the writer chose this topic?
  • Who is the audience of this narrative?
  • What is the point of view of this narrative?
  • What words are used to show the point of view?
  • What are the main events in the narrative?
  • What are the most interesting details?
  • ACTIVITY B:Decide which topics would make good personal narratives.

  • the day I found a $20 bill
  • my first piano recital
  • my brother’s trip to the zoo
  • a train ride I’ll never forget
  • the day I was born
  • what I’d do if I were an astronaut
  • my unlucky day at the beach
  • a boring afternoon
  • my summer vacation to
  • the Grand Canyon
  • when I broke my arm
  • my first trip in an airplane
  • the day of the big snowstorm
  • how to build a bird house
  • my plans for college
  • the most helpful person I know
  • 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.

  • After breakfast I headed for the bus.
  • When I looked in my closet, I found that all my favorite shirts werein the laundry.
  • I finally picked out a shirt, but I spilled juice on it at breakfast.
  • Next, I missed my bus by a few seconds.
  • It was too late to finish eating.
  • When I got to school, I remembered that my homework was backat home.
  • I had to leave the bus stop when I realized I’d forgotten my lunch.
  • I begged my brother to drive me to school.
  • 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

  • I was excited about planting a garden. _____, I chose a nice sunny spot. _____, I dug up the soil. _____, I fertilized it. _____, I planted the seeds and watered them. I can’t wait for the flowers to grow.
  • The weather report was for a big snowstorm for the next day, and school was canceled. We woke up early that day. The snow was coming down quickly in huge, fluffy flakes. Dad wanted to go to the garage and try to take out the car. _____, we shoveled the area in front of our door. _____, we started to shovel the walk to the garage. _____, we looked back, and we couldn’t see the walk. What we had just shoveled was a blanket of snow. _____, we decided to go back into the house to have hot chocolate.
  • 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.

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