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: 9780829428407
• ISBN10: 0829428402
• Edition: 1st
• Format: Hardcover
• Copyright: 2011-01-01
• Publisher: LOYOLA

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 Nouns as Subjects and Subject Complements
1.4 Nouns as Objects and Object Complements
1.5 Appositives
1.6 Possessive Nouns
     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.

SINGULAR     PLURAL
artifact            artifacts
minute           minutes

Add-esto form the plural of a noun ending ins,x,z,ch, orsh.

SINGULAR     PLURAL
guess             guesses
crash               crashes

Form the plural of a noun ending in y preceded by a vowel by adding-s.

SINGULAR     PLURAL
monkey          monkeys
birthday          birthdays

Form the plural of a noun ending inypreceded by a consonant by changing theytoiand adding-es.

SINGULAR     PLURAL
baby                babies
victory              victories

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

SINGULAR     PLURAL
ox                    oxen
oasis              oases
goose             geese
medium         media

The plural forms of some nouns are the same as the singular forms.

SINGULAR     PLURAL
series             series
sheep             sheep
corps              corps
Portuguese   Portuguese

EXERCISE 1:Some of the nouns in the list below are singular, and some are plural. Use a dictionary to help you write the correct singular or plural form of each one.

ranch

barrel

bus

taxis

berries

journeys

colony

fisherman

party

lilies

crises

buzz

datum

thesis

larva

women

EXERCISE 2:Complete each sentence with the plural form of the noun or nouns in parentheses.

Adults always tell _____ (child) to eat their fruits and vegetables.

A lot of the food we buy and put on our _____ (dish) is changing.

Every day there are new _____ (discovery) in genetic engineering.

Genetic engineering is the science of changing organisms by making changes in their ______ (gene).

It can produce changes in _____ (species).

For example, it can make tomatoes that are redder and look more attractive in supermarket _____ (display).

In the future there may be _____ (peach) that are resistant to frost.

Scientists also hope to produce _____ (potato) that are resistant to disease.

But nothing tastes as good as the ______ (berry, pea, and tomato) that you can grow yourself.

We grow more vegetables than we can eat, so we sell the rest at _____ (farmer’s market) around the state.

APPLY IT NOW
Look up each singular noun in a dictionary and write the plural form. Then use either the singular or plural form in a sentence.

princess

inquiry

species

buffalo

church

chimney

process

appendix

flurry

 

PART 2

WRITTEN AND ORAL COMMUNICATION

Chapters

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

Personal Narratives

The Story of My Life
by Helen Keller
    I had now the key to all language, and I was eager to learn to use it. Children who hear acquire language without any particular effort; the words that fall from others’ lips they catch on the wing, as it were, delightedly, while the little deaf child must trap them by a slow and often painful process. . . .
    At first, when my teacher told me about a new thing I asked very few questions. My ideas were vague, and my vocabulary was inadequate; but as my knowledge of things grew, and I learned more and more words, my field of inquiry broadened, and I would return again and again to the same subject, eager for further information. Sometimes a new word revived an image that some earlier experience had engraved on my brain.
    I remember the morning that I first asked the meaning of the word, “love.” This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher . . . Miss Sullivan put her arm gently around me and spelled in my hand, “I love Helen.”
This excerpt by Helen Keller, who lost her sight and hearing as a young child, is a good example of a personal narrative.

Name: Kerrie Knight    Room: 123
Tossed by a Twister
A certain pressure or scent in the air will remind me instantly of the afternoon of April 3, 1974. My Weimaraner, Tucker, and I had been strolling in the fields near our house in Elmira, Oklahoma, when the air became strangely still. It smelled peculiar, like it was heavy with gases, and breathing was difficult. Then bam! A sudden thunderstorm drenched us. As I was charging back to the house, soaked and shivering, an alarming sound told me that nature wasn’t through with us yet. The sound was like a million bees streaming from a giant hive. Living as I do in a tornado alley, I knew what was happening. A mean tornado was approaching, and it was coming fast.
I was petrified and a little awestruck as I looked up at the sky. I saw a vast dark reddish-gray funnel cloud, perhaps a quarter mile high, coming towards me. The deafening sounds seemed to originate from its tail, which had a circular opening at least 50 feet wide. I threw myself down to the ground on top of Tucker to protect him. The wind was so strong that Tucker was pulled from under me. There was nothing I could do to get him back.
As quickly as it had hit, the twister passed over us. I stood up carefully, brushed off my arms and legs, and took a cautious look around. A narrow path of trees was down, but everything else seemed untouched. My first thoughts were of Tucker. What had the tornado done to my dog? I finally heard a muffled bark. There was Tucker, hiding in a hole just his size, under the limb of a fallen oak tree. He was trapped by branches but uninjured. Had he dug the hole for protection, or had the twister done it for him? I never found out. Whatever the case, I was relieved to find that Tucker and I had survived the most frightening experience of our lives.

Lesson 1: Personal Narratives

What Makes a Good Personal Narrative?
A personal narrative is a first-person account of an event in a writer’s life. It invites readers to share the writer’s experiences and his or her reactions to them.
Following are some points to keep in mind when you write a personal narrative. How closely did the writer of the personal narrative on page 223 follow these suggestions?

Topic
A good personal narrative relates an event that was unusual, memorable, or significant to the author’s life. The best narratives use the incident to illustrate an idea, or theme, that many people could relate to.

Audience
Know the audience of your narrative. Is it your teacher and classmates, a close friend, or the readers of a favorite magazine? How do you want your audience to react: with smiles, tears, nods of recognition, or all three? How will you relate the events that occurred? The tone, or overall feeling, of your personal narrative depends on your answers to these questions.

Structure
A good personal narrative has a definite structure. It begins with an introduction that lures the reader in and hints at the story to come. The body, or main section, of the narrative tells what happened step-by-step. The conclusion tells the outcome of the incident and may show why the incident was significant.

Coherence
A personal narrative should maintain coherence, which means that each part of the narrative builds on what came before it. The story should be told in a logical way, usually in chronological order. Any details that aren’t important to the story being told should be left out.

Title
Don’t underestimate the power of a title. A title is like a snapshot of your personal narrative—it creates a first impression. If the title is short, creative, and focused on the subject or theme, the first impression will be positive.

The Story of My Life
“What is love?” I asked. She drew me closer to her and said, “It is here,” pointing to my heart, whose beats I was conscious of for the first time. Her words puzzled me very much because I did not then understand anything unless I touched it.
    I smelt the violets in her hand and asked . . .
    “Is love the sweetness of flowers?”
Helen Keller

ACTIVITY A:Explain why each topic below could or could not be used for a personal narrative.

my favorite year in school

the pets I’ve had growing up

my worst basketball practice

the family vacation that wasn’t

five reasons to study American history

the day I met my best friend

how my parents met

surviving my aunt’s visit

all the times my mom supported me

my first piano lesson

the difference between alligators and crocodiles

My Summer Vacation
Summer camp
The fireworks show on July 4
Trips to the beach
Growing an inch taller
Cookout with my family
Visiting Uncle Bart in the city

Tech Tip
Use a computer program to map out your ideas.

WRITER’S CORNER
Use a web like the one shown to brainstorm possible topics for a personal narrative. A travel adventure or a weird dream can generate many further ideas. Write your starting topic in the center of the web. Link related thoughts to your topic, expanding your web outward.

ACTIVITY B:Read this personal narrative. Then answer the questions that follow.

My Favorite Disaster
It took a force of nature to bring your grandpa and me together. Ray had been delivering groceries to my house for months, and I’m certain he noticed me. I surely noticed him, with his turquoise eyes and curly blond hair. But we two pitifully shy people had never muttered more than a few words to each other.
One stormy autumn evening, more than 40 years ago now, Ray delivered the groceries as usual. The wind was howling like a lonely wolf. As he put the last cardboard box of groceries on the kitchen table, we heard a sharp crack. The lights went out, and the room went dark. As I looked up, heavy drops of rain fell onto my face.
An oak had gouged a huge hole in the roof. During the time it took to find and light candles, assess the damage, and figure out what to do, Ray and I overcame our shyness. That was the beginning of our romance—a day, I sometimes say, when an ill wind brought some good.

What does the title tell you about this narrative?

Who is the intended audience?

How would you describe the tone?

Does the first sentence entice readers to continue reading? Why or why not?

In what way does the first sentence hint at what’s to come?

What sensory details does the writer include?

Does the narrative maintain coherence? Explain how.

Which sentence gives the theme?

Identify two chronological steps that the narrator describes in the main body.

How is the personal narrative concluded?

ACTIVITY C:Read each title for a personal narrative. Tell why you think it is or isn’t effective.

My First and Only Scuba Dive

June 3, 1954

Why I Ran Away

A Rather Dull Afternoon

The Day My Dream Became a Nightmare

My Brother Is Born!

What Happened to Me One Day

ACTIVITY D:Read the following paragraphs for coherence. Do the events flow logically? Are only relevant details included? Edit each paragraph to make it more coherent.

1. Because I live in Hawaii, I’d seen snow in movies and on TV, but I’d never seen it firsthand. I live right near the beach, which is wonderful. Nevertheless, two months ago, armed with parka and boots, I flew from Waikiki to Minneapolis. We had to switch planes in Chicago. Three feet of snow was on the ground in Minneapolis, and more was on the way. My heart was racing. I didn’t know how snow felt, tasted, or even smelled. But I was going to find out.
2. My three-year-old son Danny was screaming. People in the crowd were looking either sympathetic, annoyed, or amused—and I was sweating. How was I going to get Danny’s blankie back from that innocent-looking but criminal baby elephant? Eventually, we did get it back. Dangling a bag of peanuts over the fence at the animal had accomplished nothing. So I dug our lunch out of my backpack, unwrapped a sandwich of corned beef on rye, and waved it back and forth. I still had a piece of fruit and a drink saved for later. The elephant exchanged the blanket for the sandwich, and my friend May pulled the blanket through the fence with a stick. Teamwork and ingenuity saved the day.

The Story of My Life
Again I thought. e warm sun was shining on us. “Is this not love?” I asked, pointing in the direction from which the heat came. “Is this not love?” It seemed to me there could be nothing more beautiful than the sun, whose warmth makes all things grow. But Miss Sullivan shook her head . . .
Helen Keller

WRITER’S CORNER
Choose at least three favorite topics from the web of subjects you brainstormed on page 225. Think of some catchy titles for each possible topic.