Language

Language
FO R E N
GLISH LE ARNE
Development
RS
Practice FO R E N
GLISH LEARNER
S
FOR EN S
GLISH LEARNER
Grades K–1
Language
Language Development Practice

Development
Practice
English Language Development
www.mheonline.com/readingwonders
K–1
Grades K–1
Grades K–1
Language
Development
Practice
English Language Development
www.mheonline.com/readingwonders
Copyright © McGraw-Hill Education
All rights reserved. The contents, or parts thereof, may be

reproduced in print form for non-profit educational use with
Reading Wonders, provided such reproductions bear
copyright notice, but may not be reproduced in any form for
any other purpose without the prior written consent of
McGraw-Hill Education, including, but not limited to,
network storage or transmission, or broadcast for distance
learning.
Send all inquiries to:

McGraw-Hill Education
2 Penn Plaza
New York, NY 10121
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 QVR 20 19 18 17 16 15 B
Table of Contents
Singular Nouns................................................................................1 Object Pronouns.........................................................................63
Common and Proper Nouns...................................................3 Indefinite Pronouns...................................................................65
Plural Nouns.....................................................................................5 Possessive Pronouns..................................................................67
Plural Nouns.................................................................................... 7 Frequently Occurring Prepositions...................................69
Irregular Plural Nouns................................................................9 Frequently Occurring Prepositions....................................71
Possessive Nouns..........................................................................11 Frequently Occurring Prepositions...................................73
Regular Present-Tense Verbs................................................13 Prepositions that Tell About Time....................................75
Regular Past- and Future-Tense Verbs............................15 Prepositions that Tell About Location........................... 77
Irregular Verb Be: Present Tense........................................17 Prepositions that Tell About Direction...........................79
Irregular Verb Be: Past Tense...............................................19 Sentences: Capitalize First Word.......................................81
Irregular Verb Have: Present Tense..................................21 Sentences: Word Order.........................................................83
Irregular Verb Have: Past Tense........................................23 Statement and End Punctuation.......................................85
Irregular Verb Go: Present Tense......................................25 Question and End Punctuation......................................... 87
Irregular Verb Go: Past Tense............................................ 27 Exclamation and End Punctuation..................................89
Irregular Verb Do: Present Tense......................................29 Command and End Punctuation........................................91
Irregular Verb Do: Past Tense..............................................31 Subjects...........................................................................................93
Irregular Verb See: Present Tense....................................33 Predicates.......................................................................................95
Irregular Verb See: Past Tense...........................................35 Subject-Verb Agreement.......................................................97
Adjectives: Size...........................................................................37 Subject-Verb Agreement.......................................................99
Adjectives: Shape......................................................................39 Compound Subjects.................................................................101
Adjectives: Color..........................................................................41 Compound Predicates...........................................................103

Adjectives: Sensory Words...................................................43 Compound Sentences............................................................105
Adjectives: Number..................................................................45 Expanding Sentences........................................................... 107
Adjectives: Ordinal Numbers.............................................. 47 Condense Clauses to Create New Sentences..........109
Compare with –er and –est...................................................49 Sequence Words........................................................................111
Noun Phrases.................................................................................51 Use Can with Concrete Verbs............................................ 113
Articles: a, an, and the..........................................................53 Future Tense Statements and Questions..................... 115
Demonstratives: this and that............................................55 Statements and Questions...................................................117
Adverbs that Tell When.........................................................57 Statements and Questions...................................................119
Adverbs that Tell How.............................................................59 Questions: Do and Be.............................................................121
Subject Pronouns........................................................................61 Statements and Questions..................................................123
iii
Grades K-1 i
Present Progressive Statements.......................................125 Oral Language Sentence Frames
Past Progressive Statements..............................................127 Exchange/Express Information and Ideas............. 1
Conjunctions: To Combine..................................................129 Asking and Answering Questions..............................2
Conjunctions: To Contrast.................................................... 131 Offering Opinions/Persuading Others and
Conjunctions: To Show Cause........................................... 133 Supporting Opinions..................................................... 3
Subordinating Conjunctions.............................................. 135 Evaluating Language Choices....................................4
Contractions: with Not..........................................................137 Engage in Dialogue........................................................... 5
Apostrophes with Contractions....................................... 139 Nouns/Noun Phrases........................................................ 6
Prefixes (un-, pre-, re-)...........................................................141 Modifying to Add Details...............................................7
Prefixes (bi-, mini-)..................................................................143 Use Verbs/Verb Phrases..................................................8
Suffixes (-less, -er)...................................................................145

Go Digital You can also find the
Suffixes (-ful, -ward)...............................................................147
Oral Language Sentence Frames at
Root Words.................................................................................149 www.connected.mcgraw-hill.com
Root Words II.............................................................................. 151
Inflectional Ending –es.......................................................... 153
Inflectional Endings –ed and –ing................................... 155
Inflectional Endings –ed and –ing...................................157
Inflectional Endings –ed and –ing................................... 159
Multiple Meaning Words.....................................................161
Compound Words................................................................... 163
Antonyms...................................................................................... 165
Synonyms......................................................................................167

Time Words................................................................................ 169
Idioms..............................................................................................171
Idioms.............................................................................................173
Shades of Meaning................................................................175
iv Grades K-1
1A: Singular Nouns
Name
A noun names a person, place, or thing.
A. Read each noun. Say if it is a person, place,

or thing.
1. 2. 3.
girl park bus
B. Circle the noun in each sentence. Say if it is

a person, place, pet, or thing.
1. I have a striped cat.

2. The man is happy.
3. We sit in the van.
TEACHER: Read the directions, words, and sentences to children. Guide children to
complete each exercise, providing support as needed. Grades K-1 1
1A: Singular Nouns
Name
A noun names a person, place, or thing.
A. Use the nouns in the box to make sentences.
man van cat
1. I have a striped .
2. The is happy.
3. We sit in the .

B. Add nouns to make this a sentence.
1. I take a to the
with my .
TEACHER: Read the directions, words, and sentences in Part A to children. Guide
2 Grades K-1 children to complete the exercise, providing support as needed. Children at higher
proficiency levels can complete Part B with support.
1B: Common and Proper Nouns
Name
Common nouns name a type of person,

place, or thing. Common nouns begin with
lowercase letters.
girl state park
Proper nouns name a particular person, pet,
place, or thing. Proper nouns always begin
with capital letters.
Pamela California Maple Park
Read the words. Circle the proper nouns.
1. dog Biff
2. Jack boy
3. sister Jen
4. road Elm Lane
5. coach Coach Bill
TEACHER: Read the directions and nouns to children. Guide children to complete the
exercise, providing support as needed. Grades K-1 3
1B: Common and Proper Nouns
Name
Common nouns name a type of person,

place, or thing. Common nouns begin with
lowercase letters.
Proper nouns name a particular person, pet,
place, or thing. Proper nouns always begin
with capital letters.
A. Read each row of words. Circle

the proper nouns.
1. dog Biff puppy
2. Jack boy son
3. sister Jen girl
B. Complete each sentence. Use one

of the proper nouns from part A.
1. has a dog.
2. The dog’s name is .
TEACHER: Read Part A to children. Guide children to complete the exercise. Children
4 Grades K-1 at higher proficiency levels can complete Part B with support.
2A: Plural Nouns
Name
A plural noun names more than one person,

place, or thing. Most singular nouns can be
made plural by adding -s to the end.
boy + -s = boys car + -s = cars
A. Read each noun. Put an X on singular nouns.

Circle plural nouns.
1. 2. 3.
pig hills mops
B. Read each sentence. Circle the plural nouns.
1. I like big dogs.

2. I see two hats.
3. We are pals.
4. We have three cats.
complete the exercises, providing support as needed. Grades K-1 5
2A: Plural Nouns
Name

place, or thing. Most singular nouns can be
made plural by adding -s to the end.
boy + -s = boys car + -s = cars
A. Read each word. Make each noun plural.
1. pig + s
2. hill + s
3. mop + s
B. Complete each sentence using plural nouns.
1. I like
2. I have
TEACHER: Read in Part A to children. Guide children to complete the exercise.

6 Grades K-1 Children at higher proficiency levels can complete Part B with support.
2B: Plural Nouns
Name

place, or thing. A noun that ends in -s, - x, -ch,
or -sh is made plural by adding -es to the end.
A. Read each sentence. Circle the plural nouns.
1. There are two boxes.
2. They sit on the benches.
3. Jan and Kim wear dresses.
B. W
rite the plural noun on the line.
1. The boy stacks the .

dish dishes
2. The girl packs two .

lunch lunches
TEACHER: Read the directions and sentences in Part A and Part B to children. Guide
children to complete each exercise, providing support as needed. Grades K-1 7
2B: Plural Nouns
Name

place, or thing. A noun that ends in -s, - x, -ch,
or -sh is made plural by adding -es to the end.
A. Read the nouns in the box. Add –es to

make them plural. Use the plural nouns to
complete the sentences.
bench box bus
1. We can put the toys in
the two .
2
. They sit on the .
3. The are late.
B. Add words to make this a sentence.

1. I can stack
.
TEACHER: Read the directions and sentences in Part A to children. Guide children to
8 Grades K-1 complete the exercise, providing support as needed. Children at higher proficiency
levels can complete Part B with support.
3A: Irregular Plural Nouns
Name
Irregular plural nouns do not end in –s or –es.

Irregular plurals are formed by changing the
spelling of a singular noun.
child children foot feet
mouse mice
Read each row of words. Circle the irregular

plural nouns.
1. women woman
2. foot feet
3. man men
4. children child
5. mouse mice
TEACHER: Read the directions and words to children. Guide children to complete the
3A: Irregular Plural Nouns
Name
Irregular plural nouns do not end in –s or –es.

Irregular plurals are formed by changing the
spelling of a singular noun.
A. Write the plural of each noun.
1. woman
2. foot
3. mouse
4. child
B. Write a sentence using a plural from Part A.
1.
TEACHER: Guide children to complete Part A, providing support as needed. Children

3B: Possessive Nouns
Name
Possessive nouns show that something

belongs to a person, place, or thing. Possessive
nouns are formed by adding an apostrophe
( ’ ) + s to the end of a singular noun.
boy + ’s = boy’s school + ’s = school’s
Write C on the line if the possessive noun is

correct. If it is not correct, circle the mistake.
1. The cat’s tail is long.
2. The bag’s flap is open.

3. Tims dog can sit.
4. The pig’ pen is muddy.
TEACHER: Read the directions and sentences to children. Guide children to complete
the exercise, providing support as needed. Grades K-1 11
3B: Possessive Nouns
Name
Possessive nouns are formed by adding an

’s to the end of a singular noun.
A. Write the possessive form of the noun in ( ).
1. The tail is long. (cat)
2. dog can sit. (Tim)
3. lunch is hot. (Pam)
B. W
rite the possessive form of a noun from the
box to complete each sentence.

pig doll
1. The pen is muddy.
2. The dress has dots.

4A: Regular Present-Tense Verbs
Name
Present-tense verbs tell about an action

that is happening now. Add -s to most verbs
to form the present tense when a singular
noun is doing the action. (The pronouns you
and I don’t follow this pattern.)
she runs he runs it runs we run
Underline the sentence in each pair that has the

present-tense verb written correctly.
1. The boy ring the bell.

The boy rings the bell.
2. The cat eat from the dish.

The cat eats from the dish.
3. The farmer milks the cow.

The farmer milk the cow.
4A: Regular Present-Tense Verbs
Name
Add -s to most verbs to form the present tense

when a singular noun is doing the action.
A. Write the correct verb on the line.
1. The boy the bell.

ring rings
2. The cat from the dish.

eat eats
3. The farmer the cow.

milks milk
B. F
ill in each blank with a verb from the box.
hop slips
1. He on the ice.
2. We over the log.

TEACHER: Guide children to complete Part A. Children at higher proficiency levels
14 Grades K-1 can complete Part B with support.
4B: Regular Past-Tense and Future-Tense Verbs
Name
Past-tense verbs tell about an action that has

happened already. Past-tense verbs usually
end in –ed.
Sam walked home.
Future-tense verbs tell about an action that is
going to happen. They often use will at the start
of the verb.
Sam will walk home.
Circle the verb in each sentence. Write P if it is

past-tense. Write F if it is future-tense.
1. The boy walked his dog.
2. I will look at the clock.

3. Marta kicked a ball.
4. Dad will cut the grass.
5. She opened the door.
TEACHER: Guide children to complete the exercise, providing support as needed.

Grades K-1 15
4B: Regular Past-Tense and Future-Tense Verbs
Name
Past-tense verbs usually end in –ed.

Future-tense verbs often use will at the
start of the verb.
A. Write P if the underlined verb is past tense.

Write F if it is future tense.
1. The boy walked his dog.
2. I will look at the clock.
3. Marta kicked a ball.

B. R
ewrite a past-tense sentence from Part A in
the future tense.
1.
TEACHER: Help children to complete Part A. Help children at higher proficiency

16 Grades K-1 levels complete Part B.
5A: Irregular Verb Be: Present Tense
Name
The verbs is and are tell about something

that is happening now.
• i s tells about one person, place, or thing:
Mel is at the game.
• a
re tells about more than one person,
place, or thing (or the pronoun you):
They are at the game.
Circle the correct verb to complete

each sentence.
1. The ball (is, are) round.
2. The boys (is, are) tall.

3. She (is, are) jumping up.
4. They (is, are) running.
5. Bill (is, are) a fan.
5A: Irregular Verb Be: Present Tense
Name
The verbs is and are tell about something

that is happening now. Use is with singular
nouns. Use are with plural nouns.
A. Use is or are to complete each sentence.
1. The ball round.
2. The boys tall.
3. They running.
4. Bill a fan.
B. Circle the mistake. Rewrite the sentence correctly.

Steff and Trent is good players.

5B: Irregular Verb Be: Past Tense
Name
The verbs was and were tell about

something in the past:
• w
as tells about one person, place, or
thing: Sid was at home.
• w
ere tells about more than one person,
place, or thing (or the pronoun you):
They were at home.
Circle the correct verb to complete

each sentence.
1. The birds (was, were) in the nest.

2. The wind (was, were) blowing hard.
3. The branches (was, were) bending.
4. The rain (was, were) cold.
5. Kate (was, were) watching the storm.
5B: Irregular Verb Be: Past Tense
Name
The verbs was and were tell about

something that happened in the past.
A. Write was or were to complete the

sentences.
1. The birds in the nest.
2. The wind blowing hard.
3. The branches bending.

B. Rewrite each sentence correctly.
1. Kate were watching the storm.

. They was not at home.
2

20 Grades K-1 can complete Part B.
6A: Irregular Verb Have: Present Tense
Name
The verb has tells what one person, place,

or thing owns, or possesses.
The verb have tells what more than one
person, place, or thing owns, or possesses.
Write C if the verb in the sentence is correct.

If a sentence is not correct, circle the mistake.
1. The kids has a little garden.
2. The garden has plants.

3. The bug has six legs.
4. The trees have fruit.
6A: Irregular Verb Have: Present Tense
Name
The verb has tells what one person, place,

or thing owns, or possesses.
The verb have tells what more than one
person, place, or thing owns, or possesses.
A. Write has or have to complete the

sentences.
1. The kids a garden.
2. The garden plants.
3. The bug six legs.

B. Write about each picture using has or have.
1.
2.

6B: Irregular Verb Have: Past Tense
Name
The past tense of the verb have is had. Use

had to tell what someone or something
possessed, in the past.
Write P if the verb in the

sentence is past tense. Write
PR if it is present tense.
1. Meg had two fish.
2. They have a goat.
3. She has a blue dress.

4. He had white shoes.
5. Matt had a basket of bread.
6B: Irregular Verb Have: Past Tense
Name
The past tense of the verb have is had. Use

had to tell what someone or something
possessed, in the past.
A. Fill in the circle next to the sentence

written in the past tense.
1. Meg has two fish.
Meg had two fish.
Meg will have two fish.
2. They have a goat.
They have goats.
They had a goat.
B. R
ewrite each sentence in the past tense.
1. She has a blue dress. Copyright © McGraw-Hill Education

2. He has white shoes.
TEACHER: Guide children to complete Part A. Help children at higher proficiency

24 Grades K-1 levels complete Part B.
7A: Irregular Verb Go: Present Tense
Name
The verb go is irregular. It changes to goes

when telling about a single person, place,
or thing.
Sam goes to school. They go to school.
Underline the correct verb to complete

each sentence.
1. Jim (go, goes) to the park.

2. We (go, goes) to the store.
3. She (go, goes) home on the bus.
4. Nick and Kim (go, goes) to the game.
5. Anna (go, goes) to the doctor.
7A: Irregular Verb
001A:
1A:
Go:Singular
Present Nouns
Tense
Name
The verb go is irregular. It changes to goes

when telling about a single person, place,
or thing.
A. Write go or goes to complete the sentences.
1. Jim to the park.
2. We to the store.
3. She home on the bus.
4. Nick and Kim to the game.
B. Write the sentence correctly. Copyright © McGraw-Hill Education
Anna go to the doctor today.

7B: Irregular Verb Go: Past Tense
Name
The past tense of the verb go is went.

Example: The boy goes to school today.

The boy went to school yesterday.
Write C if a sentence is correct. If a sentence

is not correct, circle the mistake.
1. Ron went to the pool.
2. They goed to the game.

3. We went to the park.
4. She wents to the bus stop.
7B: Irregular Verb Go: Past Tense
Name
The past tense of the verb go is went.
A. Write C if the sentence is correct. If a

sentence is not correct, circle the mistake.
1. Ron went to the pool to swim.
2. They goed to the last game.
3. We went to the park to play.
4. She wents to the bus stop.
B. R
ewrite the incorrect sentences from Part A Copyright © McGraw-Hill Education
to fix the mistakes.
1.
2.

8A: Irregular Verb Do: Present Tense
Name
The verb do tells about an action in a

sentence. It becomes does when one person,
place, or thing is doing the action (with the
exception of the pronouns you and I).
Write C if a sentence is correct. If a sentence is

not correct, circle the mistake.
1. Tina does well in sports.
2. Nan does her homework.

3. Mark do the dishes.
4. Dan and Ted do not have hats.
the exercise. Grades K-1 29
8A: Irregular Verb Do: Present Tense
Name
The verb do becomes does when one

person, place, or thing is doing the action.
A. Write C if a sentence is correct. If a

sentence is not correct, circle the mistake.
1. Tina does well in sports.
2. Nan does her homework.
3. Mark do the dishes.
B. Correctly rewrite the incorrect sentence from Copyright © McGraw-Hill Education
Part A.
TEACHER: Guide children to complete the exercise A. Children at higher proficiency

30 Grades K-1 levels can complete Part B with support.
8B: Irregular Verb Do: Past Tense
Name
The past tense of the verb do is did.

Rex did play baseball.
Read each sentence.

Circle the correct past-tense verb in ( ).
1. Kate (does, did) her chores.

2. Max and Lee (do, did) the dishes.
3. We (do, did) the sweeping.
4. Tish and Hank (do, did) not want to go.
5. Mom (does, did) a lot to help.
8B: Irregular001A:
Verb Singular
Do: Past Nouns
Tense
Name
The past tense of the verb do is did.
A. Fill in the circle next to the sentence that is

written in the past tense.
1. Kate does her chores.
Kate did her chores.
2. Max and Lee did the dishes.
Max and Lee do the dishes.
B. Complete each sentence with the

past tense of the verb do.
1. Tish and Hank not want to go.

2. Mom a lot to help.
9A: Irregular Verb See: Present Tense
Name
Use sees to tell about one person, place, or

thing in the present tense.
She sees the bus.
Use see to tell about more than one person,
place, or thing in the present tense.
They see the school.
Write the correct verb on the line.
1. The children the school.

see sees
2. The girl a cat.

see sees
3. My sisters the flowers.

see sees
4. Jack the bus.

see sees
9A: Irregular Verb
001A:
See:Singular
Present Nouns
Tense
Name
Use sees to tell about one person, place, or

thing in the present tense.
Use see to tell about more than one person,
place, or thing in the present tense, or the
pronouns you and I.
A. Read each sentence. Write C if the sentence

is correct. If there is a mistake, circle it and
write the correct word on the line.
1. The children sees the school.
2. The girl sees a cat.

3. My sisters see the flowers.
4. Jack see the bus.
B. Write a sentence using the verb see.
1.
9B: Irregular Verb See: Past Tense
Name
The past tense of the verb see is saw.

My uncle saw the game yesterday.
Write C if a sentence is correct.

If a sentence is not correct, circle the mistake.
1. Ned saw the pigs.
2. The dogs saw the boy.

3. Jake and Sofia seen the ducks.
4. We seed a cow.
9B: Irregular 001A:
Verb See:
Singular
Past Nouns
Tense
Name
The past tense of the verb see is saw.
A. Circle the verb in each sentence.

1. Ned saw the pigs.
2. The dogs saw the boy.
3. The girls saw a goat.
B. Circle the mistake in each sentence. Then

rewrite each sentence correctly.
1. They seen the ducks yesterday.

2. We seed a cow last week.
10A: Adjectives: Size
Name
An adjective is a word that describes a noun.

Size words are adjectives.
The boat is big.
A. Read each noun. Say if each item is big or

small.
1. 2. 3.
tree nut leaf
B. Circle the adjectives.
1. I saw a tiny bug.

2. The little bird sang.
3. Brent fished in a big lake.
4. The snake was long.
TEACHER: Read the directions, words, and sentences in Part A and Part B to
children. Guide children to complete each exercise, providing support as needed. Grades K-1 37
10A: Adjectives:
001A: Size
Singular Nouns
Name
An adjective is a word that describes a

noun. Size words are adjectives.
A. Complete each sentence with an adjective

from the box.
big little long
1. I saw a bug.
2. He fished in a lake.
3. The snake was .

B. Add an adjective to the noun.

Write the phrase.
1. tree
10B: Adjectives: Shape
Name

noun. Shape words are adjectives.
The box is square.
Circle the adjective. Draw a picture of each

sentence.
1. Nate kicks the round ball.
2. Gabby lifts the square box.

10B: Adjectives: Shape
Name

noun. Shape words are adjectives.
A. Read each sentence. Circle the adjectives.
1. Nate kicks the round ball.
2. Gabby sits on a curvy couch.
3. The windows are square.

B. Say each adjective that you circled above.

Think of more adjectives that describe the
shapes of things. Write them on the lines.
11A: Adjectives: Color
Name
An adjective is a word that describes a noun.

Color words are adjectives.
The sky is blue.
Circle the adjective in each row of words.
1. yellow fruit
2. grass green
3. black dog
4. white clouds
11A: Adjectives: Color
Name

noun. Color words are adjectives.
A. Read each sentence. Circle the adjectives.

1. Jess likes yellow fruit.
2. We sit on green grass.
3. She has a black dog.
4. I see white clouds.
B. Add a color word to each sentence. Write

the new sentences.
1. I see a marker on the desk.

2. The apple is for Mom.

11B: Adjectives: Sensory Words
Name

noun. Sensory words are adjectives.
Sensory words tell about something you can
hear, see, smell, taste, or touch.
The fruit was sweet. (taste)
The ice was smooth. (touch)
Circle the adjective in each sentence. Write the

adjectives on the lines below.
1. The trash was stinky.
2. We skated on the smooth ice.
3. The soup was salty.

4. The loud noise scared the cat.
5. The room was dark.
11B: Adjectives: Sensory Words
Name

noun. Sensory words are adjectives.
A. Circle the adjective in each sentence. Then

write which sense it relates to.
1. The trash was stinky.
2. We skated on the smooth ice.
3. The soup was salty.
4. The loud noise scared the cat.

5. The room was dark.
B. Write a new sentence. Use a sensory word.
TEACHER: Guide children to complete Part A. Help children at higher proficiency

44 Grades K-1 levels to complete Part B.
12A: Adjectives: Number
Name

noun. Number words are adjectives that tell
how many.
The two cats sleep.
Draw a line from each sentence to its picture.
1. The three boys hiked.
2. The four birds sat in

the tree.
3. There were five ducks

in a row.
4. The bug has six legs.
12A: Adjectives: Number
Name

noun. Number words are adjectives that tell
how many.
A. Use a word from the box to complete each

sentence.
three five six
1. The bug has legs.
2. There were ducks

in a row.
3. The boys hiked.
B. Write a sentence using a number adjective.

12B: Adjectives: Ordinal Numbers
Name

noun. Ordinal numbers are adjectives that
tell the order of things.
Lisa was the first girl in line.
A. Say the ordinal number that goes with each

number.

one two three
B. Circle the adjective in each sentence.
1. Meg lives on the fourth floor.

2. The game is in the fifth inning.
3. This is my sixth birthday.
TEACHER: Read the directions and sentences for each exercise to children. Guide
children to complete the exercises. Grades K-1 47
12B: Adjectives: Ordinal Numbers
Name

noun. Ordinal numbers are adjectives that
tell the order of things.
A. Say the adjective that goes with the number

in the picture. Work with a partner to think
of sentences for each word.

B. Write an ordinal number to complete each

sentence.
1. Meg lives on the floor.

2. This is my birthday.
13A: Compare with –er and -est
Name
dd –er to the end of an adjective to

A
compare two things. Add –est to compare
three or more things.
Draw a picture for each sentence.

1. The dog is shorter than the cat.
2. The mouse is the shortest animal.

13A: Compare with –er and -est
Name
dd –er to the end of adjectives to

A
compare two things. Add –est to compare
three or more things.
A. Fill in the circle next to the sentence

that best matches the picture.
1. The cat is shorter than the dog.
The dog is the shortest animal.
2. The mouse is taller than the cat.
The mouse is the shortest animal.
B. R
ewrite each sentence using an adjective
with –er or -est.
1. My bike is than Jim’s.

2. The turtle is the of the animals.

13B: Noun Phrases
Name
A noun phrase is a group of words that act

like a noun in a sentence.
The boy in blue walked home.
Pam is my best friend.
A. Circle the noun phrase in each sentence.
1. A school of fish swam by.
2. The flying birds formed a v-shape.
B. Add an adjective to make a noun phrase.

1. The children
played a game.
2. She patted the

cat.
at higher proficiency levels can complete Part B with support. Grades K-1 51
13B: Noun Phrases
Name
A noun phrase is a group of words that act

like a noun in a sentence.
A. Circle the noun phrase in each sentence.

1. A school of fish swam by.
2. The flying birds formed a v-shape.
3. The smiling children played

a game.
B. A
dd an adjective to make a noun phrase.
Write the new sentence.
1. She patted the cat.

2. The boy will win the race.
14A: Articles: a, an, and the
Name
Articles such as a, an, and the come before

nouns. The tells you a noun is known, or
specific.
Complete each sentence with the correct article.
1. I picked up orange.
a an
2. She ate banana.

a an
3. Kate packed lunch.

a an
4. Mike drank milk.

a the
5. Ken got drinks.

a the
14A: Articles: a, an, and the
Name
Articles such as a, an, and the come before

nouns. The shows you a noun is known, or
specific.
A. Write C if a sentence is correct. If it is not

correct, circle the mistake.
1. I picked up an orange.
2. She ate an banana.
3. Kate packed a lunch.
4. Ken got a drinks.

B. C
orrect an incorrect sentence from Part A.
14B: Demonstratives: This and That
Name
Demonstratives are words that point out

specific nouns.
• Use this if something is closer to you.
• Use that if something is farther away.
This book is red. That book is green.
Circle the demonstrative. If it means near, write

N. If it means far, write F.
1. This hat is mine.
2. We will walk to that tree.

3. I like this lunch.
4. That bus is late.
5. This book is my favorite.
14B: Demonstratives: This and That
Name
Demonstratives are words that point out

specific nouns and show if they are near
(this) or farther away (that).
A. Write the demonstrative this or that to

complete each sentence.
1. hat is mine. (near)
2. We will walk to tree. (far)
3. I like lunch. (near)
B. W
rite sentences using this and that to go Copyright © McGraw-Hill Education
with the pictures.
1.
2.

15A: Adverbs That Tell When
Name
An adverb is a word that tells about a verb. An

adverb can tell when the action happened.
Tim walked to school yesterday.
Read each sentence. Circle any adverbs that tell

when the action happened. Write them on the
lines below.
1. Pam always does the dishes.
2. Matt will sweep tomorrow.
3. Then we will rake.

4. Today, Dad did the laundry.
5. I need to make my bed now.
15A: Adverbs That Tell When
Name
An adverb is a word that tells about a verb.

An adverb can tell when the action happened.
Tim walked to school yesterday.
A. Complete each sentence with an adverb

from the box.
today always tomorrow
1. Pam does the dishes.
2. Matt will sweep .

3. , Dad did the laundry.
B. Complete the sentence using an adverb that

tells when and other words.
1. I need to .

15B: Adverbs That Tell How
Name
An adverb is a word that tells about a

verb. An adverb can tell how an action
happened. Many adverbs are made by
adding –ly to an adjective.
Beth walked quickly to school.
Read each sentence. Circle the adverb in ( ).
1. Jax sits (quiet, quietly).

2. Fred and Ann talk (loud, loudly).
3. Jude taps (softly, soft) on the desk.
4. Flip works (quickly, quick).
5. The teacher looked (careful, carefully) at
the list.
15B: Adverbs That Tell How
Name
An adverb tells about a verb. Adverbs can

tell how an action happened. Many adverbs
are made by adding –ly to an adjective.
A. Fill in the circle next to the sentence that

has an adverb that tells how.
1. Jax sits quiet.
Jax sits quietly.
2. Fred and Ann talk loudly.
Fred and Ann talk loud.
B. Rewrite each sentence by making an adverb

from the word in ( ). Write it on the line.
1. Flip works (quick).
2. The teacher looked (careful) at the list.
16A: Subject Pronouns
Name
A pronoun takes the place of a noun. Only a

subject pronoun can be used as the subject
of a sentence. The words I, she, he, we, and
they are subject pronouns.
A. Read each sentence. Circle the subject

pronoun.
1. She sat on a chair.
2. We rode bikes.
B. Complete each sentence with the subject

pronoun that fits the picture.
1. reads a book.
He We
2. sing a song.
She They
children to complete each exercise, providing support as needed. Grades K-1 61
16A: Subject Pronouns
Name
A pronoun takes the place of a noun. Only

a subject pronoun can be used as the
subject of a sentence. The words I, she, he,
we, and they are subject pronouns.
A. Complete each sentence with a subject

pronoun.
1. sat on a chair.
2. rode bikes.

3. reads a book.
B. Rewrite the sentence with a subject pronoun.
The girls sing a song.
16B: Object Pronouns
Name
A pronoun takes the place of a noun. An

object pronoun receives the action of a
verb. The words me, him, her, us, and them
are object pronouns, which usually appear
after a verb.
Read each pair of words. Circle the object

pronoun. Work with a partner to make up
sentences with the object pronouns.
1. Ted him
2. girls them
3. we us
4. Jen her
16B: Object Pronouns
Name
A pronoun takes the place of a noun. An

object pronoun receives the action of a
verb. The words me, him, her, us, and them
are object pronouns, which usually appear
after a verb.
A. Write the object pronoun for each word.

Work with a partner to make up sentences
with the object pronouns.
1. Ted
2. girls

3. we
B. Write two sentences using object pronouns.
Underline the pronoun.
1.
2.
17A: Indefinite Pronouns
Name
Indefinite pronouns, such as anyone, everybody,

and nothing do not name one special thing.
anyone means “any person”
everybody means “all people”
nothing means “no thing”
Read each sentence. Circle the indefinite

pronoun. Write the pronouns on the lines below.
1. Gus sees nothing in the box.
2. The park is free for everybody.
3. Anyone can ride the bus.

4. Everybody in the class did well.

17A: Indefinite Pronouns
Name
Indefinite pronouns, such as anyone, everybody,

and nothing, do not name one special thing.
A. Write the pronoun that best completes each

sentence.
1. Gus sees in the box.

nothing anyone
2. can ride the bus.

Anything Anyone
B. Complete each sentence with a pronoun

from the box.

Everybody Nothing
1. in the class did well.
2. can stop the train.
TEACHER: Read Part A to children. Guide children to complete the exercise. Then
66 Grades K-1 guide children to complete Part B.
17B: Possessive Pronouns
Name
A pronoun is a word that takes the place of a

noun. A possessive pronoun shows who or what
has something. Use possessive pronouns before
nouns. The words my, your, his, her, our, and
their are possessive pronouns.
Underline the sentence with a possessive

pronoun in it. Circle the possessive pronoun.
1. Beth put on Beth’s hat.

Beth put on her hat.
2. Tim sits at his desk.

Tim sits at Tim’s desk.
3. The boys read their books.

The boys read the boys’ books.
17B: Possessive Pronouns
Name
A pronoun is a word that takes the place of a

noun. A possessive pronoun shows who or what
has something. Use possessive pronouns before
nouns. The words my, your, his, her, our, and
their are possessive pronouns.
A. Write a possessive pronoun for the

underlined word in each sentence.
1. Beth put on Beth’s hat.
2. Tim sits at Tim’s desk.
3. The boys read the boys’ books.

B. Write a sentence using a possessive pronoun.

18A: Prepositions
Name
A preposition links a noun or pronoun to

another noun or pronoun in the sentence.
Words such as to, from, and for link nouns to
other nouns and pronouns in a sentence.
Circle the preposition in each sentence. Write

the three prepositions on the lines below.
1. The girls walk to the store.
2. We got fruit from the bowl.
3. The toys were for children.

4. Jane takes books to class.
5. Max ran from the room.
18A: Prepositions
Name

another noun or pronoun in the sentence. Some
common prepositions are to, from, and for.
A. Read each sentence. Circle the preposition.

Underline the nouns or pronouns it connects.
1. The girls walk to the store.
2. We got fruit from the bowl.
3. The toys were for children.
B. Complete each sentence with a preposition

from Part A.

1. Jane takes books class.

2. Max ran the room.

18B: Prepositions
Name

another noun or pronoun in a sentence. Some
common prepositions include of, by, and with.
Jan walks with Jill.
Circle the preposition in each sentence. Write

the three prepositions on the lines below.
1. I like milk with my lunch.
2. Max wants a glass of water.
3. Seth sits by his friend.

4. We ate chicken with rice.
5. The box came by mail.
18B: Prepositions
Name

another noun or pronoun in a sentence. Some
common prepositions include of, by, and with.
A. Circle the preposition in each sentence.

Underline the nouns it connects.
1. I like milk with my lunch.
2. Max wants a glass of water.
3. We ate chicken with rice.
B. Write two sentences using of, by, or with. Copyright © McGraw-Hill Education
1.
2.

19A: Prepositions
Name
A preposition connects a noun or pronoun to

another noun or pronoun in a sentence. During,
beyond, and toward are common prepositions.
Max worked during class.

Then circle the preposition in the sentence.
1. We cheered during
the game.
2. Ann hit the ball beyond

the fence.
3. The girls walk toward

the school.
4. They work during class.
19A: Prepositions
Name
A preposition connects a noun or pronoun to

another noun or pronoun in a sentence. During,
beyond, and toward are common prepositions.
A. Fill in each blank using a word from the box.
beyond during toward
1. We cheered the game.
2. Ann hit the ball the fence.
3. The girls walk the school.

B. Add a preposition and other words to
complete the sentence.
1. They work .

19B: Prepositions That Tell About Time
Name

another noun or pronoun in a sentence. Words
such as before and after tell more about when
something happens.
A. Circle the preposition in each sentence.
1. Meg made her bed before school.
2. Hank washed dishes after dinner.
B. Write the best preposition for each sentence

on the line.
1. Dan washes his hands

eating. before after
2. Pam brushes her teeth

eating. before after
TEACHER: Read Part A and Part B to children. Guide children to complete each
exercise. Grades K-1 75
19B: Prepositions That Tell About Time
Name

another noun or pronoun in a sentence. The
words before and after tell more about when
something happens.
A. Circle the best preposition for each sentence.
1. Meg made her bed (before, after)

school this morning.
2. Hank washed dishes (before, after)

dinner.
3. Pam brushes her teeth (before, after)

eating.
B. Write a sentence using the preposition.
1. before
2. after
20A: Prepositions That Tell About Location
Name

another noun or pronoun in a sentence. On,
off, in, and out are prepositions that tell about
the location of nouns.
Mike is on the bus.
Circle the prepositions. Write them on the lines.
1. The dog is in the house.
2. The dog is out of the house.
3. The cat is on the chair.

4. The cat jumps off the chair.
5. The fish is in the bowl.
20A: Prepositions That Tell About Location
Name
The prepositions on, off, in, and out tell about

the location of nouns.
A. Circle the best preposition to complete each

sentence.
1. The dog is (in, out) of the house.
2. The cat is (on, off) the chair.
B. Fill in the blanks with words from the box.
on off in out
1. The fish is the bowl.
2. The cat jumps the chair.

20B: Prepositions That Tell About Direction
Name

another noun or pronoun in a sentence.
Prepositions such as up and down tell about the
direction that people or things are moving.
Peg walked down the hill.
Circle the prepositions. Then draw a picture for

each sentence.
1. The girl climbed up the ladder.

2. The boy slid down the slide.
20B: Prepositions That Tell About Direction
Name

another noun or pronoun in a sentence.
Prepositions such as up and down tell about the
direction that people or things are moving.
A. Write C if the sentence used the correct

preposition. Circle the preposition if it is not
correct.
1. The girl climbed up the ladder.
2. The boy slid up the slide.
3. Linda walked down the stairs.

B. Fix the incorrect sentence from Part A.

21A: Sentences: Definition and Capitalize First Word
Name
A sentence is a group of words that tells a

whole idea. A sentence begins with a capital
letter and ends with punctuation.
Tom sang.
Underline the sentence that is written correctly.
1. Tony rode the bus.

rode the bus
2. Jo her lunch
Jo ate her lunch.
3. The cat slept all day.
the cat slept all day
TEACHER: Read the directions and sentences. Guide children to complete the
21A: Sentences: Definition and Capitalize First Word
Name
A sentence is a group of words that tells a

whole idea. A sentence begins with a capital
letter and ends with punctuation.
A. Write C if the sentence is correct. If it is not

correct, circle the mistake.
1. Tony rode the bus.
2. Jo ate her lunch.

3. the cat slept all day.
B. Correct the incorrect sentence from Part A.


21B: Sentences: Word Order
Name
The words in a sentence must be in the correct

order. The order has to make sense.
If the word order in the sentence is correct and

makes sense, write C. If it is not, write N.
1. I see a dog.
2. Mike likes the book.
3. Park go we to a.
4. This is my house.
5. Bird flew the south.
21B: Sentences: Word Order
Name
The words in a sentence must be in the correct

order. The order has to make sense.
A. If the word order in the sentence is correct

and makes sense, write C. If it is not, write
N. Circle the subject and underline the verb
in each sentence.
1. I see a dog.
2. Mike likes the book.
3. Park go we to a.
1.

22A: Sentence Types: Statement and End Punctuation
Name
A statement is a sentence that tells something.

It ends with a period (.).
Tim sat on the bed.
Draw a line from the statement to its picture.
1. The boy was reading.
2. Ann had an umbrella.

3. James jumped over

the puddle.
4. The sun came out.
22A: Sentence Types: Statement and End Punctuation
Name

It ends with a period (.).
A. Write C if the statement is correct. Write N,

if it is not.
1. It was raining.
2. Ann had an umbrella
3. James jumped over the
puddle.
4. the Sun came out

B. Fix the incorrect sentences from Part A.
1. 1.
2.

22B: Sentence Types: Question and End Punctuation
Name
A question is a sentence that asks something.

It ends with a question mark (?).
Can we go?
Read each sentence. Write Q if it is a question.

Write S if it a statement.
1. Did you ride the bus?
2. He walked to school.
3. Who is at the door?
4. Did Joe bring a backpack?
22B: Sentences Types: Question and End Punctuation
Name

It ends with a question mark (?).
A. Write C if the question is written correctly. If

not, circle the mistake.
1. Did you ride the bus?
2. Who is at the door.
3. Did Joe bring a backpack?


23A: Sentence Types: Exclamation and End Punctuation
Name
An exclamation is a sentence that shows strong

feelings. It ends with an exclamation mark (!).
We won the game!
Circle the punctuation for each sentence. Write

E if the sentence is an exclamation.
1. I lost my hat!
2. Aunt Jane is here!

3. Max walked home.
4. The bus is late!
23A: Sentence Types: Exclamation and End Punctuation
Name
An exclamation is a sentence that shows strong

feelings. It ends with an exclamation mark (!).
A. Add an exclamation mark if the sentence

is an exclamation. Add a period if the
sentence is a statement.
1. I lost my hat
2. Aunt Jane is here
3. Max walked home
4. The bus is late

5. The dog is sleeping
B. Write a sentence that is an exclamation.

23B: Sentence Types: Command and End Punctuation
Name
A command is a sentence that tells someone

to do something. It is said directly to a person
and usually begins with a verb. It ends with a
period (.).
Stop running in the house.
Write C on the line if the sentence is a command.
1. Drop the ball.
2. Take your hat.
3. The car is blue.

4. My dog is fast!
5. Sit on that chair.
23B: Sentence Types: Command and End Punctuation
Name
A command is a sentence that tells someone to

do something. It ends with a period (.).
A. Add end punctuation to each sentence. Write

C on the line if the sentence is a command.
1. Drop the ball
2. Take your hat
3. The car is blue
4. My dog is fast
5. Sit on that chair
B. Write a sentence that is a command.

24A: Subjects
Name
Every sentence has a subject and an action

word. A subject tells who or what the sentence
is about.
Ned walks home. (Ned = subject)
Draw a line from the subject to the rest of the

sentence that fits with the picture.
1. My grandmother drives a van.
2. The man runs around

the block.
3. The boys skate in the

park.
4. Lisa rides the bus.
TEACHER: Read the directions, subjects, and predicates to children. Guide children
to complete the exercise, providing support as needed. Grades K-1 93
24A: Subjects
Name
Every sentence has a subject and an action

word. A subject tells who or what the sentence
is about.
A. Circle the subject in each sentence.
1. My grandmother rides the bus.
2. The man drives a van.
3. The boys skate in the park.
B. Write a subject for each sentence.

1. runs around the block.
2. go to the park.

24B: Predicates
Name
Every sentence has a subject and a predicate.

The predicate tells what the subject does or
is. The predicate includes the verb and any
other words that tell what the subject does
or is.
Ned walks home. (walks home = predicate)
Draw a line from the subject to the predicate

that fits with the picture.
1. My aunt jump rope.
2. The officer has a cat.

3. The girls directs traffic.
4. Jack plays the piano.
TEACHER: Read the directions, subjects, and predicates to children. Guide children
to complete the exercise, providing support as needed. Grades K-1 95
24B: Predicates
Name

The predicate tells what the subject does or
is. The predicate includes the verb and any
other words that tell what the subject does
or is.
A. Underline the predicate in each sentence.
1. My aunt plays the piano.
2. The officer directs traffic.
3. The girls jump rope.

B. Write a predicate for each sentence.
1. Jack .

2. My friends .

25A: Subject-Verb Agreement
Name
In a sentence, the subject and verb must

match. If the subject is singular, then the verb
must be singular. If the subject is plural, then
the verb must be plural.
Mike rides a bike. (singular)
The boys play a game. (plural)
Circle the correct verb in parentheses ( ) to

1. The boy (slide, slides) down.
2. Kate (like, likes) the swings.
3. The teacher (watch, watches) the children.
4. Max (sit, sits) on a bench.

5. The park (is, are) fun.
25A: Subject-Verb Agreement
Name

Write C if the subject and predicate match.
1. The boy slides down.
2. Kate like the swings.
3. The teacher watches the children.
4. Max sit on a bench.

5. The park is fun.
B. Correct one sentence from Part A that does

not have a matching subject and predicate.

25B: Subject-Verb Agreement
Name

Mike rides a bike. (singular)
The boys play a game. (plural)
Circle the correct verb to complete each

sentence.
1. We (plant, plants) flowers.
2. The boys (pull, pulls) the weeds.
3. They (dig, digs) in the dirt.
4. The plants (is, are) green.
5. The girls (move, moves) rocks.
25B: Subject-Verb Agreement
Name

Write C if the subject and predicate match.
1. We plant flowers.
2. The boys pull the weeds.
3. They digs in the dirt.
4. The plants are green.

5. The girls moves rocks.

B. Correct a sentence from Part A that does
not have a matching subject and predicate.

26A: Compound Subjects
Name

A sentence can also have more than one subject
connected by the word and. That is called a
compound subject. A compound subject is
plural, so the sentence has a plural verb.
The dog and the cat slept in the sun.
(The dog + the cat = compound subject)
Underline the compound subject. Draw a picture

of the subject.
1. The duck and the fish swim in the lake.
2. The boy and the girl play a game.
26A: Compound Subjects
Name

A sentence can also have more than one subject
connected by the word and. That is called a
compound subject. A compound subject is
plural, so the sentence has a plural verb.
The dog and the cat slept in the sun.
A. Underline the subject of each sentence.
1. The duck and the fish swim in the lake.
2. The boy and the girl play a game.

3. Pam and I watch the birds.
B. Rewrite the sentence with a

compound subject
Ana likes to play at the park.

26B: Compound Predicates
Name

A sentence can also have more than one
predicate connected by the word and. That is
called a compound predicate.
The dog runs and jumps.
(runs + jumps = compound predicate)
Underline the sentence in each pair that has a

compound predicate.
1. The pig oinks.
The pig sits and oinks.
2. The birds sing and fly.

The birds sing.
3. Jen opens the door.

Jen opens the door and
walks in the room.
26B: Compound Predicates
Name

A sentence can also have more than one
predicate connected by the word and. That is
called a compound predicate.
The dog runs and jumps.
A. Underline the predicate in each sentence.

Write C if the sentence has a compound
predicate.
1. The pig sits and oinks.
2. The birds sing and fly.

3. Jen opens the door.
B. Rewrite the sentence below using a

compound predicate.
The farmer feeds the pigs.

27A: Compound Sentences
Name
A compound sentence is two sentences joined

together by the words and, or, or but.
The cats sleep, but the dogs play.
nderline the sentences that are joined. Circle

U
the word that joins them. Then write the joining
words on the lines below.
1. The boys hiked all day, but

they camped at night.
2. I have to hold my hat,

or it will blow away.
3. Mike rakes leaves, and

Jane puts them in a bag.
27A: Compound Sentences
Name
A compound sentence is two sentences joined

together by the words and, or, or but.
A. Complete each compound sentence by

adding and, or, or but.
1. The boys hiked all day,
they were not tired.
2. I have to hold my hat,
it will blow away..

3. Mike rakes leaves,
Jane picks them up.
B. Write a compound sentence using and,

or, or but.

27B: Expanding Sentences
Name
When you expand a sentence, you add more

details to the subject or predicate.
The cat plays. → The yellow cat plays.
The dog sleeps. → The dog sleeps in the sun.
Choose one detail to expand each sentence.
1. The bird sings.

blue small
2. The girls are
walking
to school in the rain
3. The bus stopped.

school yellow
27B: Expanding Sentences
Name
When you expand a sentence, you add more

details to the subject or predicate.
A. Choose a word or phrase from the box to

expand each sentence.
big blue in the rain

small to school yellow
1. The bird sings.
2. The girls are walking .

3. The bus stopped.
B. Add details to the subject or the predicate

of the sentence.
1. The fish swims.


28A: Condense Clauses to Create New Sentences
Name
A clause is an idea within a sentence. You can

combine clauses or sentences to make a new
sentence.
The tree is tall. The tree is green. → The tree is
tall and green.
The roses are red. The roses smell sweet. → The
red roses smell sweet.
Underline the sentence that is a combination of

the other two sentences.
1. The sheep is white.
The sheep is sleeping.
The white sheep is sleeping.
2. The horse is fast.

The horse is big and fast.

The horse is big.
3. The goat jumps high.

The goat is black.
The black goat jumps high.
28A: Condense Clauses to Create New Sentences
Name
A clause is an idea within a sentence. You can

combine clauses to make a new sentence.
The tree is tall. The tree is green. → The tree is
tall and green.

condenses the clauses.
1. The sheep is white.
The sheep is sleeping.
The white sheep is sleeping.
2. The horse is fast

The horse is big and fast.
The horse is big.
B. Combine the sentences to create a new,
condensed sentence.
1. The goat jumps high.
The goat is black.

28B: Sequence Words: Connecting Words and Phrases
Name
Sequence words tell you the order of events or

ideas. The words first, next, then, last, before
and after are common sequence words.
Circle the sequence words. Write them on the

lines below.
1. I went to bed after brushing
my teeth.
2. Martha got a big fish first.
3. The bus stopped, and then Jeff

got on it.
4. Before we left, a shark swam

near the beach!
5. First, Mom peels the fruit. Next,

she eats it.
28B: Sequence Words: Connecting Words and Phrases
Name
Sequence words tell you the order of events or

ideas.
A. Write the sequence word that best

completes each sentence.
1. I went to bed brushing

my teeth. after first
2. Martha got a big fish .

next before
B. Write a sequence word from the box to

complete the sentence.

last next before
, a shark swam near

the beach!

29A: Use Can with Concrete Verbs in Simple Sentences
Name
Use the verb can before other verbs to show

what is possible.
Tim can jump. Selma can walk.
Read each sentence. Draw a line to the picture

it describes best.
1. Maria can run fast.
2. The girl can ride a bike.

3. Dad can cook dinner.
4. Dan and Ted can play

soccer.
29A: Use Can with Concrete Verbs in Simple Sentences
Name
Use the verb can before other verbs to show

what is possible.
A. Use the verb can with a word from the box

to complete each sentence.
cook ride run
1. Maria fast.
2. The girl a bike.

3. Dad dinner.
B. Add words to make a sentence.

1. Dan and Ted can _____.

29B: Future Tense Statements and Questions
Name
Use the words going to and will before a verb

to make sentences future tense.
Who is going to play the game?
Who will keep score?
Underline the statement or question written in

the future tense.
1. Who is washing the dishes?

Who is going to wash the dishes?
2. The band will play at the game.

The band plays at the game.
3. We walk to the park.

We are going to go to the park.
29B: Future Tense Statements and Questions
Name
Use the words going to and will before a verb

to make sentences future tense.
A. Fill in the circle next to the statement or

question written in the future tense.
1 . Who washes the dishes?
Who is washing the dishes?
Who is going to wash the dishes?
.
2 The band is playing at the game.
The band will play at the game.
The band plays at the game.
B. Rewrite the sentences in the future tense.

1. We walk to the park.

2. They swim in the pool.

30A: Statements and Questions: Who, What, and Where
Name
A statement is a sentence that tells

something. A question is a sentence that
asks something. Questions often begin with
question words such as who (asks about
people), what (asks about things), and where
(asks about places).
A. Ask a question with each word listed below.
1. 2. 3.
SCHOOL
Who What Where
B. Circle the question word in each statement.

1. I do not know who will win.
2. My sister told me what to ADDI

TION
PROB
LEM
3
S
4
+7
3
+8
do on my homework.
5 +6
3 +4
5 5
+5 3
+7 +2
2 +3
3 +4
5 +9
2 3
+9 5
+7 +4
5 +5
9 +2
8 +2
9 4
+7 3
+4 +4
4 +9
4 +5
2 +3
1 2
+2 1
+3 +8
2 +9
6 +2
6 +7
1 +1
+7
3. Let’s go where there are

a lot of fish!
complete each exercise, providing support as needed. Grades K-1 117
30A: Statements and Questions: Who, What, and Where
Name

question words such as who (asks about
people), what (asks about things), and where
(asks about places).
A. Circle each question word. Write S if the

sentence is a statement, or Q if it is a
question.
1. Who is at the door?
2. Julia wants what is in the jar.

3. Where is the cat?
B. Write a question that the statement answers.
1. Maria has a purple coat.

30B: Statements and Questions: When and How
Name

question words such as:
when (asks about time)
how (asks about condition or the way
something happens)
Read each sentence. Circle the question word.

If the sentence is a statement, write S on the
line. If it is a question, write Q on the line.
1. Nina can play when her
work is done.
2. How can we play in the rain?

MARCH
30 31 1
3. When is the next game? 2 3 4 5 6 7 8

9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
4. My sister is going to show me
how to play.
30B: Statements and Questions: When and How
Name

Questions often begin with question words.
A. Circle the word that completes each

sentence correctly. Write S if the sentence is
a statement, or write Q if it is a question.
1. Nina can play (when, how) her
homework is finished.
2. (When, How) can we play in the rain?
3. (When, How) is the next game?

B. Write a new sentence using the question

word when or how.

31A: Questions: Do and Be
Name

Questions often begin with forms of the verbs
do and be. The verb usually appears before the
subject.
Do you want to eat dinner?
Is she hungry?
Underline the question that is written correctly.

1. Do you know what time it is?
You do know it is what time?
2. Are you going to the school play?

Is you going to the school play?
3. Is Carlos to the game going?

Is Carlos going to the game?
TEACHER: Read the directions and questions to children. Guide children to complete
31A: Questions: Do and Be
Name

Questions often begin with forms of the verbs
do and be. The verb usually appears before the
subject.
A. Fill in the circle next to the question that is

written correctly.
1. Do you know the time?
Know do you what time?
Do know you the time?
.
2 Are you going to the school play?
Is you going to the school play?
Are going you to the school play?
B. Rewrite each question correctly.

1. Is going Carlos to the game?

2. They want do to go with us?

31B: Statements and Questions: There Is and There Are
Name
We use the phrases there is and there are to

say that something exists.
There is (one thing) = There is a bird.
There are (more than one thing) =
There are birds.
Write the words that complete each sentence.
1. the zoo gate.

There is There are
2. lions at the zoo?

Is there Are there
3. a picnic area?
Is there Are there
4. I hope monkeys.
there is there are

31B: Statements and Questions: There Is and There Are
Name
We use the phrases there is (one thing) and

there are (two or more things) to say that
something exists.
A. Use There is or There are to say a sentence

that describes each picture.
1. a boy 2. girls 3. children 4. a woman
B. Complete each sentence with the correct

form of there is or there are. For questions,
use is there or are there.
1. the zoo gate.

2. a zebra.
3. lions at the zoo?
4. a picnic area?
TEACHER: Guide children to complete Part A with a partner, providing support as
124 Grades K-1 needed. Children at higher proficiency levels can complete Part B with support.
32A: Present Progressive Statements
Name
Some actions are happening now, and are

ongoing. You can tell about these actions by
combining a present tense form of the verb be
with a verb ending in –ing.
Tina is walking home.
The girls are running.
Draw a line to match the beginning of each

sentence with its end.
1. The girls is playing the guitar.
2. Jake is barking.
3. My family are walking the dog.
4. The dog is eating dinner.
32A: Present Progressive Statements
Name
Some actions are happening now, and

ongoing. Describe these actions by combining
a present tense form of be with a verb ending
in –ing.
A. Complete each sentence by adding is or are.
1. The girls walking the dog.
2. Jake playing the guitar.
3. The dog barking.
B. Complete each sentence to describe an

ongoing action, using is or are and a verb
from the box.
eat wash
1. My family dinner.
2. The boys the car.

32B: Past Progressive Statements
Name
Some actions were ongoing, but aren’t

happening anymore. You can tell about these
actions by combining a past tense form of the
verb be with a verb ending in –ing.
Tina was walking home.
The girls were running.
1. Jose were playing soccer.

Jose was playing soccer.
2. Lisa was making a snack.

Lisa was makes a snack.
3. The boys were reading their books.

The boys was reading their books.
32B: Past Progressive Statements
Name
Some actions were ongoing, but aren’t

happening anymore. You can tell about these
actions by combining a past tense form of the
verb be with a verb ending in –ing.
A. Read each sentence. If it is written correctly,

write C. If it is not, circle the mistake and
write the correct word.
1. Jose were playing soccer.
2. Lisa was making a snack.
3. The boys were read.
B. Write a sentence in the past tense using was Copyright © McGraw-Hill Education
or were and the verb in parentheses ( ).

(eat)

33A: Conjunctions: To Combine
Name
The word and is often used to connect things,

ideas, or actions in a sentence. Sometimes
and is used together with the word both to
combine two things equally.
I have a pen and a pencil.
I have both a pen and a pencil.
Circle the joining words in each sentence. Then

write each joining word on the line below.
1. Jane is wearing a yellow shirt and

blue skirt.
2. We need to take both towels and

sunscreen to the beach.
3. Dad works with a saw and hammer.

4. Marla hurt both her knee and her hand.
5. Sam went to the park with

Mikal and Leah.
33A: Conjunctions: To Combine
Name
The word and is often used to connect things,

ideas, or actions in a sentence. Sometimes
and is used together with the word both to
combine two things equally.
A. Circle the joining words. Underline the words

they connect.
1. Jane is wearing a shirt and skirt.
2. We need to take both towels and

sunscreen to the beach.
B. Fill in each blank with a word from the box.

and both
1. Marla hurt her knee
her hand when she fell.

33B: Conjunctions: To Contrast
Name
But and or are joining words. They show that

two things are different from each other.
A. Read each sentence. Circle the conjunctions.
1. You can eat a banana or an apple.
2. Mike has a dog, but Trent has a cat.
B. W
rite the correct conjunction on the line.
1. Should I wear the red dress

the blue dress?

and or
2. I like snow,
but both
I do not like to shovel.
children to complete each exercise. Grades K-1 131
33B: Conjunctions: To Contrast
Name
But and or are joining words. They show that

two things are different from each other.
A. Write but or or to complete each sentence.
1. You can eat a banana
an apple.
2. I like dogs, not cats.
3. Should I wear the red dress
the blue dress?

B. Write a sentence about the
picture using but or or.

34A: Conjunctions: To Show Cause
Name
Different joining words have different

meanings. The words so and because show the
cause of something.
I ate a snack, because I was hungry.
We were out of milk, so I went to the store.
Draw a line to match the beginning of each

sentence with its end.
1. School was he is tired.

canceled because
2. My bike got a there was

flat tire, so a lot of snow.
3. Kris went to bed she lost her

late, so hat.
4. Ana is upset I had to walk

because it home.
TEACHER: Read the directions and phrases to children. Guide children to complete
34A: Conjunctions: To Show Cause
Name
Different joining words have different

meanings. The words so and because show
the cause of something.
A. Circle the joining word and underline the

cause in each sentence.
1. School was canceled because
there was a lot of snow.
2. My bike got a flat tire, so I had

to walk it home.
3. Kris went to bed late, so he is tired.
B. C
omplete each sentence with because or so.
1. Ana is upset she

lost her hat.
2. Braden is studying
he will pass the test.

34B: Subordinating Conjunctions
Name
Some joining words show that one part of a

sentence depends on another part. The words
after, if, unless, until, and while show this kind
of connection.
A. Circle the joining word in each sentence.
1. School will be canceled if it

snows all night.
2. Emma will not play outside

unless the snow stops.
B. W
rite the best word for each sentence.
1. Dan eats he watches the

game. unless while
2. Ava brushes her teeth

she eats. after while
TEACHER: Read Part A and Part B to children. Guide children to complete each
34B: Subordinating Conjunctions
Name
Some joining words show that one part of a

sentence depends on another part.
A. Circle one joining word to complete each

sentence.
1. School will be canceled (until, if)

it snows all night.
2. Emma will not play outside

(unless, while) the snow stops.
3. We can build a snowman (after,

until) it snows.
B. Complete each sentence with a

joining word from Part A above.
1. Joan and Marcella talked Copyright © McGraw-Hill Education
they walked.
2. They walked
it was time to go home.
TEACHER: Guide children to complete the exercise in Part A. Children at higher

136 Grades K-1 proficiency levels can complete Part B with support.
35A: Contractions: With Not
Name
A contraction is a shorter way of saying or

writing two words. The two words are joined
together but some letters are left out. An
apostrophe (’) takes the place of the letter o in
contractions formed with not.
Pete isn’t hungry. (isn’t = is not)
They weren’t having a snack.
(weren’t = were not)
Circle the contraction that is written correctly

in each sentence.
1. Dan (can’t, cant) go to the party.

2. Regina (din’t, didn’t) bring a gift.
3. The clown (isn’t, isnt’) coming.
4. Marta and Jake (aren’t, are’nt) having fun.

5. Zak (doesnt, doesn’t) like parties.
35A: Contractions: With Not
Name

writing two words. An apostrophe (’) takes the
place of the letter o in contractions formed
with not.
A. Change the words in ( ) into a contraction.
1. Dan (can not) go to the party.
2. Regina (did not) bring a gift.
3. The clown (is not) coming.
B. C
hoose a word from the box and make a
contraction with not. Write it on the line.
are does was
1. Marta and Jake

having fun.
2. Zak like parties.

35B: Apostrophes With Contractions
Name

writing two words. The two words are joined
together but some letters are left out. An
apostrophe (’) usually takes the place of the
missing letters. The words am, is, are, had,
have, and will are often used in contractions.
Circle each contraction. If it is written correctly,

write a C. If it is not, put an X over the mistake.
1. I’m shopping for food.
2. Its’ the grocery store on

the corner.
3. The clerk said she’d just

stocked the shelves.
4. I’ll shop there again.
35B: Apostrophe With Contractions
Name

writing two words. An apostrophe (’) usually
takes the place of any missing letters. The
words am, is, are, had, have, and will are often
used in contractions.
A. Make a contraction with the underlined

words. Write the contraction on the line.
1. I am shopping for food.
2. It is the grocery store on
the corner.
3. The clerk said she had just

stocked the shelves.
4. I will shop there again.

B. Write a sentence using a contraction.

36A: Prefixes: Un-, Pre-, Re-
Name
A prefix is a word part added to the

beginning of a word. Knowing the meaning
of common prefixes such as un-, pre-, and
re- can make it easier to figure out the
meanings of new words.
un- = “not” Asking twice is unnecessary.
(un+necessary = not necessary)
pre- = “before” We went to the pregame
show. (pre+game = before game)
re- = “again” You should reuse that box.
(re+use = use again)
Circle the prefix in each underlined word. Draw

a line from the sentence to its picture.
1. Tom is unable to reach the shelf.

2. You need to preheat the oven.
3. Mark will rebuild the sand castle.
4. Tara helped her dad unload

the car.
36A: Prefixes Un-, Pre-, Re-
Name
A prefix is a word part added to the

beginning of a word. Common prefixes include
un-, pre-, and re-.
un- = “not” pre- = “before” re- = “again”
A. Read each word. Circle the prefix. Write the

meaning of the word on the line.
1. preheat
2. rebuild
3. unable
B. W
rite two sentences using the words from
Part A.
1.
2.

36B: Prefixes: Bi-, Mini-
Name
A prefix is a word part added to the beginning

of a word. Knowing the meaning of common
prefixes such as bi- and mini- can make it
easier to figure out the meanings of new words.
bi- = “two” We have a biweekly math test.
(bi+weekly = every 2 weeks)
mini- = “small” The teacher gave a minilesson.
(mini+lesson = small lesson)
Underline each prefix. Then circle the meaning

of the word.
1. minibike = small bike double bike
2. bimonthly = every two every two

months years
3. minibus = long bus small bus
4. bicolor = many colors two colors
36B: Prefixes Bi-, Mini-
Name
A prefix is a word part added to the beginning

of a word. Knowing the meaning of common
prefixes can make it easier to figure out the
meanings of new words.
bi- = “two” mini- = “small”
A. Read each word. Circle the prefix. Write the

meaning of the word on the line.
1. minibike =
2. bimonthly =
3. minibus =
B. W
rite two sentences with words from above.
1.
2.

37A: Suffixes: -Less, -Er
Name
A suffix is a word part added to the end of

a word. Knowing the meaning of common
suffixes such as –less and –er can make it
easier to figure out the meanings of new
words.
-less = “without” I had a restless night.
(rest+less = without rest)
-er = “someone who does this” I am a light
sleeper. (sleep+er = someone who sleeps)
Draw a line from the statement to its picture.
1. Nick walked shoeless

on the beach.
2. Jemma is a strong
swimmer.
3. Carlos watched the

players.
4. It was a sunless day at

the beach.
37A: Suffixes: -Less, -Er
Name

suffixes such as –less and –er can make it easier
to figure out the meanings of new words.
A. Choose the word in ( ) that correctly

completes the sentence. Write it on the line.
1. Jemma is a strong
(swimmer, swimless).
2. It was a (sunner,
sunless) day at the beach.
B. Use these words to complete the sentences.

shoeless players
1. I walked on the beach.
2. Carlos watched the .

37B: Suffixes: -Ful, -Ward
Name
A suffix is a word part added to the end of a

word. Knowing the meaning of common suffixes
such as –ful and –ward can make it easier to
figure out the meanings of new words.
-ful = “full of” She had a restful night.
(rest+ful = full of rest)
-ward = “direction of” The car drove eastward.
(east+ward = direction of east)
Read each sentence. Write C if it is written

correctly. If not, circle the mistake.
1. The wind blew in a westful W N

direction. S E
2. We had a boatful of people.

3. I am hopeward that the

team will win. 23 24
4. Dad is driving homeward.
37B: Suffixes: -Ful, -Ward
Name

suffixes such as –ful and –ward can make it
easier to figure out the meanings of new words.
A. Write C if the sentence is correct. If not,

circle the mistake and write the correct
word on the line.
1. The wind blew in a westful

W N
direction. S E
2. We had a boatful of people.
3. Dad is driving homeward.

B. W
rite a sentence for each word.
1. hurtful
2. upward
38A: Root Words
Name
A root word is the base for building other

words. Adding prefixes and suffixes to root
words creates new words with related
meanings.
work + -er = worker (work = root word)
un- + do = undo (do = root word)
Read each row of words. Underline the root

word in each word.
1. untie retie
2. reuse useless
3. singer singing
4. sleepy sleeper
38A: Root Words
Name
A root word is the base for building other

words. Adding prefixes and suffixes to root
words creates new words with related
meanings.
A. Underline the root word in each word.

1. untie 2.
useless 3. singer 4. sleepy
B. R
ead each word. Write its root word on
the line.
1. looking
2. preview
3. unkind
4. reader
TEACHER: Read the directions and words in Part A to children. Guide children to
38B: Root Words
Name
A root word is the base for building other words.

Adding endings to verbs changes the tense.
jump + s = jumps (present tense)
jump + ed = jumped (past tense)
jump + ing = jumping (progressive tense)
A. Read each word. Underline its root word.

1. 2. 3.
walking fished sleeps
B. Circle the root word of the word in bold.
1. Lena is playing the piano.

2. Hector walked to school.
3. Kim sits in a chair.
TEACHER: Read the directions, words, and sentences in Part A and Part B to
children. Guide children to complete each exercise, providing support as needed. Grades K-1 151
38B: Root Words
Name
A root word is the base for building other words.

Adding endings to verbs changes the tense.
jump + s = jumps (present tense)
jump + ed = jumped (past tense)
jump + ing = jumping (progressive tense)
A. Read each word. Underline its root word.
1. walking 3. sleeps
2. fished 4. kicked
B. Underline each verb or verb phrase and

circle its root word.
1. Lena is playing the piano.
2. Hector walked to school.
3. Kim sits in a chair.
4. Fred climbed a tree.

39A: Inflectional Ending –es
Name
You can change the meaning of a word

that ends in -ch, -sh, -x, or -s by adding the
ending –es.
Add –es to a verb to make it present tense. (He
coaches the team.)
Add –es to a noun to make it plural. (She paid
taxes.)
Read each sentence. If the underlined word is a

verb, write V on the line. If it is a noun, write N.
1. Sheena pitches the ball.
2. Mia rushes for the base.

3. The team came in buses.
4. They left with boxes of
prizes.
39A: Inflectional Ending –es
Name
You can change the meaning of a word

that ends in -ch, -sh, -x, or -s by adding the
ending –es.
Add –es to a verb to make it present tense.
Add –es to a noun to make it plural.
A. Fill in each blank with a word from the box.
buses pitches rushes
1. Sheena the ball.
2. Mia for the base.

3. The team came in .
B. Complete the sentence to match the picture.
They left with

of prizes.
39B: Inflectional Ending -ed and –ing
Name
You can change verb tenses by adding the

endings –ed and –ing.
Add -ed if the action happened in the past.
(jump + ed = jumped)
Add –ing if the action is ongoing.
(jump + ing = jumping)
Look at the underlined words. If the action is

past tense, write P on the line. If it is ongoing,
write O on the line.
1. Marta talked to her
grandmother.
2. Uncle Pete is resting.
3. My sister is sweeping the
kitchen.
4. Kevin washed the dishes.

39B: Inflectional Ending -ed and –ing
Name
Add -ed to the end of a verb to tell about an

action that happened in the past. Add –ing to
the end to tell about an action that is ongoing.
A. Underline the verb or verb phrase and circle

its ending. Write P if the action happened in
the past. Write O if it is ongoing.
1. Marta talked on the phone.
2. Mia is sweeping the kitchen.
B. Write two sentences using the verb rest. The

action should be past tense in one sentence
and ongoing in the other.
1.
2.
40A: Inflectional Ending -ed and –ing: Drop Final e
Name
Change verb tenses by adding the endings

–ed and –ing to verbs. If the verb ends with the
letter e, drop the e before adding the ending.
(bake - e + ed = baked)
(bake - e + ing = baking)
Circle the correct verb to complete each

sentence.
1. The boys (raked, rakes) the yard.
2. I (poked, poking) holes in the dirt.
3. Mom is (planting, planted) flowers in the yard.

4. They are (hopes, hoping) to finish soon.
40A: Inflectional Ending -ed and –ing: Drop Final e
Name

–ed and –ing to verbs. If the verb ends with the
letter e, drop the e before adding the ending.
A. Add –ed or –ing to the word in parentheses.
1. The boys are (rake) the

yard.
2. I (poke) holes in the dirt.
B. A
dd –ed or –ing to a word from the box to

hope store
1. We are to finish soon.
2. He tools in the shed.
40B: Inflectional Ending -ed and –ing: Double Final Consonant
Name

–ed and –ing to verbs. If the verb has a
consonant, then a vowel, then a consonant
at the end, double the consonant before
adding the ending.
(tap + ed = tapped)
(tap + ing = tapping)

1. Dad maped out our path.
Dad mapped out our path.
2. Mara grabbed our gear.

Mara grabed our gear.
3. Gus is running down the path.

Gus is runing down the path.
40B: Inflectional Ending -ed and –ing: Double Final Consonant
Name

–ed and –ing to verbs. If the verb has a
consonant, then a vowel, then a consonant at
the end double the consonant before adding
the ending.
A. Choose the sentence that is written correctly.

1. Dad maped out our path.
Dad mapped out our path.
Dad map out our path.
2. Mara grabbed our gear.
Mara grabed our gear.
Mara grab our gear.
B. Correct each sentence. Rewrite it on the line.

1. Gus is runing down the path.

2. We riped the tent.

41A: Multiple Meaning Words
Name
Some words have more than one meaning.

The words bat, fan, and jam have multiple
meanings.
Draw a line from the sentence to its picture.
1. John picked up the bat.
2. Dara was a baseball fan.

3. We were stuck in a
traffic jam.
41A: Multiple Meaning Words
Name
Some words have more than one meaning. Bat,

fan, and jam have multiple meanings.
A. Fill in each blank with a word from the box.
bark bat fan jam
1. John picked up the .
2
. Dara was a baseball .
3. We were stuck in a traffic

B. W
rite a sentence using a word from the box
in Part A.

41B: Compound Words
Name
A compound word is made up of two smaller

words.
back + pack = backpack out + side = outside
A. Draw a line between the two smaller words

that make up each compound word.
1. 2. 3.
goldfish rainbow windmill
B. Underline the compound word in each

sentence. Draw a line between the two
smaller words in it.
1. Ben likes to play football.

2. I like sunflowers.
3. We met at sunset.
complete the exercise, providing support as needed. Grades K-1 163
41B: Compound Words
Name
A compound word is made up of two smaller

words.
back + pack = backpack out + side = outside
A. Write the two smaller words that make up

the compound word.
1. goldfish +
2. rainbow +
3. windmill +
B. Use the words in the box to make a

compound word to complete each sentence.
foot set sun ball
1. Ben likes to play .
2. We met at .
TEACHER: Read the directions and words in Part A to children. Guide children to
42A: Antonyms
Name
Antonyms are words with opposite meanings.

dark/light hot/cold wet/dry
Draw a line from each word to the word with

the opposite meaning.
1. up short
2. tall sad
3. open down
4. happy closed
42A: Antonyms
Name
Antonyms are words with opposite meanings.

dark/light hot/cold wet/dry
A. Complete each sentence with the opposite of

the underlined word.
1. Lisa is happy, but Kate is .

2. The rabbit was
fast, but the turtle was .
B. Complete each sentence with a
word from the box.
closed down short
1. Ted is tall and Sam is .
2. Should we go up or ?
3. One door is
open, but the other is .
42B: Synonyms
Name
Synonyms are words that have almost the

same meaning.
cold = chilly = frosty happy = glad = joyful
Read each row of words. Circle the synonyms.
1. big little large
2. smile cry weep
3. present gift box

4. jump walk hop
42B: Synonyms
Name
Synonyms are words that have almost the

same meaning.
A. Write a synonym of the word in ( ).
1. Emma likes to . (hop)
2
. Josh is . (ill)
B. Choose a synonym of the underlined word.
gift large weep
1. Hector grew a big pumpkin.
2. Tina started to cry.
3. I took a present to the party.

43A: Time Words
Name
Many different words can tell about when

something happened, or the order of events.
Words such as one day, after that, then, a
long time ago, and suddenly create a sense of
time.
Read all the sentences. Number them 1 to 4 in

the order they should appear in the story.
1. Then, she kissed the frog.
2. One day, a princess
met the frog.

3. A long time ago, a prince
became a frog.
4. After that, the frog became
a prince.
43A: Time Words
Name
Many different words can tell about when

something happened and the order of events.
Underline the words that tell about when the

action happened in each sentence. Number the
sentences from 1 to 4 in the order they should
appear in the story.
1. Then, she kissed the frog.
2. One day, a princess met the frog.
3. A long time ago, a prince became
a frog.

4. After that, the frog became a prince.
B. Write one sentence with a time word to
continue the story.

43B: Idioms
Name
An idiom is an expression that has a meaning

that is different from the actual meaning of
the words.
1. Mr. Lee is out of shape.
2. Ava felt like a fish out

of water at the party.
3. We put our heads together

to solve the problem.
4. Give it your best shot at

the tryouts!
43B: Idioms
Name

the words.
A. Choose an idiom from the box to complete

each sentence.
a fish out of water give it your best shot

out of shape
1. Mr. Lee is .
2. Ava felt like

at the party.
3. at the tryouts!
B. Write a sentence using the idiom below.
1. put our heads together

44A: Idioms
Name

the words.
Fill in the circle next to the meaning of the

underlined idiom.
1. Mark thought the test was
as easy as pie.
very easy not so easy
2. I told him to give me a break.

tell me more tell me the truth
3. The swimming test was

a piece of cake.
fun easy
4. Can you lend me a hand

carrying my books to the bus?
help me hold my hand
44A: Idioms
Name
An idiom’s meaning is different from the

actual meaning of the words in the expression.
A. Fill in the circle next to the

meaning of the underlined idiom.
1. Mark thought the test was
as easy as pie.
very easy not so easy
2. I told him to give me a break.
tell me more tell me the truth
B. R
ewrite each sentence. Rephrase the
underlined idiom in your own words.
1. Her swim test was a piece of cake.

2. Can you lend me a hand with
carrying my books to the bus?
44B: Shades of Meaning
Name
Synonyms are words with similar meanings.

Often, two synonyms mean almost the same
thing, not exactly the same thing. These
differences are called shades of meaning.
The singer prances on the stage.
vs.
The singer walks on the stage.
Choose the best word to complete each

sentence. Write it on the line.
1. My mom down the street.

prances walks
2. The elephant is .
big huge
3. I have a dog.
large gigantic
4. We watched a movie
about a monster.
big gigantic
44B: Shades of Meaning
Name
Synonyms are words with similar meanings.

Often, two synonyms mean almost the same
thing, not exactly the same thing. These
differences are called shades of meaning.

creates the strongest impression.
1. The elephant is big.
The elephant is large.
The elephant is enormous.
2. e watched a movie about a large monster.
W
We watched a movie about
a gigantic monster.
We watched a movie about
a big monster.
B. C
omplete each sentence with
prances or walks.
1. My mom down the street.
2. The dog around after its bath.

Oral Language
Sentence
Frames
CONTENTS
Exchange/Express Information and Ideas��1

Asking and Answering Questions��2
Offering Opinions/Persuading Others and
Supporting Opinions��3
Evaluating Language Choices��4
Engage in Dialogue��5
Nouns/Noun Phrases��6
Modifying to Add Details��7
Use Verbs/Verb Phrases��8

Oral Language Sentence Frames
Exchange/Express Information and Ideas

Use these sentence frames for oral language practice.
In the story, the characters .
I learned .
In the story, did .
I learned about .
The characters because .
I learned about .

It was interesting because .
1
Asking and Answering Questions

Who is the main character? The character is .
What did the character do? The character .
What did you learn about ?
I learned .
What did the character do? The character .
What did you learn about ?
I learned about .

How does the character feel about ?
The character feels about .
Why does the character feel that way?
feels because .
2
Offering Opinions/Persuading Others and

Supporting Opinions
I like .
My favorite is .
I think is the best .
I think/don’t think .
My favorite is because .
I think is the best because .

I think/don’t think because .
I think but .
I agree/don’t agree with because .
3
Evaluating Language Choices

The writer uses the word . It tells about .
The writer uses the word . It makes me feel .
The word lets me know that .
The word makes me feel .
The word helps me to picture .
The word tells me about .

The word makes me feel
because .
4
Engage in Dialogue
I think . What about you?
My favorite is .
What is your favorite ?
I think/don’t think . What do you think?
My favorite part of the story is . I like it

because .
What is your favorite part of the story? Why?

I think that is interesting because .
What do you think is interesting? Why?
My favorite part of the story is because .
What is your favorite part of the story? Why?
5
Nouns/Noun Phrases
Add a describing word to give details about the noun.
Example: I see a black dog.
I see a dog.
I see a tree.
Example: I see a small, yellow cat.
I see a , cat.
I see a , bus.

Example: I see a rusty, blue car on my street.
I see a , at the park.
I see a , in the store.
6
Modifying to Add Details

Add a verb and complete the prepositional phrase to
provide more information.
Example: I live in a big building.
I in a .
Example: I ride on my bike. I go to the park.
I on a .
I to the .

Example: I go to my friend’s house after school.
I to after .
The dog into .
7
Use Verbs/Verb Phrases

Complete the verb phrase to tell about the action.
Example: I run in the playground.
I in the playground.
I at school.
Example: Yesterday, I went to the doctor.
Today, I go to the doctor.
Last week, I with my friends.

Today, I with my friends.
Last week, I at school.
Today, I at school.
8
Use Verbs/Verb Phrases (continued)
Example: Yesterday, I went to the doctor.
Today, I go to the doctor.
Tomorrow, I will go to the doctor.
Yesterday, I after dinner.
Today, I after dinner.
Tomorrow, I after dinner.
9

Language

Uploaded by

Copyright:

Available Formats

Language

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Language

Uploaded by

Copyright:

Available Formats

Language

Language Development Practice

Copyright © McGraw-Hill Education

All rights reserved. The contents, or parts thereof, may be

Send all inquiries to:

Printed in the United States of America.

Common and Proper Nouns...................................................3 Indefinite Pronouns...................................................................65

Plural Nouns.....................................................................................5 Possessive Pronouns..................................................................67

Plural Nouns.................................................................................... 7 Frequently Occurring Prepositions...................................69

Irregular Plural Nouns................................................................9 Frequently Occurring Prepositions....................................71

Possessive Nouns..........................................................................11 Frequently Occurring Prepositions...................................73

Regular Present-Tense Verbs................................................13 Prepositions that Tell About Time....................................75

Irregular Verb Be: Past Tense...............................................19 Sentences: Capitalize First Word.......................................81

Irregular Verb Have: Present Tense..................................21 Sentences: Word Order.........................................................83

Irregular Verb Have: Past Tense........................................23 Statement and End Punctuation.......................................85

Irregular Verb Go: Present Tense......................................25 Question and End Punctuation......................................... 87

Irregular Verb Go: Past Tense............................................ 27 Exclamation and End Punctuation..................................89

Irregular Verb Do: Present Tense......................................29 Command and End Punctuation........................................91

Irregular Verb Do: Past Tense..............................................31 Subjects...........................................................................................93

Irregular Verb See: Present Tense....................................33 Predicates.......................................................................................95

Irregular Verb See: Past Tense...........................................35 Subject-Verb Agreement.......................................................97

Adjectives: Size...........................................................................37 Subject-Verb Agreement.......................................................99

Adjectives: Shape......................................................................39 Compound Subjects.................................................................101

Adjectives: Color..........................................................................41 Compound Predicates...........................................................103

Adjectives: Sensory Words...................................................43 Compound Sentences............................................................105

Adjectives: Number..................................................................45 Expanding Sentences........................................................... 107

Adjectives: Ordinal Numbers.............................................. 47 Condense Clauses to Create New Sentences..........109

Compare with –er and –est...................................................49 Sequence Words........................................................................111

Noun Phrases.................................................................................51 Use Can with Concrete Verbs............................................ 113

Demonstratives: this and that............................................55 Statements and Questions...................................................117

Adverbs that Tell When.........................................................57 Statements and Questions...................................................119

Adverbs that Tell How.............................................................59 Questions: Do and Be.............................................................121

Subject Pronouns........................................................................61 Statements and Questions..................................................123

Subordinating Conjunctions.............................................. 135 Evaluating Language Choices....................................4

Contractions: with Not..........................................................137 Engage in Dialogue........................................................... 5

Apostrophes with Contractions....................................... 139 Nouns/Noun Phrases........................................................ 6

Prefixes (un-, pre-, re-)...........................................................141 Modifying to Add Details...............................................7

Prefixes (bi-, mini-)..................................................................143 Use Verbs/Verb Phrases..................................................8

Suffixes (-less, -er)...................................................................145

Inflectional Ending –es.......................................................... 153

Inflectional Endings –ed and –ing................................... 155

Inflectional Endings –ed and –ing...................................157

Inflectional Endings –ed and –ing................................... 159

Multiple Meaning Words.....................................................161

Compound Words................................................................... 163

Copyright © McGraw-Hill Education

A noun names a person, place, or thing.

A. Read each noun. Say if it is a person, place,

girl park bus

B. Circle the noun in each sentence. Say if it is

1. I have a striped cat.

2. The man is happy.

3. We sit in the van.

A noun names a person, place, or thing.

A. Use the nouns in the box to make sentences.

man van cat

Copyright © McGraw-Hill Education

Common nouns name a type of person,

Read the words. Circle the proper nouns.

4. road Elm Lane

A. Read each noun. Say if it is a person, place,

B. Circle the noun in each sentence. Say if it is

A. Read each row of words. Circle

B. Complete each sentence. Use one

A. Read each noun. Put an X on singular nouns.

A. Read each word. Make each noun plural.

A. Read the nouns in the box. Add –es to

B. Add words to make this a sentence.

A. Write the plural of each noun.

B. Write a sentence using a plural from Part A.

A. Write the possessive form of the noun in ( ).

A. Write the correct verb on the line.