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20 ARTICLES
The is a definite article. It points to a specific person, place, thing, or idea. A and an are indefinite
articles. They point to any member of a group of similar people, places, things, or ideas.

The school sent home a permission slip.

 definite:          indefinite:
   a specific place     any of numerous copies
The articles a, an, and the are adjectives, and all indicate that a noun will soon follow. A is used before
a word that starts with a consonant sound; an is used before a vowel sound. When the vowels o and u
sound like consonants (one-time, university), they should be preceded by a (a one-time offer, a university
event). When the consonant h is silent (hour, honest), it should be preceded by an (an hour before dinner,
an honest mistake).

PRACTICE A Identifying Definite and Indefinite Articles

Read each sentence. Then, write each article and label it definite or indefinite. Most sentences have
more than one article.
Example: I saw a heron fishing in the river.
Answer: a — indefinite; the — definite

1. The square root of 225 is 15. 4. Sirius is a star in the constellation Canis Major.
2. The dinosaurs died out 65 million years ago.
5. The hikers spotted a mountain goat.
3. Sacagawea was an interpreter and a guide.
6. The baby spilled cereal all over the floor.

PRACTICE B Supplying Indefinite Articles

Read each sentence. Then, fill in the blank with the appropriate indefinite article, a or an.
Example: The new babysitter seems like honest person.
Answer: an

1. Lupe had her first ride in 6. “This is one-time offer,” the

airplane. sales rep claimed.
2. It’s effort to study and play 7. My mom always adds onion
two sports. to canned soup.
3. Nina wears uniform to 8. The trip was opportunity to
work. see another culture.
4. Oakridge is town near 9. “It’s humble home, but it’s
Waldo Lake in Oregon. all mine,” Martha said.
5. Montel wants to be umpire. 10. President emeritus is
honorary post.

Writing and Speaking Application

Write a short dialogue between two children. Use four definite and four indefinite articles. Then, read
your dialogue with a partner. Your partner should listen for and identify the articles. Switch roles with
your partner.

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21 PROPER ADJECTIVES
An adjective is a word that describes a noun or pronoun. A proper adjective is (1) a proper noun
used as an adjective or (2) an adjective formed from a proper noun.

A proper noun used as an adjective does not change its form. It is merely placed in front of another noun.
Examples include May showers and Picasso sculpture. An adjective formed from a proper noun gets a
different ending, such as -n, -ian, -ese, or -ish. Examples include Canadian citizen, Japanese art, and
Spanish food. Some proper adjectives are irregular, such as Swiss (from Switzerland) and Danish (from
Denmark). Both types of proper adjectives begin with a capital letter.

PRACTICE A Identifying Proper Adjectives

Read each sentence. Then, underline each proper adjective.
Example: Lynn has Italian relatives who live in Rome.
Answer: Lynn has Italian relatives who live in Rome.
1. The groomsmen in the wedding party wore Scottish kilts.
2. Pablo likes to read ancient Persian poetry.
3. Most Basquiat paintings use vivid colors.
4. Angela enjoys celebrating the Chinese New Year.
5. Her family eats Moroccan stew every Thursday.
6. How many Florida cities have professional baseball teams?
7. Swiss watches are famous for their accuracy.
8. The novel has an almost Dickensian plot.
9. She cooked an Indian dish for the potluck dinner.
10. For the film, the actor had to learn to speak with a Boston accent.

PRACTICE B Identifying Proper Adjectives and the Words They Modify

Read each sentence. On the line provided, write each proper adjective. Then, write the word it modifies.
Example: The family is hosting an Egyptian visitor.
Answer: Egyptian—visitor
1. What does the blue cross on the Norwegian flag symbolize?
2. Cici likes Jamaican beef patties for lunch.
3. All afternoon, they sweltered in the Georgia heat.
4. Patrick Stewart was a Shakespearean actor for much of his career.
5. Turkish coffee has more caffeine than other types of coffee.
6. We drove by miles and miles of Oklahoma prairies.
7. Nicaraguan beaches are popular with surfers.
8. Auguste Rodin was a famous French sculptor.

Writing and Speaking Application

Write a brief paragraph describing places you would like to visit. Use at least five proper adjectives.
Read your paragraph to a partner, who should listen for and identify the proper adjectives. Then, switch
roles with your partner.

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22 USING NOUNS AS ADJECTIVES

An adjective is a word that describes a noun or pronoun. A noun used as an adjective usually
comes directly before another noun and answers the question What kind? or Which one?

This chart gives examples of nouns used as adjectives.

Noun Used as Adjective
gold gold necklace
lunch lunch date
rock rock concert

PRACTICE A Identifying Nouns Used as Adjectives

Read each sentence. Then, underline each noun used as an adjective and write the noun that it modifies.
Some sentences have more than one noun used as an adjective.
Example: Robin drove her truck down the dirt road.
Answer: Robin drove her truck down the dirt road. road

1. Omar had fruit salad at lunch. 6. The tile counter feels cool.
7. We bought a desk lamp at the furniture store.
2. I like the grain of the oak floor.
3. Who will advise computer club? 8. The juice bottle hit the cement sidewalk and
broke.
4. Claire has joined a soccer league.
5. The apple pie is still warm. 9. The vase was an anniversary present.

PRACTICE B Using Nouns as Adjectives

Read each sentence. Then, add a noun used as an adjective to complete the sentence.
Example: The store is having a sale.
Answer: hardware
1. Margarite said she already had plans.
2. The Shearer family went to a game at the new arena.
3. Howard reminds me of a character from a movie.
4. Amit found the salad and made himself a sandwich.
5. We recycle all of our bags.
6. Finn lets his poodle run with its friends at the park.
7. Isadora always wears a blue scarf.

Writing and Speaking Application

Write four sentences describing a room, using at least four nouns as adjectives. Then, read your
sentences to a partner. Your partner should listen for and identify the nouns that are used as
adjectives. Switch roles with your partner.

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23 COMPOUND ADJECTIVES
An adjective is a word that describes a noun or pronoun. A compound adjective is made up of more
than one word.
Some compound adjectives are hyphenated: all-too-common mistake, baby-blue eyes, fast-food
restaurant, fifty-mile drive, little-known fact, ninety-nine years, part-time job, so-called experts.
Others are closed compounds: childlike expression, counterclockwise path, everyday activities, halftime
show, overdone dish, pickup truck, saltwater taffy, timeworn face, weekend trip.

PRACTICE A Identifying Compound Adjectives

Read each sentence. Then, underline the compound adjective.
Example: Roberta likes the predictability of everyday life.
Answer: Roberta likes the predictability of everyday life.
1. We have a two-year cable contract.
2. It’s a little-known fact that most limes don’t have seeds.
3. Bobbi dried her rain-soaked clothes near the campfire.
4. The fish was a record-breaking 12 feet long.
5. Manny got a part-time job tutoring science.
6. Deb is a problem-solving specialist.
7. Absent-minded Henry forgets his keys about twice this week.
8. My sister is enjoying her job as a short-order cook at a diner.
9. My brother’s college is a thirty-minute train ride away.
10. The snow-covered peak of Mount Davis is a scene I love to paint.

PRACTICE B Writing With Compound Adjectives

Read each sentence. Then, rewrite the sentence to include a compound adjective.
Example: The dog that ran away was found in a nearby park.
Answer: The runaway dog was found in a nearby park.
1. Danielle uses ice to soothe the ache in her lower back.
2. Raoul worked on a project for two weeks.
3. The meadow, drenched with sun, looks beautiful.
4. Dad bought a bag of apples that weighed three pounds.
5. The shirt that had yellow stripes was on sale.

Writing and Speaking Application

Write a paragraph about something you learned in social studies class. Use at least three hyphenated
and three closed compound adjectives. Then, read your paragraph to a partner. Your partner should
listen for and identify the compound adjectives and the words they modify. Switch roles with your
partner.

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Name Date

24 USING PRONOUNS AS ADJECTIVES

A pronoun becomes an adjective if it modifies a noun. The four demonstrative pronouns—this,
that, these, and those—become demonstrative adjectives if they modify a noun or a pronoun. Three
of the interrogative pronouns—which, what, and whose—become interrogative adjectives if they
modify a noun.
Examples: Those clouds look ominous. (The demonstrative adjective Those modifies the noun clouds.)
Which juice is your favorite? (The interrogative adjective Which modifies the noun juice.)
 

PRACTICE A Identifying Demonstrative and Interrogative Adjectives

Read each sentence. Then, on the line provided, write the pronoun that is used as an adjective and label
it demonstrative or interrogative.
Example: Are those posters for the school play?
Answer: those — Dem
1. This story is the one I’m researching.
2. Whose bicycle is lying on the sidewalk?
3. Which movie did you decide to watch?
4. What equipment will we need for winter camping?
5. All of these electronic beeps are distracting.
6. Here comes that little brother of mine.
7. Whose voice is that?
8. Which planet in our solar system is the coldest?
9. A flock of turkeys made these tracks.
10. That comedian tells hilarious jokes.

PRACTICE B Supplying Demonstrative and Interrogative Adjectives

Read each sentence. Then, fill in the blank with an appropriate demonstrative or interrogative adjective.
Example: states are experiencing drought?
Answer: Which
1. boots don’t seem to be waterproof.
2. Why is there a hat on the table, and hat is it?
3. hawks fly very high in the sky.
4. kind of jam did you put on your toast?
5. Please move away from window.

Writing and Speaking Application

Ask about a partner’s day, using at least three demonstrative and four interrogative adjectives. Your
partner should listen for and identify the demonstrative and interrogative adjectives. Switch roles with
your partner. Then, write a paragraph summing up what you discussed.

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25 USING POSSESSIVE NOUNS AND PRONOUNS AS ADJECTIVES

An adjective is a word that describes a noun or a pronoun. Possessive nouns and pronouns name
who or what owns or has something. A possessive noun or pronoun becomes an adjective when it
modifies a noun.

The personal pronouns my, our, your, its, her, his, and their are often possessive adjectives. Possessive
pronouns and possessive nouns function as adjectives when they come before nouns and answer the
question Which one?

Possessive Pronoun:   My puppy’s energy seems endless.

Possessive Noun:    Did she talk to the child’s parents?

PRACTICE A Identifying Possessive Nouns and Pronouns Used as Adjectives

Read each sentence. Then, underline each possessive noun used as an adjective, and circle each
possessive pronoun used as an adjective. Some sentences have more than one possessive.
Example: Our family attended a neighbor’s barbecue.
Answer: Our family attended a neighbor’s barbecue.
1. Jane Goodall’s mission was to learn all about chimps.
2. Did you and your friend go to the play last night?
3. Mr. Ramirez’s workshop was our favorite.
4. Because Mona’s blood type is rare, her goal is to donate her blood twice a year.
5. Jenna and her friends enjoyed the band’s opening number.
6. My sister laughed when she saw the cat’s milk-covered face.
7. The owners had an electrician check the building’s wiring.
8. Einstein’s theory of relativity changed how we think of our world.

PRACTICE B Distinguishing Possessive Pronouns Used as Adjectives

Each sentence contains a possessive pronoun. Write the possessive pronoun on the line provided. Then,
tell whether it is used as an adjective by writing adjective or not an adjective.
Example: Are you using your laptop right now?
Answer: your—adjective
1. Ms. Sato was impressed by my latest watercolor.
2. That blue backpack on the floor is his.
3. The roof lost some of its shingles during the windstorm.
4. We got flower seeds as party favors; Jada planted hers.
5. Have all the trees lost their leaves already?

Writing and Speaking Application

Write a paragraph describing something you or another family member collects. Use at least six
possessive nouns or pronouns as adjectives. Then, read your paragraph to a partner. Your partner should
listen for and identify the possessives used as adjectives. Switch roles with your partner.

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26 DEMONSTRATIVE ADJECTIVES
The four demonstrative pronouns—this, that, these, and those—become demonstrative adjectives if
they modify a noun or a pronoun.

Examples: 
That roller coaster was exciting. (The demonstrative adjective That modifies the noun
roller coaster.)
This one is a bit scary. (The demonstrative adjective This modifies the pronoun one.)
 

PRACTICE A Identifying Demonstrative Adjectives

Read each sentence. Then, write each demonstrative adjective and the noun or pronoun it modifies. One
sentence has more than one demonstrative adjective.
Example: Listen to this song.
Answer: this — song
1. What are these muddy toys doing in the house?
2. This card that Bill sent is funny.
3. This smoke detector needs new batteries.
4. That airplane seems to be flying very fast.
5. Don’t those actors seem distracted?
6. That cat chewed through my shoelaces.
7. Can you see any animal shapes in those clouds?
8. Avery uses those grapevines to make these wreaths.

PRACTICE B Supplying Demonstrative Adjectives

Read each sentence. Then, fill in the blank with an appropriate demonstrative adjective.
Example: I’ve been watching goldfinch over there.
Answer: that
1. The light from stars traveled millions of miles.
2. I got baseball cap at the game.
3. trees grow only on the West Coast.
4. shirt is the nicest one I own.
5. Can you hear wolves howling in the distance?
6. We will donate all of food to the local food bank.
7. Is printer really out of ink again?
8. Look closely at the high quality of tools.

Writing and Speaking Application

Write four sentences giving directions to a location in your town. Use all four of the demonstrative
adjectives. Then, read your sentences to a partner. Your partner should listen for and identify the
demonstrative adjectives. Switch roles with your partner.

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27 INTERROGATIVE ADJECTIVES
Three of the interrogative pronouns—which, what, and whose—become interrogative adjectives if
they modify a noun or a pronoun. These adjectives are used to ask direct or indirect questions.

Examples: What movie did you watch? (The interrogative adjective What modifies the noun movie.)
Which one did you like best? (The interrogative adjective Which modifies the pronoun one.)
 

PRACTICE A Identifying Interrogative Adjectives

Read each sentence. Then, write each interrogative adjective and the noun or pronoun it modifies.
Example: Which trees have serrated leaves?
Answer: Which — trees
1. Whose large painting is called Mountains and Sea?
2. Which planet has the most moons?
3. Of all these seashells, which one is the prettiest?
4. Whose keys were left on the counter?
5. What types of marine life survive near thermal vents in the ocean?
6. Bees make honey, but what animal makes silk?
7. Which brother plays first base?
8. What time should we leave?

PRACTICE B Supplying Interrogative Adjectives

Read each sentence. Then, fill in the blank with an appropriate interrogative adjective.
Example: plants grow best in acidic soil?
Answer: Which
1. name did they give the new baby?
2. English king signed the Magna Carta?
3. idea was it to do crafts at the party?
4. candidate won the presidential election of 1810?
5. waterway were Lewis and Clark looking for in their expedition of 1804?
6. rights does the Bill of Rights guarantee?
7. states are part of the Delmarva Peninsula?
8. car is parked in the driveway?

Writing and Speaking Application

With a partner, take turns interviewing each other about your likes and dislikes. Then, write a paragraph
in a question-and-answer format, telling what your partner shared. Use at least four interrogative
adjectives. Trade papers and circle each other’s interrogative adjectives.

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28 INDEFINITE ADJECTIVES
An indefinite adjective gives nonspecific information about a noun.
For example, the indefinite adjective many does not indicate an exact amount. Indefinite adjectives are
often confused with indefinite pronouns since they are the same words—such as all, both, each, few,
many, most, much, neither, several, and some—used differently. An indefinite pronoun replaces a noun
or pronoun. An indefinite adjective comes before a noun or pronoun and modifies it.
Examples: Both girls play soccer. (The indefinite adjective Both modifies the noun girls.)
 I love grapes. I can eat many. (The indefinite pronoun many does not modify a noun or
pronoun.)
PRACTICE A Identifying Indefinite Adjectives
Read each sentence. Then, write each indefinite adjective and the noun it modifies.
Example: Some people say these are the best years of our lives.
Answer: Some — people
1. Most nights I have dinner with my family.
2. Much time was wasted while we waited in traffic.
3. Every day I can play basketball is a good day.
4. Paulo likes many styles of music.
5. Researchers recently discovered another species of octopus.
6. Each student should prepare a multimedia report.
7. When lightning is spotted, all players must leave the field.
8. Few cats like water, except to drink.

PRACTICE B Distinguishing Indefinite Adjectives

Read each pair of sentences. Then, circle A or B to show which sentence has an indefinite adjective.
Example: A Each class elected a president.
B Each attends a weekly meeting for class presidents.
Answer: A Each class elects its own president.
1. A Both magazines are published online.
B Both have strong online circulation.
2. A The twins love breakfast, but neither likes oatmeal.
B Neither sibling skips breakfast in the morning.
3. A Kids who want to join a club have many options.
B Although he wants to join a school club, Mario has not tried many.
4. A Of the ten flowers that bloomed, some are already wilting.
B Some flowers bloom from bulbs planted in the ground.

Writing and Speaking Application

Write a short persuasive paragraph about a controversy in your school or town. Use at least six indefinite
adjectives. Then, read your paragraph to a partner. Your partner should listen for and identify the
indefinite adjectives. Switch roles with your partner.
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29 ADVERBS MODIFYING VERBS

An adverb modifies a verb, an adjective, or another adverb. An adverb that modifies a verb answers
one of these questions: Where? When? In what way? To what extent?
Where? When? In what way? To what extent?
verb: go verb: will arrive verb: spoke adverb: really
adverb: upstairs adverb: later adverb: softly verb: thought
verb: walk verb: smiles verb: leaped adverb: hardly
adverb: away adverb: often adverb: gracefully verb: began

Negative adverbs, such as not, never, and nowhere, also modify verbs.

Examples: He did not answer. I will never believe that. This story is going nowhere.

PRACTICE A Identifying How Adverbs Modify Verbs

Read each sentence. Then, write the adverb from the sentence and tell what question it answers
(Where? When? In what way? To what extent?).
Example: Mr. Davis calmly encourages his students.
Answer: calmly — In what way?
1. We went to the art museum yesterday.
2. Aiden walked slowly toward the classroom.
3. The goalie crouched low to stop the hockey puck.
4. I completely agree with the op-ed piece I read.
5. The painting fell off the wall and landed loudly on the floor.
6. Guillermo is waiting for me outside.
7. The branches of the majestic elm tree reach upward to the sky.
8. The dancer twirled gracefully across the room.

PRACTICE B Supplying Adverbs That Modify Verbs

Read each sentence. Then, fill in the blank with the correct adverb from the word bank below.
Example: I will be finished making this diorama.
Answer: soon
brightly  earlier  never  quietly  soon

1. The company said the package will arrive 4. Marc showed up for our class
. picture.
2. The stars are shining __________ on this clear 5. Kiara had planned to get up at eight, but she
night. awoke much .
3. Ivy sat as she waited for her turn.

Writing and Speaking Application

Write a paragraph describing a scene from your life, using at least six adverbs that modify verbs. Then,
read your paragraph to a partner. Your partner should listen for and identify the adverbs and the verbs
they modify. Switch roles with your partner.

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30 ADVERBS MODIFYING ADJECTIVES

When adverbs modify adjectives, they usually answer this question: To what extent?

Examples: Keb has a very strong swing. (The adverb very modifies the adjective strong, which
describes Keb’s swing.)
That painting is really detailed. (The adverb really modifies the adjective detailed, which
describes the painting.)

PRACTICE A Identifying Adverbs That Modify Adjectives

Read each sentence. Then, underline each adverb that modifies an adjective and circle the adjective.
Do not underline adverbs that modify verbs or other adverbs.
Example: Eventually, sequoia trees grow extremely tall.
Answer: Eventually, sequoia trees grow extremely tall.
1. Felipe was incredibly cheerful this morning.
2. NASA’s plans for exploring Mars are truly amazing.
3. Dad is slightly upset with my sister right now.
4. I’m working halfheartedly on becoming a more skilled gardener.
5. Water dripped slowly from the gargoyle’s frighteningly misshapen mouth.
6. Why don’t you polish that beautifully carved dresser?
7. The rain was quite hard last night.
8. Marta rode her horse slowly up the somewhat steep hillside.
9. Ryan is rather pessimistic about the weekend weather forecast.
10. This roast is delicious and exceptionally tender.

PRACTICE B Distinguishing Adverbs That Modify Adjectives

Read each pair of sentences. In one sentence in each pair, the boldface word is an adverb modifying an
adjective. Circle A or B to show which sentence includes an adverb modifying an adjective.
Example: A Raul is less hungry now that he’s had a snack.
B  The baby eats less messily than he used to.
Answer: A Raul is less hungry now that he’s had a snack.
1. A Please read more slowly.
B Leah is more confident than Ian.
2. A Owen is an especially cheerful child.
B I enjoy golf even though I don’t play especially well.
3. A Jon is really excited about this weekend.
B I really want my favorite actor to win the award.
4. A Jaden applied for a scholarship, and his older brother applied too.
B That water is far too muddy for swimming.

Writing and Speaking Application

Write a letter describing a place, using at least five adverbs that modify adjectives. Then, read your
sentences to a partner. Your partner should listen for and identify the adverbs. Switch roles with
your partner.

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31 ADVERBS MODIFYING OTHER ADVERBS

When adverbs modify other adverbs (words that modify verbs, adjectives, or adverbs), they answer
only one question: To what extent?

Examples: Ants are quite often tiny. (The adverb quite modifies the adverb often, which modifies the
adjective tiny.)
He moved very slowly. (The adverb very modifies the adverb slowly, which modifies the
verb moved.)

PRACTICE A Identifying Adverbs That Modify Other Adverbs

Read each sentence. Then, underline the adverb that modifies another adverb. Do not underline adverbs
that modify verbs or adjectives.
Example: It hardly ever snows here.
Answer: It hardly ever snows here.
1. Sofia painted the fence fairly carefully. 7. Why are you vacuuming so enthusiastically?
2. Jo hardly ever goes camping. 8. I always do my chores extremely quickly
3. It is more distressingly dark in this cave than on Fridays.
I could have imagined. 9. Zane quite often competes with his brilliant
4. Alex seems almost constantly tired during sister, Zelda.
the winter. 10. Dad cleaned the kitchen somewhat
5. The hare ran too slowly to escape the fox. thoroughly last night.
6. Johan reads surprisingly well for his age.

PRACTICE B Supplying Adverbs That Modify Other Adverbs

Read each sentence. Then, fill in the blank to add an adverb that modifies another adverb. Choose your
adverb from the box below.
Example: Tom works hard to impress his boss.
Answer: really

hardly  less  more  perfectly  really

1. Mikayla cut the birthday cake slices evenly.

2. Khan is enthusiastically caught up in this project that I’ve ever seen him.
3. I would not be surprised if Anna showed up late.
4. My goal is to read more and watch TV often.
5. Javier ever turns in an assignment late.

Writing and Speaking Application

Write a paragraph describing a plan or an idea, using at least three adverbs that modify other adverbs.
Then, read your paragraph to a partner. Your partner should listen for and identify the adverbs. Switch
roles with your partner.

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32 FINDING ADVERBS IN SENTENCES

An adverb modifies a verb, an adjective, or another adverb.

Adverbs can appear in different places in sentences. See the examples in the chart below.
Adverb Placement Example Sentence
Beginning Gently, Gwen released the healed bird.
End Gwen released the healed bird gently.
Before a Verb Gwen gently released the healed bird.
After a Verb Gwen cooed gently at the healed bird.
Between Parts of a Verb Phrase Gwen had been gently cooing at the healed bird.
Before an Adjective Gwen was unusually gentle with the healed bird.
Before an Adverb His sister was not very gentle with the healed bird.

PRACTICE A Identifying Adverbs and the Words They Modify

Read each sentence. Then, write each adverb and the word or words it modifies. Most sentences have
more than one adverb.
Example: The river has become increasingly toxic.
Answer: increasingly — toxic
1. The ice on the winding road glinted menacingly.
2. Plastics, unfortunately, degrade extremely slowly.
3. Kim quickly and successfully guided her horse over the jump.
4. Amazingly, spiders spin fibers as strong as steel.
5. Aunt Salina is rather optimistic about her new job.
6. Ray skates smoothly and rarely falls.
7. Galena barely won the race, but she won the pole vault easily.

Practice B Writing Sentences Using Adverbs in Different Locations

Read each sentence. Then, rewrite the sentence to add an adverb. The note in parentheses tells you
where to place the adverb.
Example: Adrienne lost her diary. (end of sentence)
Answer: Adrienne lost her diary yesterday.
1. I have begun to learn karate. (between parts of the verb phrase)

2. Clark tiptoed up the stairs. (before the verb)

3. The surf crashed against the coast. (after a verb)

4. Nita completed her science project (end of sentence)

Writing and Speaking Application

Write a paragraph describing an animal, using five adverbs in different locations. Then, read your paragraph
to a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner.

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33 ADVERB OR ADJECTIVE?
If a noun or a pronoun is modified by a word, that modifying word is an adjective. If a verb, an
adjective, or an adverb is modified by a word, that modifying word is an adverb.
Some words can function as either adjectives or adverbs, depending on their use in a sentence. An
adjective answers the question What kind? Which one? How many? or How much? An adverb answers
the question Where? When? In what way? or To what extent?

Examples: She hugged the puppy close to her. (The adverb close modifies the verb hugged.)
They are close friends. (The adjective close modifies the noun friends.)
Not all words that end in -ly are adverbs. Words such as lonely and friendly are adjectives.

Examples: The minor typo ended up being a costly mistake. (The adjective costly modifies the noun
mistake.)

PRACTICE A Distinguishing Adverbs and Adjectives

The boldface word in each sentence is either an adjective or an adverb. On the line provided, write
adjective or adverb. Then, write the word that the boldface word modifies.
Example: Tony thought the test was extremely difficult.
Answer: adverb — difficult
1. Bianca scheduled a later doctor’s appointment.
2. Dad will arrive home later than usual today.
3. There is an outside chance our team will win the game.
4. Letty often exercises outside.
5. The duck flew close to Adrian’s face.
6. My cousin and I are close friends.

PRACTICE B Identifying Adverbs and Adjectives

Read each sentence. Then, circle each adjective and underline each adverb. Do not include the articles
a, an, and the.
Example: Very late in the day, Meg was asked to work the early shift tomorrow.
Answer: Very late in the day, Meg was asked to work the early shift tomorrow.

1. Unfortunately, Angel just called to say he’ll 4. The technician gave us a friendly wave as we
arrive late. briskly left the room.

2. The young couple booked an extremely 5. Dress casually and comfortably for the
early flight. volunteer meeting.

3. Our team still has a chance to win the dance 6. One thing Mila does exceptionally well is
contest. carve small animals from wood.

Writing and Speaking Application

Write a paragraph describing someone you know, using at least four adjectives and four adverbs. Then,
read your paragraph to a partner. Your partner should listen for and identify the adverbs. Switch roles
with your partner.
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34 PREPOSITIONS USED IN SENTENCES

A preposition relates the noun or pronoun following it to another word in the sentence.

Prepositions introduce prepositional phrases in a sentence. A prepositional phrase includes a

preposition and a noun or a pronoun. Prepositional phrases give information about location, time, or
direction or provide details. In each example, the prepositional phrase is underlined, and the preposition
is in boldface.
Location: The socks in the dresser drawer are torn.
Time: During January, the snow piled up.
Direction: Jason hurled the ball over the fence.
Details: Gina knew from the very beginning that it would be a good year.

PRACTICE A Identifying Prepositions

Read each sentence. Underline any prepositions.
Example: We went to dinner at six o’clock.
Answer: We went to dinner at six o’clock.
1. The children played on the swings in the park. 6. After work, Dad went to the grocery store.
2. Ellen drove home after the game. 7. We live near the north end of town.
3. In Chicago, we walked through a museum 8. In some cities, it is difficult to travel without
filled with amazing art. a car.
4. The balloon rose into the air and then floated 9. They built their cottage beside a stream and
toward the hills. under a giant tree.
5. For breakfast, Mimi made eggs with toast. 10. During lunch, I sat at a picnic table.

PRACTICE B Labeling Prepositional Phrases

Read each sentence. Then, on the line provided, tell what type of information the underlined
prepositional phrase gives by writing location, time, direction, or details.
Example: Chelsea walked down the beach.
Answer: direction
1. The dog waited patiently under the table.
2. They climbed across the narrow ledge and were safe.
3. After 15 minutes, the eggs were cooked.
4. Since July, two new members have joined the chess club.
5. The deer jumped over the fence easily.
6. The new book by my favorite author is making bestseller lists.
7. We made cookies at Lily’s apartment.
8. The garage wall is covered with old bumper stickers.

Writing and Speaking Application

Write a short paragraph describing something you did during your last school break. Include one
example of each type of prepositional phrase (location, time, direction, details). Read your paragraph to
a partner. Your partner should listen for and identify the prepositional phrases. Then, switch roles with
your partner.

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35 PREPOSITION OR ADVERB?
A preposition in a sentence always introduces a prepositional phrase.

Some words can be used as either prepositions or adverbs. A preposition is always part of a prepositional
phrase. Prepositional phrases show location, time, or direction or give details.
• Prepositional phrases begin with a preposition and include a noun or pronoun called the object of
the preposition.
   Example: Lan wondered what was behind the closed door.
    preposition object
•        An adverb modifies a verb, an adjective, or another adverb. If a word that looks like a preposition
has no object, it is probably an adverb.
   Example: Lisa tried to run fast, but she still fell behind.
                                adverb

PRACTICE A Identifying Prepositional Phrases and Objects

Read each sentence. Then, underline the prepositional phrase and circle the object.
Example: The field is covered with snow.
Answer: The field is covered with snow.

1. I sat on the hard chair. 7. They prepare vegetarian food at the new
2. She read a fable about a crafty fox. restaurant.
3. Mark jumped down the steps. 8. Valeria practiced for the important
4. After practice, he was really tired. competition.

5. The class made a webpage about recycling. 9. During the holiday, we went to see fireworks.

6. The cook dropped the dumplings into the 10. People were chatting throughout the movie.
boiling water.

PRACTICE B Distinguishing Prepositions and Adverbs

Read each sentence. Then, on the line provided, identify the underlined word by writing preposition or
adverb.
Example: Erin ran up the stairs.
Answer: preposition
1. There was a big commotion outside.
2. Migrating geese fly over our house each winter.
3. I’ve never read that book before.
4. The deer have been around the farm lately.
5. Scorpions live underneath rocks.
6. The truck drove past quickly.
7. The castle is near a river.

Writing and Speaking Application

Choose two of the words used as adverbs or prepositions in the sentences above. Use each word as an
adverb and as a preposition in your own sentences about your favorite hobby. Read your sentences aloud
to a partner. Your partner should identify which sentence(s) contain the adverbs and which contain the
prepositional phrases. Then, switch roles.
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36 COORDINATING CONJUNCTIONS
Coordinating conjunctions connect words of the same kind, such as two or more nouns or verbs.
They can also connect larger groups of words, such as prepositional phrases or even complete
sentences.

The following words are coordinating conjunctions:

and but for nor or so yet

Coordinating conjunctions can connect different words or phrases. Look at these examples:
Nouns Denise and Amir wrote about the solar system.
Verbs We tried but failed to get the cat to come out.
Prepositional Phrases Did you put the keys in the drawer or on the counter?
Sentences We slept late, so we didn’t go to the game.

PRACTICE A Identifying Coordinating Conjunctions

Read each sentence. Then, underline each coordinating conjunction. A sentence may have more than
one coordinating conjunction.
Example: We bought socks and shoes
Answer: We bought socks and shoes.
1. You can watch that show on TV or on the 6. We had read another book by that author, so
Internet. we knew the story would be sad.
2. She ran her best race, yet she still finished in 7. Mr. Hong writes poetry and reads it at his
third place. poetry group.
3. It wasn’t the band’s best concert, nor was it 8. Darius wanted to rent a bike, but the shop was
their worst. closed.
4. Would you rather watch a movie or play a 9. Leyla packed her lunch but left it on the
video game? kitchen counter.
5. I like the colors blue and orange, for they are 10. The swimming team and the diving team
our school’s colors. practice at the community pool.

PRACTICE B Supplying Coordinating Conjunctions

Read each sentence. Then, fill in the blank with a coordinating conjunction that makes sense.
Example: Do you prefer summer weather winter weather?
Answer: or
1. It wasn’t Amy’s best writing, it wasn’t her worst.
2. Fluffy ran out the door climbed up the tree.
3. I couldn’t reach my cousin by phone, I sent him an email.
4. We could visit the beach the mountains.
5. I had planned to buy skates, I got a skateboard instead.

Writing and Speaking Application

Write two to three sentences about your favorite book. Include at least two different coordinating
conjunctions. Read your sentences to a partner and have your partner listen for and identify the
coordinating conjunctions. Then, switch roles.
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37 CORRELATIVE CONJUNCTIONS
Correlative conjunctions are pairs of words that connect similar kinds of words or groups of words.

The following pairs of words are correlative conjunctions:

both/and     either/or     neither/nor     not only/but also     whether/or

Correlative conjunctions can connect different types of words, phrases, or clauses. See these
examples:
Nouns Either Brazil or Argentina would be fun to visit.
Verbs We neither laughed nor cried during the movie.
Prepositional Phrases Please look both in your purse and under the seat for the keys.
Sentences Not only did I do my math homework, but also I wrote my essay.

PRACTICE A Identifying Correlative Conjunctions

Read each sentence. Then, underline the correlative conjunctions.
Example: We bought not only a computer but also a printer.
Answer: We bought not only a computer but also a printer.
1. Whether you play chess or practice an 6. Yadiel both jogged and lifted weights to
instrument, you give your brain a workout. get in shape.
2. Not only did he intercept the pass, but also he 7. Whether inside the house or out in the yard,
scored a touchdown. the dog barks all day long.
3. Both Mom and Dad work for the city. 8. I neither wanted nor needed to buy new
4. To avoid traffic, we need to leave either before clothes.
7 a.m. or after 9 a.m. 9. The actors in that movie both sang and
5. Neither Tessa nor Rosa knows how to ski. danced.
10. Not only did I go to the park, but also I went
to the zoo.

PRACTICE B Supplying Correlative Conjunctions

Read each sentence. Then, fill in the blank with the correct correlative conjunction.
Example: She likes chicken nor beef.
Answer: neither
1. Both summer winter have extreme temperatures.
2. my mom nor my dad noticed my new haircut at first.
3. Her stomach growled loudly not only in the morning after school.
4. wear a raincoat or take an umbrella today.
5. We need to decide whether to eat out to cook at home for Thanksgiving.

Writing and Speaking Application

Write two to three sentences about a job you might enjoy doing. Use at least two different pairs of
correlative conjunctions. Read your sentences to a partner and have your partner listen for and identify
the correlative conjunctions. Then, switch roles.

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38 SUBORDINATING CONJUNCTIONS
Subordinating conjunctions connect two ideas by making one idea dependent on the other.
A subordinating conjunction connects a dependent idea in a sentence to the main idea. In the following
examples, the subordinating conjunctions are underlined, and the dependent ideas are in boldface. Notice
that each dependent idea includes a subject and a verb.
Examples: We unpacked after we arrived.
When you emailed, I was studying.
Also note that the main idea can come at the beginning or at the end of the sentence. When the
dependent idea comes first, it must be separated from the main idea with a comma. If the dependent
idea comes second, no comma is necessary.
Common subordinating conjunctions include after, although, as, because, before, if, since, than, that,
though, unless, until, when, whenever, where, and while.

PRACTICE A Identifying Subordinating Conjunctions

Read each sentence. Then, write the subordinating conjunction on the line provided.
Example: We went to the store because we were out of milk.
Answer: because
1. If I could get a pet, I would get a puppy.
2. Although we live far apart, my best friend and I talk daily.
3. Skylar chopped vegetables while Derrick grilled the fish.
4. Since it was hot during the summer, we decided to go to the beach.
5. Scott always locks up his bike after he rides it.
6. Before my sister goes to bed, I read her a story.

PRACTICE B Using Subordinating Conjunctions in Sentences

Read each sentence. Then, rewrite each sentence using the subordinating conjunction shown in
parentheses to add a dependent idea.
Example: Regina will do well at the spelling bee. (because)
Answer: Regina will do well at the spelling bee because she has been studying a lot.
1. My sister usually eats some fruit. (when)

2. Tonya will go to the park. (if)

3. Our family bought a new computer. (because)

4. I answered all the questions on the test. (although)

Writing and Speaking Application

Write three or four sentences giving directions to a place in your community. Use at least three different
subordinating conjunctions. Read your directions aloud and have a partner listen for and identify the
subordinating conjunctions and dependent ideas. Then, switch roles with your partner.

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Name Date

39 CONJUNCTIVE ADVERBS
Conjunctive adverbs are used as conjunctions to connect complete ideas. They are often used
as transitions, connecting different ideas by showing comparison, contrast, or results or by
introducing additional, related information.
Conjunctive adverbs can be used to show a transition between ideas, sentences, and paragraphs. See
the examples of the different functions of conjunctive adverbs in the chart below.
Function Examples
To show a comparison likewise, similarly
Mr. Saka values education; likewise, his children enjoy school.
To show a contrast otherwise, instead, however, besides, nevertheless
I walked to school today; however, tomorrow I’ll take the bus.
To show results accordingly, consequently, thus, therefore
The roads were slippery; therefore, Ryder drove slowly.
To introduce additional, related information also, moreover, additionally, furthermore
Roasted vegetables taste delicious; moreover, they’re healthful.

PRACTICE A Identifying and Labeling Conjunctive Adverbs

Read each sentence. Then, underline the conjunctive adverb and write its function (to show a
comparison, to show a contrast, to show a result, or to add information).
Example: Mice are cute; however, I wouldn’t want one in my house!
Answer: Mice are cute; however, I wouldn’t want one in my house! contrast
1. I wanted to go swimming; instead, we went fishing.
2. Raking the leaves took all day; consequently, we missed the movie.
3. Tyreek cooks good meals; furthermore, he makes excellent snacks.
4. It’s fun to write poems; however, I prefer to write stories.
5. The puppy grew quickly; therefore, it needed a larger collar.

PRACTICE B Using Conjunctive Adverbs as Transitions

Read each pair of sentences. Then, combine each pair to make one sentence, using a conjunctive adverb
as a transition. Choose your conjunctive adverbs from the chart above.
Example: Rita missed the school bus. Her mother had to drive her to school.
Answer: Rita missed the school bus; consequently, her mother had to drive her to school.
1. He is afraid of flying. He drove from Houston to New York.

2. Alissa had blisters on her feet. She finished the marathon.

3. Poodles are extremely intelligent. They are eager to please.

Writing and Speaking Application

Write a short paragraph convincing someone to vote in favor of a new school rule of your choice. Use
at least three different conjunctive adverbs to connect ideas. Read your paragraph aloud and have a
partner listen for and identify the conjunctive adverbs. Then, switch roles.

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40 INTERJECTIONS
An interjection expresses feeling or emotion and functions independently from the rest of a
sentence.

Most interjections are single words or simple phrases. Interjections can show emotions such as surprise,
anger, pain, joy, and frustration. The table shows some common interjections.
ah hey oh no um yay
aha hmm oops well yeah
aw hooray ouch whew yikes
darn huh ugh whoa yuck
great oh uh oh wow yum

PRACTICE A Identifying Interjections

Read each item. Then, underline the interjection.
Example: Yeah! Our team just won the match!
Answer: Yeah! Our team just won the match!
1. Ow! The ball just hit me in the arm. 7. Wow! I can’t believe how good the stage looks.
2. Shhh! Please keep your voice down. 8. Great! I’m thrilled you got tickets for the
concert.
3. Hmm, I wonder when the package will be
delivered 9. Well, should I see the action movie or the
comedy?
4. Oh no! I forgot to bring my running shoes.
10. Whew, I’m glad I don’t have any cavities.
5. Whoa! You’re driving too fast.
6. Ugh, it smells like there’s a skunk outside.

PRACTICE B Supplying Interjections

Read each item. Then, write an interjection from the chart above that makes sense with the feeling
expressed in the item.
Example: , that salad looks fresh and delicious.
Answer: Yum
1. , I think I’ve lost a contact lens.
2. ! I left my uniform at school.
3. , we’re rehearsing at my house tonight?
4. ! I’m so glad you made the team!
5. , did you want some of the leftover pizza, too?
6. ! You made it home in time for our favorite show.
7. ! That sprinter just set a new world record.

Writing and Speaking Application

Write two to three sentences of dialogue between friends who are describing an exciting movie. Use at
least three different interjections from this page to show their emotions. Read your sentences aloud and
have a partner listen for and identify the interjections. Then, switch roles.

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Name Date

41 THE TWO BASIC PARTS OF A SENTENCE

Every sentence, regardless of its length, must have a subject and a verb. A complete sentence
contains a subject and a verb and expresses a complete thought.

The subject of a sentence is the word or group of words that names the person, place, thing, or idea that
performs the action or is described. It answers the question Who? or What? before the verb.
The verb in a sentence tells what the subject does, what is done to the subject, or what the condition of the
subject is.
In these examples, the subjects are underlined and the verbs are circled:
Annie opened the car door.
The bike has two flat tires.
Bianca’s sister will be in second grade.

PRACTICE A Identifying Parts of a Sentence

Read each sentence. Then, identify the underlined word or word group by writing subject or verb.
Example: The track was too muddy for walking.
Answer: subject
1. Before school, I went to the library.
2. She thought about the assignment carefully.
3. It has been cold for three weeks.
4. Abraham will take his brother to the museum.
5. The chair was extremely uncomfortable.

PRACTICE B Finding Subjects and Verbs

Read each sentence. Then, on the line provided, write the subject and verb of each sentence.
Example: Brea wore her shoes to bed.
Answer: Brea, wore
1. The playful kittens are adorable.
2. My neighbor’s dog barks at night.
3. The store on the corner sells firewood.
4. Before dinner, we will set the table.
5. On the highway, cars pass trucks a lot.
6. People stood in line for hours.
7. The library just obtained this book last week.
8. Lalo seems taller than last year.
9. The restaurant closes at ten.
10. The desk in my bedroom wobbles.

Writing and Speaking Application

Write two sentences describing your school’s cafeteria. Read your sentences to a partner. Your partner
should listen for and identify the subject and verb in each sentence. Then, switch roles with your partner.

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42 USING SUBJECTS AND VERBS TO EXPRESS COMPLETE THOUGHTS

A sentence is a group of words with a subject and a verb that expresses a complete thought.

See these examples of an incomplete and a complete thought:

Incomplete Thought: Out of a tree in our backyard.
This group of words cannot stand by itself as a sentence. It is an incomplete thought that contains two prepositional
phrases. The phrases can become a sentence only after both a subject and a verb are added to them. In grammar,
incomplete thoughts are often called fragments.
Complete Thought: My sister’s cat fell out of a tree in our backyard.
This group of words has a subject (cat) and a verb (fell) and expresses a complete thought.

PRACTICE A Recognizing Complete Thoughts

Read each group of words. Write whether the words express a complete or an incomplete thought.
Example: Before her next class.
Answer: incomplete
1. Shopping for groceries at the market.
2. Missed class six times this week.
3. My friend wasn’t at rehearsal.
4. He knew a lot about the solar system.
5. Took a long time at the hair salon.
6. We made three dozen tamales.
7. They had never seen a better performance.
8. My mom’s fruit trees.
9. At the same time as the meeting.
10. The band competition was a lot of fun this year.

PRACTICE B Expressing Complete Thoughts

Read each incomplete thought below. Then, on the line provided, rewrite the group of words to form a
complete sentence.
Example: Had enough time for the assignment
Answer: Rachel had enough time for the assignment.
1. Has an amazing collection of action figures.
2. Her brother’s running shoes.
3. Close to downtown.
4. Took photos of the ducks on the pond.
5. To get a ride home.

Writing and Speaking Application

Write two sentences describing the last movie you saw. Read your sentences aloud to a partner. Your
partner should listen for and explain whether the sentences are complete or incomplete thoughts. Then,
switch roles with your partner.

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43 COMPLETE SUBJECTS AND PREDICATES

The complete subject of a sentence consists of the subject and all of its modifiers. The complete
predicate of a sentence consists of the verb or verb phrase and all of its modifiers, objects, and
complements.
Read the descriptions of the parts of this sentence.
The city council of Elmdale voted on the resolution.

Simple Subject the person, place, thing, or idea the sentence is about council
Complete Subject the simple subject and all related words The city council of Elmdale
Simple Predicate the verb or verb phrase voted
Complete Predicate the verb or verb phrase and all related words voted on the resolution

PRACTICE A Identifying Simple and Complete Subjects

Read each sentence. Then, underline the complete subject, and circle the simple subject.
Example: Our old car did not have a navigation system.
Answer: Our old car did not have a navigation system.
1. My friends play tennis on Saturdays. 6. Sienna’s basketball shoes were left at school.
2. Our next-door neighbor has a large dog. 7. The fourth house on our block is empty.
3. The latest bus schedule contains an error. 8. Our head librarian helps students with research.
4. The mayor’s office is next to a restaurant. 9. That last project took too much time.
5. The tuna sandwiches sat in the sun too long. 10. The horse with the white face is the fastest.

PRACTICE B Identifying Simple and Complete Predicates

Read each sentence. Then, underline the complete predicate, and circle the simple predicate. The simple
predicate may be a verb or a verb phrase.
Example: Farley knew the solution to the equation.
Answer: Farley knew the solution to the equation.
1. My aunt has two grown children.
2. All of the cross-country runners participated in the meet.
3. Tara has kept a diary since fifth grade.
4. My dad’s office chair scratches our floor.
5. He was not hungry for the snacks.
6. The first assignment is the hardest one.
7. They raise goats on their land.
8. You can see the capitol from here.
9. My friend helps me with my English homework.
10. Our school cafeteria will serve pizza this Friday.

Writing and Speaking Application

Write two or three sentences describing something you would like to learn more about. Read your
sentences to a partner. Your partner should listen for and identify the complete subject and the complete
predicate in each sentence. Switch roles with your partner.

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44 RECOGNIZING COMPOUND SUBJECTS

A compound subject is two or more subjects that share the same verb.

A compound subject is two or more nouns or pronouns that have the same verb and are joined by a
conjunction such as and or or. These sentences have compound subjects:
Mary and her sister share a bedroom.
A dog, a coyote, or a fox raided our henhouse.
If a sentence has a subject that contains only one noun, it does not have a compound subject, even if the
noun is plural. These sentences have simple subjects:
The horses ran across the fields.
Grapes are my least favorite fruit.

PRACTICE A Identifying Simple and Compound Subjects

Read each sentence. Then, underline the subject. On the line provided, write whether the subject is
simple or compound.
Example: Flowers and trees grow on our property.
Answer: Flowers and trees grow on our property. compound
1. My parents cook pasta or rice for dinner almost every night.
2. James and Sylvia don’t work well together.
3. You or I must take the completed project to school.
4. Peacocks are strikingly beautiful birds.
5. Newspapers, magazines, and books fill the bookstore shelves.

PRACTICE B Recognizing Compound Subjects

Read each sentence. Then, underline the compound subject.
Example: Tuesday and Thursday are our team’s practice days.
Answer: Tuesday and Thursday are our team’s practice days.

1. Plates, cups, and bowls go in the bottom 6. The players and coaches will ride the bus
cupboard. together.
2. My sister and I fight over the best chair in the 7. Farah and I ordered our tickets online.
family room. 8. The actors and singers don’t have much free
3. Cheese or peanut butter would be fine with time.
me. 9. Her coat and hat hang on that hook.
4. Students, teachers, and staff all worked on 10. Stamina and patience are my mom’s best
this project. qualities.
5. Corn and peas are my favorite vegetables.

Writing and Speaking Application

Write two or three sentences with compound subjects that describe your two favorite classes. Read your
sentences to a partner. Your partner should listen for and identify the compound subjects. Then, switch
roles with your partner.

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45 RECOGNIZING COMPOUND VERBS

A compound verb is two or more verbs or verb phrases that share the same subject.
A compound verb is two or more verbs or verb phrases that have the same subject and are joined by a
conjunction such as and, but, or or. The following sentences have compound verbs:
DeShawn washed, dried, and waxed the car.
Wilderness visitors stay in rustic cabins or camp in the woods.
If a sentence has only one verb or verb phrase, it has a simple verb. The following sentences have simple verbs:
Social media influencers have been promoting the product.
They all rode their bikes to the food festival.
If one of the verbs in the compound verb contains a helping verb, the helping verb may not need to be
repeated for the second verb:
In a storm, the roof could lose shingles or spring a leak.

PRACTICE A Identifying Simple and Compound Verbs

Read each sentence. Then, underline the verb(s). On the line provided, write whether each verb is simple
or compound.
Example: Phelan walked and fed his horse.
Answer: Phelan walked and fed his horse. compound
1. Frieda got more notebook paper for her homework.
2. Braydon and Jasper have written and edited their essays.
3. Jaylin swept, mopped, and dusted the house.
4. Katherine prefers badminton over tennis.
5. Fran’s car skidded on the slick surface but rolled safely to a stop.

PRACTICE B Recognizing Compound Verbs

Read each sentence. Then, underline the compound verb.
Example: Elwood will create his own costume and wear it to the party.
Answer: Elwood will create his own costume and wear it to the party.
1. Terri has not cleaned or vacuumed the car in months. 
2. We imagined a cartoon character and drew it. 
3. Next week, the pet-sitter will feed and walk the dogs. 
4. Hilario bowed and smiled at the end of the play. 
5. Dad buys groceries and pays bills every Friday. 
6. Zayn and Nikki wrote to Grandpa and asked for the recipe. 
7. Several times a week, Sharla rides the horse and brushes its coat. 
8. Keith listened closely but did not hear a thing. 
9. I have scraped, primed, and painted the entire shed. 
10. Hector ordered a new menu item but seemed unhappy with it. 

Writing and Speaking Application

Write two or three sentences with compound verbs that describe plans you have for the weekend.
Read your sentences to a partner. Your partner should listen for and identify the compound verbs. Then,
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Name Date

46 THE SUBJECT OF A COMMAND OR A REQUEST

The subject of a command or a request is understood to be the pronoun you.

A sentence that commands or requests someone to do something usually does not have a stated subject.
In these sentences, the subject is the word you even if a person’s name is included. Look at these
examples:
Command or Request How the Subject Is Understood
Please pick up your socks. You please pick up your socks.
Hand me that hammer. You hand me that hammer.
Kiley, stop yelling at me. Kiley, you stop yelling at me.

PRACTICE A Rewriting Commands and Requests

Read each command or request. Then, rewrite the sentence so that it includes the subject you.
Example: Help me carry these bags to the kitchen.
Answer: You help me carry these bags to the kitchen.
1. Turn off that alarm clock!
2. Hallie, let me know what you decide.
3. Turn the page now.
4. Give me your hand.
5. Kelly, tell her you have the assignment.
6. Put your boots on.
7. Come have lunch with me on Friday.
8. Stop rolling your eyes like that!

PRACTICE B Writing Commands and Requests

On the lines provided, write three or four commands or requests a parent might make to a child or a
teacher might make to a class. The implied subject in each sentence should be you.
Example Answer: Please stop bothering your brother.
Make sure your room is clean.
Feed the cat before you leave for school.

Writing and Speaking Application

Write a list of three or four commands or requests you would give other people if you were directing
a play. Read your list aloud to a partner. Your partner should identify the subject in each command or
request. Then, switch roles with your partner.

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47 FINDING THE SUBJECT IN A QUESTION

In a question, a form of the main verb be or of a helping verb usually precedes the subject.

Many questions begin with a form of the main verb be, a form of a helping verb, or a question word,
such as what, when, where, why, or how. To find the subject in a question, you can try rewording the
question in the usual word order with the subject before the verb. In the examples below, the subjects of
the sentences are underlined, and the verbs are in boldface.
Question Rearranged in Subject-Verb Order
When is Alissa visiting? Alissa is visiting when?
Have you told your teacher? You have told your teacher?
Where are the ants going? The ants are going where?

PRACTICE A Rearranging Questions Into Subject-Verb Order and Identifying the Subject
Read the following questions. Then, rearrange each question so it is written in subject-verb order.
Underline the subject in each rewritten sentence.
Example: Have you been to the beach?
Answer: You have been to the beach?
1. Can dogs see colors?

2. What was your baby sister’s first word?

3. Does Clara have brown eyes or green eyes?

4. Were your parents going to drop you off?

5. Why did you hang your clothes there?

PRACTICE B Identifying Subjects

Read each question. Then, underline the subject.
Example: May I have another apple?
Answer: May I have another apple?
1. Does Felicia need more time? 6. Does Cami belong to the chess club?
2. Where is the keyboard? 7. Are the napkins on the table?
3. Is the moon out tonight? 8. What is your favorite band?
4. Why can’t you speak more softly? 9. Have we finished all the spaghetti?
5. Is Mamá still at the office? 10. Were you wrong about the show time?

Writing and Speaking Application

Write three or four questions that you can ask a partner about something they have read lately. Ask your
partner the questions. Your partner should listen for and identify the subject in each question. Then,
switch roles with your partner.

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47 | Basic Sentence Parts

Name Date

48 FINDING THE SUBJECT IN A SENTENCE BEGINNING WITH THERE OR HERE

There or here is never the subject of a sentence.

If a sentence begins with there or here, the sentence’s word order is probably inverted, with the verb
coming before the subject. To find the subject, rephrase the sentence to make the subject come first.
Look at these examples:
Sentences Beginning With There or Here Reworded With the Subject First
There is a strange cat in our yard. A strange cat is in our yard.
Here is the Spanish classroom. The Spanish classroom is here.

PRACTICE A Rearranging Sentences With There or Here and Identifying the Subject
Read these sentences beginning with there or here. Then, rewrite each sentence so that the subject
comes before the verb. Underline the subject in each rewritten sentence.
Example: There are three sweaters on your chair.
Answer: Three sweaters are on your chair.
1. There is more printer paper in the cabinet.

2. Here is my phone.

3. There is nothing under the doormat.

4. Here is my latest artistic creation.

5. There are six candles in that drawer.

PRACTICE B Identifying Subjects

Read the following sentences. Then, underline the subject of each sentence.
Example: There are more trees on this side of the yard.
Answer: There are more trees on this side of the yard.

1. There is a new family in our apartment 6. There is the answer to your question.
building. 7. Here is the article about fruit flies.
2. Here come two people up the sidewalk. 8. There is a new car wash in town.
3. There are peanuts in that granola bar. 9. Here is my bus stop.
4. There is my journalism teacher. 10. Here are the hangers for the shirts.
5. Here is the tallest building on campus.

Writing and Speaking Application

Write three or four sentences that describe things you might show a new student in your school. Each
sentence should begin with there or here. Read your sentences aloud to a partner. Your partner should
listen for and identify the subject of each sentence. Then, switch roles with your partner.

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Name Date

49 FINDING THE SUBJECT IN A SENTENCE INVERTED FOR EMPHASIS

In some sentences, the subject follows the verb in order to emphasize the subject, or make it
stand out.

In most sentences, the subject comes before the verb. Sometimes, however, writers invert the word
order. They put the verb first to emphasize the subject or to help build suspense. To find the subject in a
sentence with inverted word order, reword the sentence to put the subject before the verb. Look at these
examples:
Sentences With Inverted Word Order Reworded With the Subject First
Before the chapter came the introduction. The introduction came before the chapter.
Outside my window was a meowing cat. A meowing cat was outside my window.

PRACTICE A Rearranging Sentences With Inverted Word Order and Identifying Subjects
Read these inverted sentences. Then, rewrite each sentence so that the subject comes before the verb.
Underline the subject in each rewritten sentence.
Example: In the waiting room sat the doctor’s patients.
Answer: The doctor’s patients sat in the waiting room.
1. Right above the porch light hung a tiny black spider.

2. Sitting on the curb back at school was her sister.

3. In the garden grew colorful flowers.

4. Marching alone on the practice field was Ebony.

5. Putting up the shelves all by himself was my dad.

PRACTICE B Identifying Subjects

Read the following sentences. Then, underline the subject of each sentence.
Example: Stuck to the bottom of my shoe was the lost ticket.
Answer: Stuck to the bottom of my shoe was the lost ticket.
1. Reaching for the shiny package on the top 6. Right out of the woods and into our yard ran a
shelf was my baby brother. coyote.
2. Out into the yard came the whole family. 7. From between the sofa cushions tumbled
Mom’s glasses.
3. Under all the layers of paint was a fine chair.
8. Tossing the ball against the wall was Mila.
4. Down in the corner were the missing keys.
5. Waiting at the bus stop was my older sister.

Writing and Speaking Application

Write two or three sentences about something that surprised you. Invert the sentences so that the
subject follows the verb. Read your sentences to a partner. Your partner should listen for and identify the
subject of each sentence. Then, switch roles with your partner.

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Name Date

50 RECOGNIZING DIRECT OBJECTS

A direct object is the noun or pronoun that receives the action of a verb.

Direct objects follow action verbs and complete the meaning of a sentence by answering the question
What? or Whom? Look at these examples:
Adam lost a tooth.
subject verb direct object

Carol cleaned the carpet yesterday.

subject verb direct object

A sentence may have more than one direct object. Look at this example of a compound direct object:
Sandy plays baseball and football.
subject verb   direct object direct object

PRACTICE A Recognizing Direct Objects

Read each sentence. Then, write the direct object or compound direct object on the line.
Example: Jameson has a brother and a sister.
Answer: brother, sister

1. Alex likes music, poetry, and art.

2. I kept my artwork from elementary school.
3. Her aunts have rewarding jobs.
4. Elena tutors my older brother.
5. Klaus forgot our meeting and his appointment.
6. The whole Spanish club attended the fiesta.
7. Lucas doesn’t like horror movies or musicals.
8. I popped three batches of popcorn.
9. She finally sent the email.
10. My dad bought a huge frozen turkey.

PRACTICE B Supplying Direct Objects

Read each sentence. Fill in each blank with a direct object that makes sense. You may add other words
as needed.
Example: Samantha rode her to school.
Answer: Samantha rode her bike to school.
1. Calvin helps at his job.
2. My sister often cooks , , and .
3. I bought to take on our trip.
4. Chessie begs for dog treats.
5. I dropped my on the kitchen floor.

Writing and Speaking Application

Write a short paragraph describing various chores your family does at home. Read your paragraph to
a partner. Your partner should listen for and identify any direct objects. Then, switch roles with your
partner.

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Name Date

51 DISTINGUISHING AMONG DIRECT OBJECTS, ADVERBS, AND OBJECTS

OF PREPOSITIONS
A direct object is never an adverb or the noun or pronoun at the end of a prepositional phrase.

Sometimes, action verbs are followed by direct objects, adverbs, or prepositional phrases. Sentences can
also contain more than one of these parts. Compare these examples:
Sentence Pattern Example
subject / verb / direct object Kirk parked the car.
subject / verb / adverb Kirk parked carefully.
subject / verb / prepositional phrase Kirk parked along the road.
subject / verb / direct object / adverb / prepositional phrase Kirk parked the car carefully along the road.

PRACTICE A Recognizing Direct Objects

Read each sentence. Underline any direct objects. If the sentence does not have a direct object, write
none on the line.
Example: Monica adopted a kitten from the shelter.
Answer: Monica adopted a kitten from the shelter.
1. Aunt Carmen keeps her sailboat at Padre Island. __________
2. Darrell fixed the heater in less than five minutes. __________
3. Nari takes the bus to work every day. __________
4. My purple skirt tore in the washing machine. _________
5. Ray moved the bookshelf carefully. __________
6. Janette leapt across the stage like a ballerina. __________
7. Dr. Bautista called my mother with the results. __________
8. Charlie drives three people to work with him. __________

PRACTICE B Distinguishing Among Direct Objects, Adverbs, and Objects

of Prepositions
Read each sentence. Label the underlined word by writing direct object, adverb, or object of preposition
on the line.
Example: I tiptoed quietly to the kitchen.
Answer: adverb
1. My sister ate the dessert in the refrigerator.
2. All the children raced to the fence.
3. Sue’s car rolled onto the grass next to the driveway.
4. Jamila gave the leftovers to her brother’s dog.
5. Enrico leaves early in the morning.

Writing and Speaking Application

Write two to three sentences describing how to do something. Read your sentences to a partner. Your
partner should listen for and identify any adverbs, prepositional phrases, and direct objects. Then,
switch roles with your partner.

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Name Date

52 FINDING DIRECT OBJECTS IN QUESTIONS

A direct object in a question will sometimes be found before the verb.

In most statements, the direct object follows the verb. However, in a question, the direct object often
appears before the verb and subject. To find a direct object in a question, try rewording the question
in the usual word order with the subject before the verb. In the examples below, the direct objects are
underlined.
Question Rearranged in Subject-Verb Order
What novel did the book club select? The book club did select what novel?
Which tooth did Akira lose? Akira did lose which tooth?
Whose poem will the judges choose? The judges will choose whose poem?

PRACTICE A Rearranging Questions Into Subject-Verb Order and Identifying

Direct Objects
Read the following questions. Then, rewrite each question so it is written in subject-verb order.
Underline the direct object in each rewritten question.
Example: What dish are you bringing to the potluck dinner?
Answer: You are bringing what dish to the potluck dinner?
1. Which dress will you wear to the party?

2. Whose phone did Nina find in the locker room?

3. What supplies do you need for your project?

4. Which toy did the dog chew?

5. What play are you reading in English class?

PRACTICE B Identifying Direct Objects

Read each question. Then, underline the direct object.
Example: What cereal did Jayleen have for breakfast?
Answer: What cereal did Jayleen have for breakfast?

1. What software will you need for your 5. Whose artworks did the teacher display?
presentation? 6. Which sweater did you buy?
2. Which peppers did you put in the salsa? 7. What equipment will you take with you on
3. Whose bike did Dad borrow? your camping trip?
4. What classes will Emily take in her first 8. Which socks does Selena prefer?
semester at college?

Writing and Speaking Application

Write three or four interview questions that you can ask a partner about study habits. Include direct
objects in your questions. Ask your partner the questions. Your partner should listen for and identify the
direct objects in the questions. Then, switch roles with your partner.

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Name Date

53 RECOGNIZING INDIRECT OBJECTS

An indirect object is a noun or pronoun that comes after an action verb and before a direct object. It
names the person or thing to which something is given or for which something is done.

Some sentences with direct objects also have indirect objects. An indirect object almost always comes
after the verb and before the direct object. Indirect objects answer the question To/for what? or To/for
whom? In the examples below, the direct objects are boldface and the indirect objects are underlined.
Sentence Question to Ask and Sentence Part
Celia handed Diana a mug. Handed what? mug (direct object)
Handed a mug to whom? Diana (indirect object)
Marcel gave the tree a shake. Gave what? shake (direct object)
Gave a shake to what? tree (indirect object)
Abuela tells us many stories about life in Mexico. Tells what? stories (direct object)
Tells stories to whom? us (indirect object)

PRACTICE A Identifying Indirect Objects

Read each sentence. Then, underline the indirect object.
Example: She showed her parents the bike.
Answer: She showed her parents the bike.

1. My cousin gave his cat a toy mouse. 5. My uncle sent me a clarinet.

2. I lent Lucy my camera. 6. We gave the car a wash and a wax.
3. The players show their coach respect. 7. The children fed the donkey an apple.
4. Felix taught the children a song. 8. The mayor awarded the student a scholarship.

PRACTICE B Recognizing Sentences With Indirect Objects

Read the following sentences. Then, decide whether each sentence has an indirect object. If it does,
write the indirect object on the line provided. If there is no indirect object, write none.
Example: The shop sells workers the steel-toed boots.
Answer: workers
1. Jasmine wore a bracelet.
2. The visitor center sells tourists souvenirs.
3. The company gave the employees turkeys for the holiday.
4. Andre practiced his lines for the play.
5. Dr. Russo prescribed her patient new eyeglasses.
6. My neighbor’s dog followed me to the park.
7. The city manager asked the council some tough questions.
8. Lightning struck the tree during the storm.

Writing and Speaking Application

Write two or three sentences describing things you would do when planning a party or special event.
Include indirect objects in your sentences. Read your sentences to a partner. Your partner should listen
for and identify the indirect objects. Then, switch roles with your partner.

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Name Date

54 DISTINGUISHING BETWEEN INDIRECT OBJECTS AND OBJECTS OF

PREPOSITIONS
An indirect object never follows the preposition to or for in a sentence.

Compare these examples of sentences that have an indirect object or an object of a preposition:
Sentence Sentence Parts
He showed Dad the model plane. Dad is an indirect object. Dad comes after the action verb showed
and before the direct object model plane.
He showed the model plane to Dad. Dad is the object of a preposition. Dad comes after the preposition
to and follows the direct object model plane.

PRACTICE A Identifying Indirect Objects and Objects of Prepositions

Read each sentence. Then, identify the underlined word by writing indirect object or object of a
preposition.
Example: My brother wrote the president a letter.
Answer: indirect object
1. Belinda tossed me an orange.
2. Rafael put the laptop on the counter.
3. I sent a card to my teacher from elementary school.
4. The chef gave the diners a sample of his latest creation.
5. The player passed the hockey puck to a teammate.
6. The librarian showed us the reference books.
7. Mrs. Moretti handed her daughter a bicycle helmet.
8. Our club toured a bank after school.
9. Raina made her dog a fancy custom collar.
10. Mr. Amari cooked vegetable stew for his family.

PRACTICE B Supplying Indirect Objects and Objects of Prepositions

Read each sentence. Fill in the blank with either an indirect object or an object of a preposition, as
indicated. You may also add additional words for sense, as in the example below.
Example: The teacher gave the directions. (indirect object)
Answer: The teacher gave his class the directions.
1. Tanya sent a care package to . (object of preposition)
2. The firefighter showed the fire engine. (indirect object)
3. Renata took the lost kitten to . (object of preposition)
4. Mr. Martinez brought a basket of fruit. (indirect object)
5. The chef prepared a fine meal for . (object of preposition)

Writing and Speaking Application

Write two to three sentences that describe people building something. Use at least two objects of
prepositions and two indirect objects in your sentences. Read your sentences to a partner. Your partner
should listen for and identify the objects of prepositions and the indirect objects. Then, switch roles.

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Name Date

55 SUBJECT COMPLEMENTS
A subject complement is a noun, a pronoun, or an adjective that follows a linking verb and
provides important details about the subject.

A sentence with a linking verb (such as is, are, was, were, am, become, feel, look, seem, smell, taste,
turn) can have a subject complement. In each of the examples below, the subject is underlined, the
linking verb is circled, and the subject complement is in boldface.
• A predicate noun or predicate pronoun follows a linking verb. It renames or identifies the subject of
the sentence:
George Washington was the first U.S. president. The new class president is she.
• A predicate adjective follows a linking verb. It describes the subject of the sentence:
George Washington was intelligent.

PRACTICE A Identifying Predicate Nouns

Read each sentence. Then, underline the predicate noun.
Example: My brother is an engineer.
Answer: My brother is an engineer. 5. Kate Chopin is the author of that story.
1. A good flower for Texas gardens is the 6. My favorite books are mysteries.
bluebonnet.
7. The Thompsons’ dog is a retriever.
2. Her science project was a composting bin.
8. My favorite fruit is cherries.
3. The largest city in Georgia is Atlanta.
9. Amelia is a good friend.
4. Claire became a doctor.
10. The second-smallest state is Delaware.

PRACTICE B Identifying Predicate Adjectives

Read each sentence. Then, write the predicate adjective on the line provided.
Example: The runner felt strong after the marathon.
Answer: strong
1. Those shoes seem worn.
2. The fruit salad tastes sweet.
3. The water level in the lake is low.
4. Rodrigo is confident about the test.
5. Vincent’s noodle dish tasted delicious.
6. That road is dangerous at night.
7. Her car is black.
8. Those folding chairs are uncomfortable.

Writing and Speaking Application

Write two or three sentences describing a person you admire. Use predicate nouns and predicate
adjectives. Read aloud your sentences to a partner, who should listen for and identify any subject
complements. Then, switch roles with your partner.

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