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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: went verb: will talk verb: laughed adverb: almost
adverb: inside adverb: later adverb: loudly verb: finished

verb: drive verb: played verb: sew adverb: really

adverb: away adverb: yesterday adverb: carefully verb: wish

Negative adverbs, such as not, never, and nowhere, also modify verbs.
Examples: I did not say that. Never surrender. We are getting nowhere.

PRACTICE A Identifying How Adverbs Modify Verbs

Read each sentence. Then, write each adverb that modifies a verb and tell what question it answers
(Where? When? In what way? To what extent?). Two of the sentences have more than one adverb.
Example: He laughed merrily.
Answer: merrily — In what way?
1. My Uncle Leo went away on business.
2. He left for Chicago yesterday.
3. He said his presentation went well.
4. Uncle Leo will fly home to Denver soon.
5. I dropped the teacup and badly chipped it.
6. The children eyed the cupcakes eagerly.
7. I almost screamed when the shelf broke and the books loudly crashed to the floor.
8. Estefanie hardly knew what to expect when she arrived to work at the bookstore today.

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: Rennie walked across the icy parking lot.
Answer: slowly

slowly   out   daily   never   completely

1. Bob arrived; where could he be?

2. Ice melts at 35 degrees Fahrenheit.
3. I agree with everything Miley said.
4. Has anyone let the dog recently?
5. The weather changes .

Writing and Speaking Application

Write a paragraph describing a scene from your life, using at least five 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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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 Cautiously, Kyle woke the sleeping tiger.
End Kyle woke the sleeping tiger cautiously.
Before a Verb Kyle cautiously woke the sleeping tiger.
After a Verb Kyle tussled cautiously with the tiger.
Between Parts of a Verb Phrase Kyle had been cautiously tussling with the tiger.
Before an Adjective Kyle was rarely cautious.
Before an Adverb His sister was usually rather cautious.
After a Semicolon The tiger was sleeping; therefore, Kyle was cautious.

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 waves crashed quite powerfully against the black sand.
Answer: quite—powerfully; powerfully—crashed
1. Does that clock run very fast?
2. Lori almost cried when she missed the most exciting concert of the year.
3. I hope the party will distract Juan slightly from his worries.
4. Danny hardly ever sits quietly.
5. Katie secretly writes a blog that she updates often.
6. Meg won the spelling bee easily.
7. Amar’e is rather optimistic about his new job.
8. Recently, we learned that our greatly anticipated vacation would not happen.

PRACTICE B Writing Sentences Using Adverbs in Different Locations

Read each sentence. Then, rewrite each sentence to add an adverb. The note in parentheses tells you
where to place the adverb.
Example: Dinner was still warm when Lucy got home. (beginning of sentence)
Answer: Amazingly, dinner was still warm when Lucy got home.
1. “I have wanted to go to Paris,” she said. (between parts of a verb phrase)

2. Pat threw the ball to the receiver. (before a verb)

3. The author’s latest novel was lengthy—almost 800 pages! (before an adjective)

4. “What?” Barry said, as he fought to keep his eyes open. (after a verb)

Writing and Speaking Application

Write a paragraph describing an encounter with 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: He arrived early. (The adverb early modifies the verb arrived.)
Let’s have an early dinner. (The adjective early modifies the noun dinner.)
Not all words that end in -ly are adverbs. Words such as lovely and neighborly are adjectives.
Example: Ike is a friendly puppy. (The adjective friendly modifies the noun puppy.)

PRACTICE A 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: The group moved slowly through the green, steamy jungle.
Answer: The group moved slowly through the green, steamy jungle.
1. Tonight, Alanis added a number of popular songs to her playlists.
2. I need a new watch fast; my old one merely flashes “12:00.”
3. Sadly, Max just burned two batches of oatmeal cookies.
4. It’s an incredibly difficult task to learn a new language.
5. I could not believe that Dwayne really liked rainy days.

PRACTICE B 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: Jules looked longingly at the moon.
Answer: adverb—looked
1. William reads the daily news online.
2. June scheduled a later dental appointment.
3. The small orange cat lies lazily in the sun.
4. Guillermo goes for a two-mile walk each day.
5. The kitchen table leg broke suddenly.

Writing and Speaking Application

Write a paragraph describing someone you know, using at least three adjectives and three 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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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 Ana and Cheri took a trip.
Verbs We walked or jogged the entire distance.
Prepositional Phrases Did you eat in a restaurant or at home?
Sentences We had a big lunch, so we weren’t hungry for dinner.

PRACTICE A Identifying Coordinating Conjunctions

Read each sentence. Then, underline the coordinating conjunction.
Example: We bought apples and oranges.
Answer: We bought apples and oranges.
1. You can dry your sheets on the clothesline or 6. I saw that movie before, so I knew the ending.
in the dryer. 7. Mr. Hong raises pigs and grows cabbage.
2. She practiced her lines, yet she still forgot a 8. I wanted pizza for dinner, but my brother
few. wanted sushi.
3. It didn’t rain, nor did it snow. 9. James wrote the essay but left it at home.
4. I can ride my bike or take a bus. 10. My mom grows herbs and vegetables.
5. Amit has a dog and a cat.

PRACTICE B Supplying Coordinating Conjunctions

Read each sentence. Then, fill in the blank with a coordinating conjunction that makes sense.
Example: Do you prefer fruit juice milk?
Answer: Do you prefer fruit juice or milk?
1. She couldn’t sleep, could she eat.
2. Mountain lions javelinas both live in Big Bend National Park.
3. We missed the bus, we took the train instead.
4. We could choose to write a blog entry a letter.
5. The trip was tiring, Jin was glad he went.

Writing and Speaking Application

Write two or three sentences about your favorite TV show. Include at least two different coordinating
conjunctions. Read your sentences aloud and have a partner listen for and identify the coordinating
conjunctions. Then, switch roles with your partner.

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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 ate lunch after they arrived.
When you called, 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, on the line provided, write the subordinating conjunction.
Example: We went to the store because we were out of milk.
Answer: because
1. If I could have any job I want, I would be an astronaut.
2. Although we hurried, we were still late.
3. My brother hummed a tune while he washed the dishes.
4. I haven’t seen my cousins since they moved to Rhode Island.
5. The air smells fresh after it rains.
6. Before I see a movie, I like to read the reviews.
7. When the dog sees a tennis ball, he gets very excited.
8. The students leave whenever the final bell rings.

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: Dina will finish her report on time. (because)
Answer: Dina will finish her report on time because she has worked really hard.
1. My grandmother likes to read. (while)
2. It’s possible to get to the movie on time. (if)
3. Dad went to the grocery store. (because)
4. I wanted to buy the video game. (although)

Writing and Speaking Application

Write two or three 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

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. Most
subjects are nouns or pronouns. 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 the following examples, the subjects are underlined,
and the verbs are in boldface.
The cat is hungry.
Pawla spilled her water.
She sleeps most of the day.
A stuffed mouse is her favorite toy.

PRACTICE A Identifying Parts of a Sentence

Read each sentence. Then, identify each underlined word or word group by writing subject or verb.
Example: Her car is making funny sounds.
Answer: subject
1. After the movie, we drove home.
2. I wrote the article quickly last night.
3. It has been raining since last Sunday.
4. For her birthday, Michelle will go to the amusement park.
5. The ripe bananas smell very sweet.

PRACTICE B Finding Subjects and Verbs

Read each sentence. Then, on the line provided, write the subject and verb of each sentence.
Example: Harrison jumped over the fence.
Answer: Harrison, jumped
1. Vanilla ice cream is my favorite.
2. The deer eat acorns in the fall.
3. The library is a good place to study.
4. After school, we will go to the movies.
5. At Charlotte Douglas International Airport, planes can land on several runways.
6. I left just after lunch.
7. My brother got his driver’s license last week.
8. Omar feels happy about his progress.
9. The game ended before noon.
10. Her imagination ran wild.

Writing and Speaking Application

Write two sentences describing your school’s gym. Read your sentences aloud 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: On a corner behind the library.
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: The post office is on a corner behind the library.
This group of words has a subject (post office) and a verb (is) and expresses a complete thought.

PRACTICE A Recognizing Complete Thoughts

Read each group of words. Then, write whether the words express a complete or an incomplete thought.
Example: About twenty minutes later.
Answer: incomplete
1. Starting the lawn mower in May.
2. A bird feeder in my backyard.
3. The dog won’t stop barking.
4. She speaks three languages.
5. Feeding corn to the ducks at the pond.
6. I had pancakes for breakfast.
7. She inspires her teammates.
8. The tomatoes in my garden.
9. Before the end of the school year.
10. The student art show was a success.

PRACTICE B Expressing Complete Thoughts

Read each incomplete thought below. Then, rewrite the group of words to form a complete sentence.
Example: Went camping at Enchanted Rock.
Answer: Our family went camping at Enchanted Rock.
1. Wants to play guitar in a rock band.
2. My favorite class at school.
3. Near the high school.
4. Sends me text messages.
5. The 7 o’clock show at the movie theater.

Writing and Speaking Application

Write two sentences describing a food you enjoy and what you like about it. 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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56 PREPOSITIONAL PHRASES
A prepositional phrase has at least two parts, a preposition and a noun or a pronoun that is the
object of the preposition.

Prepositional phrases can be used to tell about location, time, or direction or to provide details. There are
two types of prepositional phrases:
• An adjective (or adjectival) phrase modifies a noun or a pronoun. It tells what kind or which one.
Adjective phrases usually come after the noun or pronoun they modify.
The noise from a rooster awakened me.
The prepositional phrase from a rooster modifies the noun noise by telling what kind of noise.
• An adverb (or adverbial) phrase modifies a verb, an adjective, or an adverb. It tells where, when,
in what way, or to what extent. Adverb phrases aren’t always near the words they modify in a
sentence.
Please put the chickens in the henhouse.
The prepositional phrase in the henhouse modifies the verb put by telling where to put the chickens.

PRACTICE A Identifying Adjective Phrases

Read each sentence. Then, underline the adjective phrase.
Example: The pool at the community center is closed.
Answer: The pool at the community center is closed.
1. People in the Midwest are so friendly! 6. My dog doesn’t like the sound of sirens.
2. The roads near my house are very bumpy. 7. The diner behind the hotel serves pizza.
3. I saw the principal of my school. 8. The houses along the freeway are new.
4. I recognized the leaves of a poison ivy plant. 9. Information from websites can be helpful.
5. Raj purchased a sweater with green stripes. 10. Facts about earthquakes are surprising.

PRACTICE B Identifying Adverb Phrases

Read each sentence. Then, write the adverb phrase on the line provided.
Example: The dog hid under the bed.
Answer: under the bed
1. Muffin jumped into the empty box.
2. They hiked up the Runyon Canyon Trail.
3. After the ice storm, many trees had damage.
4. The baby bird flew toward its mother.
5. Grandma always thinks about my comfort.
6. Donovan grew two inches since last year.
7. Before bedtime, the children brush their teeth.
8. She usually travels with her friends.

Writing and Speaking Application

Write two or three sentences about getting ready for school. Include at least one example of an adverb
phrase and one example of an adjective phrase. Read aloud your sentences to a partner. Your partner
should listen for and identify the adverb and adjective phrases. Then, switch roles with your partner.
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57 APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a noun or pronoun placed after another noun or pronoun to identify, rename, or
explain it. An appositive phrase includes an appositive and its modifiers.

An appositive provides information about a noun or pronoun. In this example, the appositive Ms.
Simpson gives more information about our teacher:
Our teacher Ms. Simpson took our class on a field trip.
An appositive phrase also provides information about a noun or pronoun. An appositive phrase includes
a noun or pronoun plus any modifiers of that noun or pronoun. In this example, the appositive phrase my
youngest brother adds more information about Tito.
Tito, my youngest brother, wants to be a performer.

PRACTICE A Identifying Appositives and Appositive Phrases

Read each sentence. Then, underline any appositives or appositive phrases.
Example: The pool, a relaxing place, was crowded.
Answer: The pool, a relaxing place, was crowded.
1. Austin, the capital of Texas, is home to a huge 5. She drove her truck, a real clunker, more than
bat colony. 200,000 miles.
2. Emily Dickinson, my favorite poet, wrote 6. My dog Ramsay greets me at the door every
during the 1800s. day.
3. The hurricane, a massive storm, struck the 7. The planet Mars fascinates me.
coast near Biloxi. 8. We went on a hike, my favorite outdoor
4. My friend Glenn mows lawns in the summer. activity.

PRACTICE B Combining Sentences Using Appositive Phrases

Read each sentence pair. Then, combine the sentences by using an appositive phrase.
Example: We grow peaches. Peaches are my favorite fruit.
Answer: We grow peaches, my favorite fruit.
1. The Great Depression was a time of hardship. The Great Depression took place in the 1930s.

2. The flight attendant is the man in the uniform. He can give you a blanket.

3. Dr. Barton is a great professor. She teaches English.

4. Sandra Day O’Connor was the first female Supreme Court Justice. She was born in El Paso.

5. Soccer is Joey’s favorite sport. Soccer is popular around the world.

Writing and Speaking Application

Write two or three sentences about a person you admire. Include at least two appositives in your
sentences. Read aloud your sentences to a partner. Your partner should listen for and identify the
appositives. Then, switch roles with your partner.

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61 THE SIMPLE SENTENCE

A simple sentence consists of a single independent clause.

An independent clause contains a subject and a verb and expresses a complete idea. A simple sentence
does not have adjective or adverb clauses. However, a simple sentence may include adverbs, adjectives,
direct and indirect objects, prepositional phrases, and compound subjects and verbs. In the examples of
simple sentences below, the subjects are in boldface, and the verbs are underlined.
One Subject and Verb Sanjay hikes on the trail.
Compound Subject Sanjay and Lola hike around the lake.
Compound Verb Sanjay hikes and bikes during the summer.
Compound Subject and Compound Verb Sanjay and Lola hike and bike frequently after school.

PRACTICE A Recognizing Simple Sentences

Read each sentence. Then, tell whether it is a simple sentence by writing simple or not simple.
Example: I eat breakfast before I go to school.
Answer: not simple
1. My dog MoMo fetches the paper in the morning.
2. The subway, which runs under the city, is a fast way to travel.
3. Cici sings in the school choir.
4. Jen talks on the phone and does her homework at the same time.
5. When the train arrived, Vika boarded it quickly.

PRACTICE B Writing Simple Sentences

Read the following sentences and rewrite them as simple sentences. You will need to leave out words to
make the sentences simple.
Example: The children who go to that summer camp learn a new language.
Answer: The children learn a new language.
1. The snacks and drinks that Kimi put on the counter disappeared quickly.

2. Even though it was summer, the weather was cool.

3. The science fair takes place in the spring so that students can complete their projects.

4. Although Randall has a job, he still plays in the band and sings in the chorus.

5. Mexican free-tailed bats, which eat mosquitoes, are actually mammals and not birds.

Writing and Speaking Application

Write a short paragraph describing an object in your classroom. Use only simple sentences. Read your
paragraph to a partner. Your partner should listen and make sure your sentences are simple. Then,
switch roles with your partner.

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62 THE COMPOUND SENTENCE

A compound sentence consists of two or more main or independent clauses.

An independent clause has a subject and a verb and can stand by itself as a complete sentence. The
independent clauses in a compound sentence can be joined by a comma and a coordinating conjunction (and,
but, for, or, nor, yet, so). They can also be joined by a semicolon (;). See the examples below.
My aunt watches reality TV shows, and she likes game shows.
Manny can’t come to school; he’s got strep throat.

PRACTICE A Combining Simple Sentences to Form Compound Sentences

Read each pair of simple sentences. Then, combine the sentences using a comma and the coordinating
conjunction in parentheses.
Example: We took three pies to the potluck dinner. We came home with one. (but)
Answer: We took three pies to the potluck dinner, but we came home with one.
1. Annette has a pet rat. Her sister Sammy has a lizard. (and)

2. We may go to New Mexico on vacation. We may go to Oklahoma. (or)

3. I had to make breakfast for myself. I got out the cereal and milk. (so)

4. She likes Broadway musicals. She doesn’t like opera. (yet)

5. We had a flat tire. We were able to change it. (but)

PRACTICE B Punctuating Compound Sentences

Read each compound sentence. Then, underline any coordinating conjunctions, and add a comma or a
semicolon, as appropriate, to correctly punctuate the compound sentence.
Example: Amy came to my house after school and we went to the park.
Answer: Amy came to my house after school, and we went to the park.
1. Vivek wasn’t at home so I went to Byron’s 4. My dad has two brothers they live in Ohio.
house. 5. I submitted an essay in the contest yet I didn’t
2. I went to the shoe store but it was closed. win.
3. Patrick will go to practice or he will stay home. 6. Lane is downtown I hope he isn’t late.

Writing and Speaking Application

Write a paragraph about something you worked hard to learn. Use at least two compound sentences
with conjunctions. Then, read your paragraph aloud to a partner. Your partner should listen for and
identify the compound sentences and the conjunctions in your sentences. Then, switch roles with
your partner.

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63 THE COMPLEX SENTENCE

A complex sentence consists of one independent clause and one or more subordinate clauses.

In a complex sentence, the independent (or main) clause contains a subject and a verb and can stand
alone as a simple sentence. A subordinate (or dependent) clause in a complex sentence also contains a
subject and a verb, but it cannot stand alone as a sentence.
• Subordinate clauses can be adjective clauses or adverb clauses:
Adjective Clause: I ate the peach that was sitting on the counter.
Adverb Clause: Before I ate the peach, I washed it.
• A subordinate clause can appear at the beginning or the end of the complex sentence, as in the
examples above, or in the middle of the complex sentence:
Dogs, which have an amazing sense of smell, are sometimes used to find lost people.

PRACTICE A Differentiating Between Independent and Subordinate Clauses

Read the following complex sentences. Underline the subordinate clause in each one.
Example: I ate a healthful breakfast because I needed energy for the race.
Answer: I ate a healthful breakfast because I needed energy for the race.
1. The planes, which fly just above my house, 5. Sasha wrote an essay that her teacher entered
create a lot of noise. in a contest.
2. Kate wore a dress that had a lot of lace. 6. Harry cleaned his bike after he got home.
3. Mario fell when his foot hit a tree root. 7. The doctor whom she sees treats children.
4. Because she missed class, Andrea didn’t 8. Whenever someone knocks on the door, my
understand the assignment. dog wags her tail.

PRACTICE B Writing Complex Sentences

Read each pair of simple sentences. Then, rewrite them to form a single complex sentence.
Example: Filene was nervous. She stepped onto the stage.
Answer: Filene was nervous when she stepped onto the stage.
1. We were late. The theater usher showed us to our seats.

2. Marie visited her grandparents. Her grandparents live on a ranch near San Angelo.

3. The trees in our yard are live oaks. Live oaks keep their leaves most of the year.

4. Desiree wrote the messages in the cards. I addressed the envelopes.

5. I can’t loan you my calculator. I need it for my test.

Writing and Speaking Application

Write a short paragraph describing a television show or book you enjoy. Use only complex sentences.
Read aloud your paragraph to a partner. Your partner should listen and make sure your sentences are
complex. Then, switch roles with your partner.

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64 THE COMPOUND-COMPLEX SENTENCE

A compound-complex sentence consists of two or more independent clauses and one or more
subordinate clauses.

A compound-complex sentence is a combination of a compound sentence and a complex sentence. See

these examples of compound, complex, and compound-complex sentences. Independent clauses are
underlined once, and subordinate clauses are underlined twice.
Type What It Looks Like Example
Compound two or more independent clauses Kelly wanted to get a dog, but her brother wanted to
get a cat.
Complex one independent clause, one or more Kelly wanted a dog so that she could have a
subordinate clauses companion.
Compound- two or more independent clauses, one Kelly, who loved animals, wanted a puppy,
Complex or more subordinate clauses but then she decided to get a kitten.

PRACTICE A Identifying Sentence Types

Read the following sentences. On the line provided, write whether each sentence is compound, complex,
or compound-complex.
Example: I wrote my password down because I didn’t want to forget it.
Answer: complex
1. The audience clapped after the orchestra finished, and the players took a bow.
2. New leaves appear on the trees, and flowers bloom in the spring.
3. The Mississippi River winds through Louisiana before it reaches the Gulf of Mexico.
4. John washed the dishes, and Tom put them away after Deirdre dried them.
5. The lake levels are low because the region experienced a drought last summer.

PRACTICE B Writing Compound-Complex Sentences

Read the following compound sentences. Then, add a subordinate clause to each sentence to make it a
compound-complex sentence.
Example: Shadow brought me the ball, and I threw it.
Answer: Shadow brought me the ball, which was covered with slime, and I threw it.
1. My alarm didn’t go off, so I had to rush.
2. The market still had fresh fish, but it was sold out of shrimp.
3. The Dodds are on vacation, and Logan is caring for their pets.
4. Ed cleaned the garage, yet it still seemed messy.
5. I found a wallet, so I turned it in at the school office.

Writing and Speaking Application

Write a short paragraph about activities students do after school. Use a compound, a complex, and a
compound-complex sentence in your paragraph. Read it aloud to a partner. Your partner should listen for
and identify the sentence types. Then, switch roles with your partner.

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65 INDEPENDENT AND SUBORDINATE CLAUSES

An independent clause has a subject and a verb and can stand by itself as a complete sentence.
A subordinate clause also has a subject and a verb, but it cannot stand by itself as a complete
sentence. It is only part of a sentence.

Every sentence has at least one independent (or main) clause. A sentence may also have one or more
subordinate (or dependent) clauses. Look at the independent clauses (underlined) and the subordinate
clauses (boldface) in these example sentences:
If it rains tomorrow, we will not go to the park.
We will visit the museum, which has an exhibit on Alabama high school football.
Subordinate clauses usually begin with subordinating conjunctions (such as if, because, when, while,
where, after, since, until, although, even though, before, whenever, wherever) or relative pronouns (such
as who, whom, whose, which, that). These words are usually clues that a clause is subordinate.

PRACTICE A Differentiating Between Independent and Subordinate Clauses

Read the following sentences. On the line provided, write whether each underlined clause is an
independent clause or a subordinate clause.
Example: Unless I finish my homework, I can’t go to the movie.
Answer: subordinate clause
1. We studied the Mayan calendar, which I thought was fascinating.
2. Jimmy Carter, who was born in Georgia, became president in 1977.
3. I felt a thrill when I solved the difficult math problem.
4. After they played basketball, the girls went home for dinner.
5. Hunter picked a report topic that turned out to be difficult.

PRACTICE B Identifying and Using Independent and Subordinate Clauses

Read each clause below. Then, write independent or subordinate for each clause. If the clause is a
subordinate clause, add an independent clause to make it a complex sentence.
Example: Unless we study.
Answer: subordinate; Unless we study, we won’t pass the spelling test.
1. Before I go to school.
2. We need a concert at Town Lake Park.
3. Until I was ten years old.
4. The principal’s office is at the front of the school.
5. Although the team played well.

Writing and Speaking Application

Write two complex sentences about a place you like to visit. Read aloud your sentences to a partner. Your
partner should listen for and identify the independent and subordinate clauses. Then, switch roles with
your partner.

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69 VARYING SENTENCE LENGTH

Varying the length of sentences makes writing lively and interesting to read.

Several short sentences can be combined to make one long and one short sentence:
Short Sentences: The air was cold. It felt as if it might snow. I checked the weather.
Two Sentences: The air was cold, and it felt as if it might snow. I checked the weather.
A long sentence can be broken into shorter sentences:
Long Sentence: When I woke up, I wasn’t sure what to expect, but I was pleased to see the snow.
Two Sentences: When I woke up, I wasn’t sure what to expect. I was pleased to see the snow.

PRACTICE A Varying Sentence Length by Breaking Longer Sentences

Read the sentences. Then, revise each one to make two shorter sentences. Circle a comma to change it
to a period. Underline a letter to capitalize it. Cross out a word to omit it.
Example: Before he went to the game, Xavier had to clean his room, and he also had to help his mom.
Answer: Before he went to the game, Xavier had to clean his room, and he also had to help his mom.
1. While he was putting the toy together for his sister, Bart looked at the instructions, but he thought
they were confusing because they had no pictures.
2. During our trip, we watched bats fly out of a cave, we also toured the Alamo, and we walked along
the River Walk.
3. In science class we studied the planets, we learned about the sun and moon, and we watched a
video about the first moon landing.
4. On our field trip, we visited the museum that opened last year, but I had the most fun when we
walked on a trail along the Hudson River.

PRACTICE B Varying Sentence Length by Combining Sentences

Read the sentences. Then, combine two of them to make one shorter and one longer sentence. You may
need to add words to the sentences (see the word so in the example below).
Example: I saw a baby owl in a tree. It was cute. I decided to take a picture of it.
Answer: I saw a baby owl in a tree. It was cute, so I decided to take a picture of it.
1. I studied the spelling words. They were difficult. I had a hard time learning them.

2. Diane made her bed. She put the laundry away. She also swept the bedroom floor.

3. Our class read a novel. We researched the author. Then, we wrote book reports.

4. The runners put on their shoes. They warmed up. They started their workout.

Writing and Speaking Application

Write two long sentences. Read them aloud to a partner. Your partner should listen for and suggest ways
to vary the sentence lengths. Then, switch roles with your partner.

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70 VARYING SENTENCE BEGINNINGS

Varying the beginnings of sentences can add interest and clarity to your writing.

Many sentences begin with a noun, a pronoun, or an article. You can add variety to your writing by
beginning some sentences with different parts of speech or with types of phrases. Consider these
examples:
Sentence Beginning Example
Subject (Noun) Repairs to the car will be expensive, unfortunately.
Adverb Unfortunately, repairs to the car will be expensive.
Infinitive Phrase To repair the car, unfortunately, will be expensive. (To repair is an infinitive.)
Gerund Phrase Repairing the car, unfortunately, will be expensive. (Repairing is a gerund.)
Prepositional Phrase For my parents, repairing the car will be expensive, unfortunately. (For is a preposition.)

PRACTICE A Identifying Sentence Beginnings

Read each sentence. On the line, write whether the underlined sentence beginning is an adverb, a
gerund phrase, an infinitive phrase, a noun, or a prepositional phrase.
Example: After school, we plan to go to the library.
Answer: prepositional phrase
1. Mr. Lambert has been coaching volleyball for 12 years.
2. Surprisingly, concert tickets were still available.
3. To run a mile in less than seven minutes was Ingrid’s goal.
4. Paying the bill online was not an option.
5. On the sidelines, the nervous parents paced back and forth.

PRACTICE B Varying Sentence Beginnings

Rewrite each sentence below so that it begins with the type of word or phrase shown in parentheses.
Example: Malik’s goal was to attend college. (gerund phrase)
Answer: Attending college was Malik’s goal.
1. The thing my brother wants most is to get his driver’s license next year. (gerund phrase)

2. We could see the meteor shower in the clear night sky. (prepositional phrase)

3. The Fourth of July fireworks show, surprisingly, was short. (adverb)

4. In the morning, Dede walked to Walnut Creek Park. (noun)

5. The students put beans in water and soil to see which seeds would grow. (infinitive phrase)

Writing and Speaking Application

Write two sentences about something you might see in nature. Vary your sentence beginnings. Read
your sentences to a partner. Your partner should listen for and think of another way to start one of the
sentences. Then, switch roles with your partner.
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71 CORRECTING FRAGMENTS
A fragment is a group of words that does not express a complete thought.

Fragments are not complete sentences. They may be missing a subject, a verb, or both. If a fragment
lacks a subject, a verb, or both, the missing parts can be added to make a complete sentence. Consider
the following examples.
Missing Part Fragment Complete Sentence
No Subject Went to the store after work. Dad went to the store after work.
No Verb The bus at the shopping mall. The bus stops at the shopping mall.
No Subject, No Verb At the corner market. We shop at the corner market.

A fragment can also be joined to a nearby sentence:

I saw my cousin. + When I was downtown. = I saw my cousin when I was downtown.

PRACTICE A Recognizing Fragments

Identify each group of words by writing sentence or fragment on the line.
Example: Will go to the library.
Answer: fragment
1. Before the start of school. 6. A plane in the sky.
2. Heard a funny story. 7. Sarita worked on the project.
3. Drove 56 miles from Augusta to Portland.
8. Without a doubt.
4. Eduardo is a good manager. 9. The book on Ben’s desk.
5. We looked out the window. 10. I hope Jill gets better.

PRACTICE B Correcting Fragments

Read the groups of words. Rewrite each one to eliminate the fragment. The hints in parentheses tell you
whether to combine the fragment with the sentence or to add a subject and a verb.
Example: Penny had a goal. To attend college. (add subject and verb)
Answer: Penny had a goal. She wanted to attend college.
1. Evelyn wants to get her driver’s license. In the next year. (combine)

2. Squirrels eat the tomatoes. In our garden. (combine)

3. The car was hot. Sitting in the hot sun. (add subject and verb)

4. The players practiced every day. To win the big game. (add subject and verb)

5. I have an appointment. On Tuesday afternoon. (combine)

Writing and Speaking Application

Write several phrases about a place. Read your phrases to a partner. Your partner should listen for and
suggest ways to turn the phrases into sentences. Then, switch roles with your partner.
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73 RUN-ON SENTENCES
A run-on is two or more complete sentences that are not properly joined or separated.

There are two types of run-ons:

• A fused sentence is two sentences that run together without punctuation:
I took the test I did well.
• A comma splice is two or more sentences separated by only a comma:
I saw a butterfly, it was orange and black.

PRACTICE A Recognizing Run-On Sentences

Read each group of words. Then, identify the word group by writing run-on or sentence on the line.
Example: She whispered I couldn’t hear her.
Answer: run-on
1. She bought a new car it got good 6. A hailstorm struck last night it did a lot of
mileage. damage.
2. After I poured the cereal, I realized we had 7. I walked to the courts, people were playing
no milk. basketball.
3. We visited Toronto, it is a city in 8. People fish and swim in the river.
Canada.
4. Our class studied the planets, and students 9. We went to the park to fly kites.
wrote reports.
5. Buses run on a limited schedule at 10. Ken built a model rocket, he launched it in the
night. field.
PRACTICE B Identifying Types of Run-On Sentences
Each group of words is a run-on sentence. Tell which type of run-on it is by writing comma splice or
fused sentence on the line.
Example: My alarm didn’t go off, I woke up late.
Answer: comma splice
1. I listened to the album, I really enjoyed it.
2. After we got home, we turned on the TV my sister made popcorn.
3. My aunt and uncle live in Fredericksburg the town is known for its peaches.
4. We buy the newspaper at the bodega, the price went up last year.
5. For my science project, I wrote about the moon I included drawings.
6. Trina got a new phone, she hasn’t put it down in hours.
7. The boy who lives next door plays drums, they are really loud.
8. Last weekend, we saw the new comedy I thought it was very funny.
9. The squirrels in the park are busy they are collecting the pecans.
10. We went to the skate park, I tried out my new skateboard.

Writing and Speaking Application

Write one run-on sentence and one correct sentence about school events. Read your sentences aloud to a
partner. Your partner should identify which sentence is a run-on and which is correct. Then, switch roles
with your partner.
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Name Date

78 USING REGULAR VERBS

The past and past participle of a regular verb are formed by adding -ed or -d to the present form.

Most verbs are regular. In general, to form a regular verb’s past and past participle forms, add -ed to the
present form. If a verb ends in e, add only -d to the present form.
With some verbs, you may need to double the last letter before adding -ed. If the verb has one syllable,
double the final consonant when the word ends in one vowel + one consonant, such as in tip, trip, or jog.
If the verb has two or more syllables, double the final consonant when the word ends in one vowel + one
consonant and the final syllable is stressed, such as in prefer or begin. However, do not double a final w,
x, or y.
Present Past Past Participle

walk walked (have) walked

change changed (have) changed
drop dropped (have) dropped

PRACTICE A Writing Principal Parts of Regular Verbs

Write the past and past participle forms of each verb on the line provided.
Example: clap
Answer: clapped, (have) clapped

1. name 5. chat
2. stroll 6. insist
3. wash 7. collect
4. slip 8. investigate

PRACTICE B Using Regular Verbs in Sentences

Read each sentence. Then, rewrite the sentence, replacing the underlined verb with the verb form
shown in parentheses.
Example: After the game, we walk home. (past)
Answer: After the game, we walked home.
1. I answer the phones all day. (past participle)
2. My brothers blame me for making the mess. (past)
3. The visitors arrive at 5 p.m. (past)
4. I slip on the wet floor. (past)
5. The Vikings challenge us to a race. (past participle)
6. The parents name their daughter Anastasia. (past participle)
7. The farmers can fruit to use in the winter. (past participle)
8. The squirrels store acorns in the tree trunk. (past)
9. I brush my hair and clean my nails. (past participle)

Writing and Speaking Application

Write three sentences about something you did yesterday. Use past tense regular verbs in your
sentences. Read your sentences aloud to a partner. Have your partner identify each verb you used.
Then, switch roles with your partner.
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79 USING IRREGULAR VERBS

The past and past participle of an irregular verb are formed in some other way than by adding
-ed or -d to the present tense form.

Many common verbs are irregular. They form their past and past participle forms by changing the
spelling of the present form. You may need to memorize the correct forms of irregular verbs. You can also
find the principal parts listed in the dictionary entry for a verb. The chart below shows three different
types of irregular verbs.
Type Present Past Past Participle
Same Past and Past Participle bring brought (have) brought
Same Present, Past, and Past Participle put put (have) put
Three Different Forms choose chose (have) chosen

PRACTICE A Writing Principal Parts of Irregular Verbs

Read each group of verb forms below. Then, fill in the blank by supplying the correct present, past, or
past participle form of the verb. If you are not sure how to spell the form, check in a dictionary.

Example: speak    (have) spoken

Answer: spoke
Present Past Past Participle Present Past Past Participle

1. hurt hurt 5. bid bid

2. broke (have) broken 6. drive drove

3. fight (have) fought 7. fly (have) flown

4. catch (have) caught 8. spin (have) spun

PRACTICE B Correcting Irregular Verbs in Sentences

In each sentence below, the underlined verb form is incorrect. Rewrite each sentence, replacing the
underlined verb form with the correct form. Check a dictionary if necessary.
Example: I finded my dress on the closet floor.
Answer: I found my dress on the closet floor.
1. I have brung three sandwiches for lunch.
2. The rowboat sinked into the mud.
3. My aunt drived all night to get here.
4. The mayor has spoke to our class twice before.
5. The Bobcats have losed four games in a row.
6. More than four inches of rain have fell today.

Writing and Speaking Application

Write three sentences about a recent sports event. Use past or past participle forms of irregular verbs in
each. Read your sentences aloud to a partner. Have your partner tell whether you used the right form of
each verb. Then, switch roles with your partner.

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Name Date

89 THE POSSESSIVE CASE OF PRONOUNS

Use the possessive case of personal pronouns before nouns to show possession. In addition,
certain personal pronouns may be used by themselves to indicate possession.

The possessive case is used to show ownership. The chart below shows which possessive pronouns are
used before nouns and which ones can stand alone.
Possessive Pronouns Used my, our, your, its, her, his, their She trimmed her nails.
Before Nouns They brought their notebooks.
Greg called his grandfather.
Possessive Pronouns That Can mine, ours, yours, its, hers, his, theirs That car is hers.
Stand Alone The best recipe was ours.
Those gloves are his.

Possessive nouns, such as man’s or Malikah’s, usually contain an apostrophe and s. Several personal
pronouns in the possessive case—ours, yours, its, his, hers, and theirs—end in s, but they never contain
an apostrophe. The word it’s with an apostrophe is a contraction meaning “it is.”

PRACTICE A Identifying Possessive Case Pronouns

Read each sentence. Then, on the line provided, write the correct pronoun from the choices in parentheses.
Example: The cottage is (ours, our’s).
Answer: ours

1. I painted (my, mine) room red. 6. He asked for (his, his’s) bill.
2. Is that book (yours, your’s)? 7. The only A paper was (her’s, hers).
3. The bird built (it’s, its) nest. 8. Mom step into (ours, our) room.
4. The green coat is (your’s, yours). 9. The blame is all (mine, mine’s).
5. This trash isn’t (ours, our’s). 10. Is (your, you) answer correct?

PRACTICE B Using Possessive Case Pronouns Correctly in Sentences

Read each sentence. Then, complete the sentence by filling in the blank with a possessive case pronoun
used correctly.
Example: Mr. Anson delivered mail before noon.
Answer: our

1. Is that garden? 6. What are plans for Saturday night?

2. The best cake was . 7. Our cat injured paw.
3. Clean up room now. 8. Mom changed mind about the trip.
4. Were those maps ? 9. The last slice of pizza is .
5. Every photo in the book is . 10. Of all the projects, was the best.

Writing and Speaking Application

With a partner, write a short skit about a time you did something generous. Use several possessive case
pronouns in your dialogue. Then, perform your skit with your partner. Have your classmates listen for
and identify the possessive pronouns you use.

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90 SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number.

A subject can be singular in number or plural in number. Singular means “one,” and plural means “more
than one.” Most nouns form their plurals by adding -s or -es, so they are easy to recognize. Some nouns
change their spelling to make a plural. Pronouns used as subjects in sentences can also be singular or
plural. See the examples below.
Singular Nouns bead, bench, elephant, child, mouse, woman
Plural Nouns beads, benches, elephants, children, mice, women
Singular Pronouns I, it, she, he, each, anyone, everyone, no one, this, that
Plural Pronouns we, both, few, many, several, these, those
Pronouns That Can Be Singular or Plural you, they, who, some, most, all, any

PRACTICE A Identifying the Number of Nouns and Pronouns

Identify the number of each noun or pronoun by writing singular, plural, or both on the line.
Example: canteen
Answer: singular

1. geese 6. any
2. ship 7. contest
3. fireflies 8. watches
4. you 9. several
5. no one 10. lice

PRACTICE B Identifying Singular and Plural Subjects

Read each sentence. Then, consider the context of the sentence, and write S if the underlined subject is
singular or P if it is plural.
Example: The soldiers marched in front of the building.

Answer: P 5. The tires went flat.

1. These are my favorite socks. 6. A stack of red bricks lay in the yard.
2. Everyone enjoys ice cream. 7. Both of you arrived late.
3. Will you be magicians? 8. The drawer contains three red scarves.
4. Each has a bat and glove. 9. Inside the box were some mice.

10. That is a funny cartoon.

Writing and Speaking Application

Imagine that you are looking inside a well-stocked refrigerator. Write four sentences about different
objects you might see. Use both singular and plural subjects. Read your sentences aloud to a partner.
Have your partner identify each subject and its number. Then, switch roles with your partner.

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Name Date

91 SUBJECT-VERB AGREEMENT WITH NOUN SUBJECTS

The subject and verb in a sentence must agree in number.

When a noun is the subject of a sentence, the rules for subject-verb agreement are relatively simple.
In the present tense, every verb has two possible forms. For the verb be, use is for a singular noun, and
use are for a plural noun. For every other verb, use a form ending in -s (jumps, has, flies) for a singular
noun, and use the base form (jump, have, fly) for a plural noun.
In the past tense, only the verb be has different singular (was) and plural (were) forms. Every other verb
has only one form (jumped, had, flew).
Study the examples in the chart.
Singular Noun Subjects The boy explains. My sister remembers. The rock sits.
Plural Noun Subjects The boys explain. My sisters remember. The rocks sit.
Singular Forms of Be The girl is happy. The store was open. My brother has been sad.
Plural Forms of Be The girls are happy. The stores were open. My brothers have been sad.

PRACTICE A Identifying the Number of Verbs

Read each sentence. Then, identify the number of the underlined verb by writing singular or plural.
Example: The cow grazes.
Answer: singular

1. A fire is burning. 6. The book has been returned.

2. The artist paints. 7. The boats were seen.
3. Children laugh. 8. Simone wonders.
4. My friends are excited. 9. The students remember.
5. Changes are coming. 10. The detective knows.

PRACTICE B Using Singular and Plural Verbs in Sentences

Fill in each blank with the verb form in parentheses that agrees with the subject.
Example: A puppy on the sidewalk. (sit, sits)
Answer: sits
1. The watch to Lawrence. 7. The children the snow will end soon.
(belong, belongs) (hope, hopes)
2. The players new uniforms. (wear, 8. This bird red feathers. (has, have)
wears) 9. Tourists here every summer.
3. The geese south in winter. (fly, flies) (visit, visits)
4. Ava soup for lunch. (eat, eats) 10. Horses around the park.
(roam, roams)
5. Our taxes very high. (is, are)
6. The boxes carefully to her. (was
handed, were handed)
Writing and Speaking Application
Write three sentences about things you might see on a walk through your town. Use singular and plural
present-tense verbs. Read your sentences aloud to a partner, who should identify each verb’s number.

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Name Date

92 MAKING VERBS AGREE WITH SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number. A prepositional phrase that comes
between a subject and its verb does not affect subject-verb agreement.

Sometimes, a prepositional phrase comes in between a subject and its verb. Make sure the verb agrees
with its subject, and not with the object of the preposition, which is closer to it. To check if you are using
the correct verb, ignore the prepositional phrase, and make sure the verb agrees in number with the
subject. The object of the preposition is never the subject.
Singular: A pile of clothes is lying on the floor.
Plural: The signs on the wall warn of danger.

PRACTICE A Making Subjects and Verbs Agree

Read the sentences. Write the verb in parentheses that agrees with the subject. Then, identify whether
the subject is singular or plural.
Example: The boys in the club (enjoy, enjoys) sports.
Answer: enjoy — plural
1. The carpenter from two towns over (build, builds) beautiful furniture.
2. My friends from camp never (complain, complains).
3. The items on sale (was, were) placed up front.
4. A line of icicles (hang, hangs) from the roof.
5. The message to your uncles (has been, have been) sent.

PRACTICE B Revising for Subject-Verb Agreement

Read the sentences. Then, if a sentence has an error in subject-verb agreement, rewrite the sentence
using the correct verb. If a sentence has no error, write correct.
Example: A puppy with white paws wait on the sidewalk.
Answer: A puppy with white paws waits on the sidewalk.
1. The muscles in my shoulder is sore.
2. My cousins from Milwaukee exercise almost every day.
3. The players on the team run laps after practice.
4. The students in the back of the class gets to leave early.
5. The man in the bleachers cheer loudly.

Writing and Speaking Application

Write a paragraph about an event going on right now at your school or in your community. Include at
least three prepositional phrases. Read your paragraph aloud to a partner. Have your partner correct any
mistakes in subject-verb agreement. Then, switch roles with your partner.

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Name Date

100 THREE FORMS OF COMPARISON

Most adjectives and adverbs have three forms, or degrees, of comparison: positive, comparative,
and superlative.

Adjectives and adverbs are called modifiers because they make the meanings of other words in the
sentence more specific. Modifiers take different forms to show comparison.
Positive Degree Used when no comparison is being made Adjectives: large, important, soft
Adverbs: fast, quietly, well
Comparative Used to compare two items or actions; often Adjectives: larger, more important, softer
Degree ends in -er or includes the word more Adverbs: faster, more quietly, better
Superlative Degree Used to compare more than two items or Adjectives: largest, most important, softest
actions; often ends in -est or includes the word Adverbs: fastest, most quietly, best
most; often follows the word the

PRACTICE A Identifying the Forms of Adjectives and Adverbs

Read each item. Then, identify what form the word or word group is in by writing positive, comparative, or
superlative on the line.
Example: faster
Answer: comparative

1. nicest 6. quickly
2. most frightening 7. milder
3. more bravely 8. smartest
4. excellent 9. most unusual
5. tinier 10. most desperately

PRACTICE B Identifying Forms of Modifiers in Sentences

Read each sentence. Then, identify the degree of comparison of the underlined modifier by writing
positive, comparative, or superlative on the line.
Example: The new bulb is brighter than the old one.
Answer: comparative

1. This is the most exciting trip I have ever taken.

2. I wore my red shirt.
3. The boy laughed louder than his sister.
4. Please respond more quickly to the questions.
5. We used our finest plates.
6. Narissa is even more curious than her brother.
7. He focused on the test more carefully.
8. The most unusual thing happened yesterday.

Writing and Speaking Application

Write three sentences comparing people who live in your neighborhood. Use comparative and
superlative modifiers in your sentences. Read your sentences aloud to a partner, who will identify each
modifier and its form. Then, switch roles with your partner.

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103 ADVERBS ENDING IN -LY

Use more to form the comparative degree and most to form the superlative degree of most adverbs
ending in -ly.

Positive Comparative Superlative

cheaply more cheaply most cheaply
intelligently more intelligently most intelligently
sincerely more sincerely most sincerely
gracefully more gracefully most gracefully

PRACTICE A Writing Comparative and Superlative Forms of Adverbs Ending in -ly

Read each adverb. Then, write the comparative and superlative forms of the adverb on the lines
provided.
Example: successfully
Answer: successfully more successfully most successfully
1. quietly
2. neatly
3. quickly
4. carefully
5. coolly
6. deeply
7. clumsily
8. swiftly
9. courageously
10. tightly

PRACTICE B Using Correct Forms of Adverbs in Sentences

Read each sentence. Then, complete the sentence by filling in the blank with the form of the modifier
specified in parentheses.
Example: The new bulb burned than the old one. (brightly, comparative)
Answer: The new bulb burned more brightly than the old one.
1. They ran the in the relay race. (quickly, superlative)
2. After his mother arrived, Parker behaved . (properly, comparative)
3. This watch keeps time the . (accurately, superlative)
4. You could have handled that problem . (smoothly, comparative)
5. He twisted the screws . (tightly, comparative)

Writing and Speaking Application

Write a short review of a play or music performance. In your review, use comparative and superlative
forms of adverbs that end in -ly. Read your review aloud to a partner, who will identify each adverb and
its form. Then, switch roles with your partner.

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Name Date

106 USING COMPARATIVE AND SUPERLATIVE FORMS

Use the comparative degree to compare two people, places, things, or ideas. Use the superlative
degree to compare three or more people, places, things, or ideas.

Look carefully at the other words in the sentence to help you decide if you should use the comparative
form (comparing two items) or superlative form (comparing more than two).
Avoid using double comparisons, such as more better, more happier, most smartest, or worser.

PRACTICE A Writing the Correct Forms of Modifiers

Read each sentence. Then, fill in the blank with the correct form of the modifier shown in parentheses.
Example: Brooks Butter is than Super Spread. (tasty)
Answer: tastier
1. Which of these two paintings is ? (bad)
2. This diamond is than the one we found yesterday. (valuable)
3. After a good night’s sleep, you will feel than you do now. (good)
4. Out of all the trees in our yard, the pine tree is the . (tall)
5. Please speak than that, or you might wake the baby. (softly)

PRACTICE B Revising for Correct Use of Modifiers

Read the sentences. If a sentence contains a modifier error, rewrite the sentence correctly. If a sentence
has no error, write correct.
Example: The room is more quieter since Vishal left.
Answer: The room is quieter since Vishal left.
1. Which team is worst, the Colts or the Mustangs?

2. Fatima is the most fastest reader in the class.

3. My new teacher is more stricter than my last teacher.

4. That costume is the most frighteningest of all.

5. She is the most courageous person in the platoon.

Writing and Speaking Application

Write a short ad in which you compare a new restaurant to others in your community. Use comparative
and superlative modifiers in your ad. Read your ad to a partner, who should listen for and correct any
errors in your use of modifiers. Then, switch roles with your partner.

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Name Date

109 USING PERIODS

A period indicates the end of a sentence or an abbreviation.

Use a period to end a declarative sentence, a mild imperative sentence, or an indirect question.
A declarative sentence is a statement of fact or opinion. Our school is closed today.
An imperative sentence gives a direction or command. Do the dishes now.
An indirect question restates a question in a declarative Josh asked him if he made the team.
sentence.

A period can also signal that words have been shortened or abbreviated. Use a period after most
abbreviations and after initials. Do not use periods with acronyms, which are words formed with the first
or first few letters of a series of words, such as ASAP (As Soon As Possible).
Abbreviations Ave. Ms. Inc. Ph.D. Rev.

Initials N. C. Wyeth J. F. Kennedy David M. Means

PRACTICE A Adding Periods

Read each sentence. Then, add periods where they are needed. Circle each period you add.
Example: Rev Peter Cutter will speak tomorrow
Answer: Rev. Peter Cutter will speak tomorrow.

1. The class applauded Ms Kwon 5. Our teacher, Mr Raj F Patel, has his M A
2. Jamie lives at 123 Main St 6. Try the J C Anderson Co
3. Maria asked me if I would help her 7. Sgt Rowland is from St Louis, Missouri
4. My favorite author is J R R Tolkien 8. Mrs Abbott said that we will have a test
tomorrow
PRACTICE B Using Periods
Read each sentence. Then, on the line, rewrite the sentence correctly, adding periods where needed.
Example: He asked where Dr Freeman is today
Answer: He asked where Dr. Freeman is today.
1. Take the Number 23 bus to Marshall Blvd
2. T J is working toward a Ph D
3. Parker, Inc is on State St and First Ave
4. The board chose Henry S Barry, Jr
5. Our new address is 2207 Walker Rd
6. I enjoyed the book about M C Higgins
7. Lt Thomas is stationed overseas
8. Give J B one more chance

Writing and Speaking Application

Write directions from your school to another place in your town. Use at least one declarative sentence,
one imperative sentence, and one abbreviation. Then, find a partner and take turns reading your
directions. Your partner should listen for and tell where periods belong. Then, switch roles with your
partner.

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109 | Punctuation
Name Date

110 USING QUESTION MARKS

A question mark follows a word, phrase, or sentence that asks a question.

Use a question mark after an interrogative sentence—one that asks a direct question. Sometimes, a
single word or brief phrase is used to ask a direct question. This type of question is punctuated as
though it were a complete sentence because the words that are left out are easily understood.
Interrogative Sentence: Is your cat friendly?
Word: Some cats hide from people. Why?
Phrase: The book is somewhere. On the top shelf?

PRACTICE A Identifying Questions

Read the items. Then, circle any period that should be a question mark.
Example: We leave at ten o’clock. Are you coming.
Answer: We leave at ten o’clock. Are you coming.
1. Where is the electronics store. 6. Has your dog had its shots. Mine has.
2. Do you like to watch television. 7. You said your sweater is lost. Which sweater.
3. You said you agree with him. Why. 8. When is your dad getting his new car.
4. Let’s go to a movie on Saturday. Which one. 9. We can help you. When.
5. He wants to come. Do you. 10. Can you tell me your reason.

PRACTICE B Using Question Marks

Read the items. Rewrite each one correctly, using question marks where they are needed. If a sentence is
already correct, write correct on the line.
Example: We are going to Tyheem’s house. Do you want to come.
Answer: We are going to Tyheem’s house. Do you want to come?
1. What time are you leaving.
2. When does the performance begin.
3. They expect a crowd. How many.
4. Can Kunal join us.
5. Try to leave early this time.
6. Are you sure.
7. He says the bus comes every half hour. What corner.
8. Mr. Jones was late today. Why.
9. Do you plan to join the new club.
10. Robert says they have a place to meet. Where is it.

Writing and Speaking Application

Write a short conversation about food, and include two questions. With a partner, read aloud the two
parts. Listen for your turn and speak with expression to indicate a question mark. Then, switch roles
with your partner.

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Name Date

111 USING EXCLAMATION POINTS

Exclamation points are used to indicate excitement or strong feeling. Exclamation points should not
be used too often.

Use an exclamation point after an exclamatory sentence—a sentence that expresses excitement or strong
emotion.
Example: What a beautiful sunrise that is!
Use an exclamation point after an imperative sentence that gives a forceful or urgent command.
Example: Sit down now!
Use an exclamation point after an interjection that expresses strong emotion.
Example: Wow! Look at that huge flock of cranes.

PRACTICE A Identifying When to Use Exclamation Points

Read each item. Then, underline any word that should be followed by an exclamation point.
Example: Watch your step. There’s a hole around here somewhere.
Answer: Watch your step. There’s a hole around here somewhere.
1. The play was amazing. 6. What a giant tree that is.
2. Oh no. I got a bad grade in math. 7. Your plan is perfect.
3. Oops. I just spilled my milk. 8. Never in a million years.
4. Yes. I would love to go. 9. We heard him yelling, “Goal. Goal.”
5. Ugh. This book is long and has to be read by 10. Wow. That sculpture is so lifelike.
Friday.

PRACTICE B Using Exclamation Points

Read the items. Then, rewrite each item, using exclamation points where needed.
Example: No. I will not lie about it.
Answer: No! I will not lie about it.
1. I’m speechless.
2. Most certainly yes.
3. You can rely on me. Absolutely.
4. Go immediately.
5. Be careful. The floor is wet.
6. Don’t spill the water.
7. Hey. I’m over here.
8. Look at that huge vulture.
9. Stop. I can’t keep up with you.
10. Wow. That was a great catch.

Writing and Speaking Application

Imagine receiving a phone call from your favorite celebrity. Write what you might say. Use at least one
exclamation point. Have a partner listen to what you wrote and tell where the exclamation point belongs.
Then, switch roles with your partner.
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Name Date

112 USING COMMAS IN COMPOUND SENTENCES

Use a comma before a conjunction to separate two independent, or main, clauses in a compound
sentence.
An independent clause has a subject and a verb, expresses a complete thought, and can stand alone as a
sentence. When two or more independent clauses are joined, they make a compound sentence. Often in
a compound sentence, the independent clauses are joined by a comma plus a coordinating conjunction:
and, but, for, nor, or, so, or yet.
Example: April is a dry month, and grass fires are a problem.
Use a comma before a conjunction only when there are complete sentences on both sides of the
conjunction. If the conjunction joins single words, phrases, or subordinate clauses, do not use a comma.
Single Words: April and May are dry months in Florida.
Phrases: We can swim in the pool or in the ocean.
Subordinate Clauses: Dad has decided that you should sleep more and that he will check on you.

PRACTICE A Adding Commas to Compound Sentences

Read each sentence. A comma is missing in each one. Underline the word that should be followed by a
comma and add the comma.
Example: Hyenas hunt antelope but they will eat almost anything.
Answer: Hyenas hunt antelope, but they will eat almost anything.
1. Buffalo look like cows but they are larger. 5. Sharks swim fast and they have strong tails.
2. Leopards climb well and they sleep in trees. 6. Hippos do not look pretty nor do they move
gracefully.
3. Giraffes have long legs and long necks so they
eat tree leaves. 7. Black rhinos have horns but their horns are
actually made of thick, strong hair.
4. Zebras are plump and have round bodies yet
zebras are not tall. 8. Lions are cats and they live in Africa.
PRACTICE B Writing Compound Sentences Using Commas
Read each pair of sentences. Combine the two simple sentences to create a compound sentence. Use a
comma and the coordinating conjunction in parentheses.
Example: The chickens are roaming in the yard. The pigs are eating from the trough. (and)
Answer: The chickens are roaming in the yard, and the pigs are eating from the trough.
1. Paul wanted to have tacos. Kash wanted pasta. (but)

2. Ms. McCormick won’t eat meat. She sticks to a vegan diet. (for)

3. I registered for the CPR class. Casey registered, too. (so)

4. Mekhi lost his gloves. He left them in his locker. (or)

5. Yolanda sings soprano in the choir. Her sister sings alto. (and)

Writing and Speaking Application

Write a two-sentence description of animals. Use at least one compound sentence. Then, read your
sentences aloud to a partner, who should identify where any commas belongs.
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Name Date

114 USING COMMAS IN A SERIES

Use commas to separate three or more words, phrases, or clauses in a series.
A comma follows each of the items except the last one in a series. The conjunction and or or is added
after the last comma.
Series of Words: Angola, Egypt, and Kenya are countries in Africa.
Series of Phrases: Towns spring up beside lakes, near oceans, and along rivers.
Series of Clauses: We went to a cafe, and we saw a movie, but we didn’t go to the arcade.
There are two exceptions to this rule. If each item except the last one in a series is followed by a
conjunction, do not use commas.
Example: We saw penguins and seals and icebergs.
Also, do not use a comma to separate groups of words that are considered to be one item.
Example: Every table was set with a knife and fork, a cup and saucer, and salt and pepper.

PRACTICE A Recognizing Correct Use of Commas in a Series

Read each sentence. On the line, write the word or words that should be followed by a comma.
Example: Herons egrets and storks all live in Africa.
Answer: Herons, egrets

1. My dog has a collar, a leash and several toys. 6. We hiked across town, through the woods and
into the cave.
2. Waldo dashes through the house out the door, 7. Camila, Jayla and Paige are down the hall in
and around the yard. Room 101.
3. Tenzin walks the dog in the morning, after 8. Do you want to go to the park, to the beach or
school and again at night. to the parade?
4. I need to buy pencils a backpack a notebook, 9. Our pets include a hamster a parakeet and a
and a big eraser. poodle.
5. At the museum, we saw an antique car a 10. We are having cucumber and broccoli salad
steam engine and a horse and carriage. chicken and dumplings and mashed potatoes
for supper.

PRACTICE B Adding Commas in a Series

Read each sentence. If a sentence is correct, write C on the line. If a sentence has an error in commas,
underline the word that should be followed by a comma and add the comma.
Example: Pasta is served with red sauce, with white sauce or with olive oil.
Answer: Pasta is served with red sauce, with white sauce, or with olive oil.
1. The cafeteria is serving chicken soup vegetable stew, or chili.
2. Mom ordered a book for herself, a birthday gift for my cousin, and a desk for me.
3. The menu offered macaroni and cheese salad, and ice cream.
4. Baseball gymnastics, and soccer are offered by the parks department.
5. Are you getting a calico a Siamese, or a Maine Coon cat?
6. I visited castles and museums and forts.
7. The drive takes you through the mountains, into a valley and past a waterfall.
Writing and Speaking Application
Write about three places you’d like to visit, using at least one series. Then, read your sentences aloud to
a partner, who should listen for and identify which words should be followed by commas.

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Name Date

115 USING COMMAS BETWEEN ADJECTIVES

A comma tells the reader to pause briefly before continuing a sentence.
When two or more adjectives come before a noun, they may need to be separated by commas.
• Use commas to separate adjectives of equal rank. There are two ways to tell whether adjectives in
a sentence are of equal rank: If the word and can be placed between the adjectives without changing
the meaning of the sentence, the adjectives are of equal rank. Also, if the order of the adjectives can
be changed, they are of equal rank.
Example: Ella spoke in a calm, quiet voice. (A calm and quiet voice has the same meaning. A quiet,
calm voice also has the same meaning.)
• Do not use commas to separate adjectives that must appear in a specific order.
Example: There are two black cats in the street. (The order of the adjectives two and black cannot
be changed: There are black two cats in the street does not make sense. Therefore, commas are not
needed.)
• Do not use a comma to separate the last adjective in a series from the noun it modifies.
Incorrect: The girl hiked the steep, rocky, hillside.
Correct: The girl hiked the steep, rocky hillside.

PRACTICE A Identifying Correct Comma Use

Read each sentence. Identify the comma error and write Add or Omit on the line to show how to correct
the sentence. Then, circle the word before the error.
Example: Emily is a generous friendly person.
Answer: Emily is a generous friendly person. Add
1. That shiny sleek car is new.
2. We bumped along on the rough pitted road.
3. Four, sturdy chairs arrived today.
4. We looked out into the still cloudless night.
5. Sadie loves fresh, ripe, watermelon.
6. A murky cold lake is not a good place to swim.

PRACTICE B Using Commas With Adjectives

Rewrite each sentence, correcting any errors in the use of commas.
Example: The two, black, kittens need a home.
Answer: The two black kittens need a home.
1. The brown, brick building is downtown.
2. Alyssa brought those, delicious muffins.
3. The plain humble cottage is quite cozy.
4. It was a short, exciting close game.
5. I’m wearing my new, red sweater.
6. Come to our grand glorious celebration!
Writing and Speaking Application
Write a brief description of a building. Use at least two sentences with adjectives in a series. Circle any
commas. Then, take turns with a partner reading aloud and listening to your descriptions. Discuss where
the commas belong.

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Name Date

116 USING COMMAS AFTER INTRODUCTORY WORDS, PHRASES, AND CLAUSES

Use a comma after most introductory words, phrases, or dependent clauses.

Introductory Word Ramy, what do you think?

Yes, I can come over today.
Introductory Phrase To pass the test, you must study daily. (infinitive phrase)
In the center of the city, you will see many skyscrapers. (prepositional phrase)
Running along the dirt path, Ashleigh tripped over a tree root. (participial phrase)
Introductory Adverb Clause Because our soccer team won the game, we celebrated on the field.
Although my alarm had gone off, I slept through it.

PRACTICE A Adding Commas

Read each sentence. Underline the word that should be followed by a comma. Then, add the comma.
Example: Lee you should try out for the team.
Answer: Lee, you should try out for the team.
1. After school today we’ll go to the mall.
2. Oh what a mess I’ve made!
3. Jordan can you help me with the clean-up?
4. Although it is late we are not tired.
5. To win the contest you must enter by Friday.
6. Well that’s not what I expected to hear.
7. During the meeting of our group I was elected leader.
8. Hello may I please speak to Brielle?
9. Until later in the week we are very busy.
PRACTICE B Writing Sentences With Commas
Read the sentences. Rewrite each sentence, adding the comma needed after the introductory word,
phrase, or clause.
Example: In place of a book report you may write a review of the book.
Answer: In place of a book report, you may write a review of the book.
1. Besides I don’t like horror movies.
2. Throughout the class I kept sneezing.
3. Since the book is due tomorrow I have renewed it.
4. Before he gave up William tried everything he could.
5. Although Jake is a good player he has missed practice twice.
6. Aminata did you complete your assignment?
7. Under the sea you can see many interesting fish.
8. Toward the east you will see a spectacular sunrise.
9. Although she is walking slowly Raya is headed home.
10. So that all goes well please register this week.
Writing and Speaking Application
Write three sentences about a meeting. Use and underline one introductory word, one introductory
phrase, and one introductory clause. Then, take turns reading your sentences with a partner. Listen for
and identify the introductory words, phrases, and clauses.
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Name Date

120 USING COMMAS IN NUMBERS

With large numbers of more than three digits, count from the right and add a comma to the left
of every third digit to separate it from every fourth digit. (For example, 6,782 fans; 3,000 pages;
2,678,934 website views.) Use commas with three or more numbers written in a series. Do not use
commas in ZIP codes, telephone numbers, years, or house numbers.

Large Numbers 3,849,000 people Telephone Numbers (701) 555-3330

Numbers in a Series pages 71, 86, and 101 Years 2011
ZIP Codes 33928 House Numbers 2502 Bay Lane

PRACTICE A Adding Commas

Read the items. Rewrite each incorrect item on the line provided, adding commas where needed. If no
commas are needed, write correct.
Example: 35000 homes
Answer: 35,000 homes
1. prime numbers 5 7 and 11 6. 100000 lights
2. population of 8214426 7. 370000 employees
3. 10601 South Street 8. 10798 rules
4. ZIP code 55508 9. 478,000 miles in space
5. 2785 snakes 10. telephone number (323) 555-9123

PRACTICE B Using Commas Correctly With Numbers

Read the sentences. Underline the correctly written numbers. Rewrite any numbers that do not correctly
use commas.
Example: His ZIP code is 34,532.
Answer: His ZIP code is 34,532. 34532
1. There are about 23,200 kinds of beetles.
2. I live at 1,020 Wood Street.
3. Our community has about 2700 people.
4. My sister was born in the year 2010.
5. There are about 8760 hours in a year.
6. Could you count 498000 specks of dust?
7. Our ZIP code is 60636.
8. His telephone number is 303,672,1111.
9. Look at pages 5 9 and 23.
10. The library has 7840 books.

Writing and Speaking Application

Write a description of an imaginary planet. Use at least two numbers that need commas. Circle the
numbers. With a partner, take turns reading your descriptions. Discuss the comma use in the numbers.

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120 | Punctuation
Name Date

121 USING COMMAS WITH ADDRESSES AND IN LETTERS

Use commas in addresses, salutations of friendly letters, and closings of all letters.

Use a comma after each item in an address made up of two or more parts. In the following example,
commas are placed after the name, street, and city. There is no comma between the state and the ZIP code.
Example: She is writing to Sloane O’Brien, 1402 Maple Avenue, Lexington, Kentucky.
Fewer commas are needed when an address is written in a letter or on an envelope.
Example: Max Kanuga
54 Monmouth Avenue
Long Beach Township, NJ 08008
Use a comma after the salutation in a friendly letter and after the closing of a friendly or business letter.
Salutation: Dear Kieran,
Closing: Sincerely,

PRACTICE A Adding Commas

Read each item. If a comma is needed, add it and circle it. If an item is already correct, write correct on
the line.
Example: El Paso Texas 53419
Answer: El Paso, Texas 53419
1. Dear Logan 5. Yours truly
2. 6743 Cedar Avenue 6. Miami FL 33107
3. Waukegan IL 60741 7. Dear Jamila
4. Dover, DE 67902 8. 9265 First Street

PRACTICE B Identifying Missing Commas

Read the letter. There are four commas missing. On each line, write a word that comes before a missing
comma and add the comma.
Example: Grand Rapids MI 64502
Answer: Rapids,
November 15, 2021

Dear Ash
Thank you for coming to visit. I had a wonderful time, especially the day we went to visit Vincent. You
asked for his address. It is 8709 Homewood Lane Little Rock Arkansas.

Your friend
Levi

1. 3.
2. 4.

Writing and Speaking Application

Address an envelope for a letter to a friend, using commas correctly. Circle each comma. Then, take turns
with a partner reading and listening to the addresses. Discuss where you used commas.

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Name Date

125 USING COLONS

Use a colon (:) to introduce lists of items and in certain special situations.

Use a colon after an independent clause to Dog breeds include the following: Chihuahua, dachshund, and
introduce a list of items. Yorkshire terrier.
Use a colon to introduce a formal or lengthy The U.S. Declaration of Independence begins with these words:
quotation or one that does not contain a “he said/ “The unanimous Declaration of the thirteen united states of
she said” expression. America . . .”
Use a colon in numerals giving the time, in 9:30 a.m. (separates hour and minutes)
salutations in business letters, and in warnings Dear Madam: (salutation in business letter)
and labels. Warning: Thin Ice (warning)
Note: Shake well before using (label)

PRACTICE A Identifying Correct Use of Colons

Read the items. If an item is correct, write correct on the line. If a colon should be added, insert the colon
where it is needed.
Example: Mammals include the following animals, pandas, dolphins, and bats.
Answer: Mammals include the following animals: pandas, dolphins, and bats.
1. We bought everything on our list apples, milk, butter, cereal, and bread.
2. Warning: Slippery When Wet
3. The menu includes the following salmon, beef, and chicken.
4. The judge made the rules clear “You must not discuss this trial with anyone.”
5. The first class begins at 8:05 a.m.

PRACTICE B Using Colons

Read the items. On the line, rewrite each item correctly, using colons where needed.
Example: Attention Residents No pets are allowed.
Answer: Attention Residents: No pets are allowed.
1. On the first day of school, bring the following pencils, a notebook, and an eraser.

2. Our train leaves from downtown at 2 30 p.m.

3. Caution Keep away from heat.

4. Our neighbors have quite a few pets a collie, four cats, a lizard, and a rabbit.

5. The novel’s opening sentence is striking “Reader, proceed at your own risk.”

Writing and Speaking Application

Write a sentence that includes a list of the furniture in a room in your home. Use a colon before the list
and circle the colon. Then, with a partner, take turns reading your sentences. Your partner should listen
and identify where the colon belongs.

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Name Date

139 USING APOSTROPHES WITH POSSESSIVE NOUNS

Apostrophes are used with nouns to show ownership or possession.

See the rules for possessive nouns and the examples below.
Add an apostrophe and -s to show the possessive case My cat’s name is Libby.
of most singular nouns and plural nouns that do not Ross’s book is on the desk.
end in -s or -es. The library displayed the children’s artwork.
We followed two moose’s tracks.
Add only an apostrophe to show the possessive case of My friends’ brothers are older than we are.
a plural noun ending in -s or -es. Do not add an -s. My cousins’ rooms are neat.
Add an apostrophe and -s (or just an apostrophe if His mother-in-law’s car is ready.
the word is a plural ending in -s) to the last word of a The Campfire Scouts’ popcorn sale raised $550.
compound noun to form the possessive.

PRACTICE A Using Apostrophes to Show Ownership

Read the items below. Then, on the line, write the possessive form of each noun in parentheses.
Example: the (politicians) arguments
Answer: politicians’

1. the (dog) barking 6. the (apples) color

2. my (family) game 7. the (glass) shine
3. my (mom) car 8. the (bears) den
4. my (aunt) office 9. (Kwame) new phone
5. the (library) computer 10. the (hockey team) win

PRACTICE B Correcting Apostrophe Errors

Read the sentences. Then, rewrite each underlined word, adding any missing apostrophes and
correcting any incorrect use of apostrophes.
Example: The buss’ engine stalled.
Answer: bus’s
1. The witnesses’s testimony convinced the jury.
2. Two womens’ jackets were left on the bus.
3. The fifteen artist’s show was well attended.
4. Let’s look for Micahs’ backpack.
5. That stores’ hours are ten to nine.
6. The four puppie’s mother is a purebred.
7. A pennys value is not much today.
8. The high schools’ gym is new.

Writing and Speaking Application

Write three sentences in which you use apostrophes to show ownership. Then, read your sentences
aloud to a partner. Have your partner identify which words include apostrophes. Then, switch roles with
your partner.

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139 | Punctuation
Name Date

141 USING APOSTROPHES IN CONTRACTIONS

Contractions are used in informal speech and writing. They are often used in dialogue to make
words sound more like natural speaking.

Use an apostrophe in a contraction to show where one or more letters have been left out.
Verb + not do not = don’t should not = shouldn’t will not = won’t
could not = couldn’t were not = weren’t
Noun or Pronoun + Form of be Cal is = Cal’s you are = you’re what is = what’s
I am = I’m she is = she’s
Pronoun + will you will = you’ll he will = he’ll
Pronoun + would they would = they’d you would = you’d
Pronoun + have they have = they’ve you have = you’ve
Pronoun + had they had = they’d she had = she’d

PRACTICE A Rewriting Word Groups as Contractions

Each sentence contains an underlined word group that can be written as a contraction. Write the
contraction correctly on the line provided.
Example: They will not be able to come.
Answer: won’t
1. We are going to the museum on Saturday.
2. Who is giving the report?
3. They will leave the decision to us.
4. He is never going to agree.
5. You would never have known.
6. She will be on time.
7. What is the score?

PRACTICE B Proofreading for Apostrophes

Read the sentences. Rewrite each sentence, adding apostrophes where needed.
Example: Mimi isnt ready to leave.
Answer: Mimi isn’t ready to leave.
1. Theyll meet us later.
2. Hes already 20 minutes late.
3. Jia cant be here today.
4. Id hoped theyd agree.
5. Wheres the puppy now?
6. Wed have come earlier if we could.

Writing and Speaking Application

Write two sentences in which you use apostrophes correctly with contractions. Circle the apostrophes.
With a partner, take turns reading aloud your sentences. Then, discuss how each of you used
apostrophes with contractions.

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Name Date

148 SENTENCES
The first word in a sentence must begin with a capital letter.

Capitalize the first word in a declarative, an interrogative, an imperative, or an exclamatory sentence.

Also capitalize the first word in a group of words that is treated as a complete sentence. In these groups
of words, part of the sentence is left out but understood.
Declarative Sentence The icy streets were treacherous.
Interrogative Sentence When is your birthday?
Imperative Sentence Walk the dog at 5:00.
Exclamatory Sentence What a beautiful sunset that is!
Partial Sentence With Missing Words Understood How much does an elephant eat each day? A lot.

PRACTICE A Supplying Capitalization

Read each item. Then, rewrite the items on the lines, using capital letters as needed.
Example: when is the gymnastics meet?
Answer: When is the gymnastics meet?
1. the McCabes asked me to stay for lunch.
2. what a great idea!
3. see me after school to talk about the grade.
4. where?
5. we need someone to take care of the cat while we are away.
6. what do you know about cats?
7. it’s an easy job! seriously.
8. do you have pets? how many?
9. the concert is this weekend.
10. do you want to serve dessert?

PRACTICE B Proofreading for Capitalization

Read each item. Circle any letter that should be capitalized.
Example: do you think the story really happened?
Answer: do you think the story really happened?

1. here. don’t forget your coat. 6. read twenty pages for tomorrow.
2. open your books to page 142. 7. blue whales are enormous!
3. the photograph shows the Washington 8. it is time to get a haircut.
Monument. 9. who will be the first to volunteer?
4. how can we all fit in this small car? 10. you’re going mountain biking? be careful.
5. the windshield wipers don’t work, do they?

Writing and Speaking Application

Write a three-sentence description of a photograph, using capital letters to begin sentences. Read your
description to a partner. Partners should listen for and name the first word in each sentence. Then,
switch roles with your partner.
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148 | Capitalization
Name Date

153 USING CAPITALIZATION FOR TITLES OF WORKS

Capital letters are used for the titles of written works, songs, performance pieces, works of art, and
some school courses.

Capitalize the first word and all other key words in the titles of books, newspapers, magazines, short
stories, poems, plays, movies, songs, and works of art. Capitalize the title of a school course only when
it is followed by a course number or when it refers to a language. Do not capitalize articles (a, an, the),
short prepositions (three or fewer letters), or conjunctions in titles.
Books Prairie Lotus Children of Blood and Bone
Newspapers Baltimore Sun The Post and Courier
Magazines and Digital Magazines Teen Vogue Highlights for Children
Short Stories “The Tell-Tale Heart” “The Fall of the House of Usher”
Plays, Movies West Side Story (play) The Half of It (movie)
Songs “All Too Well” “Here Comes the Sun”
Artworks The Potato Eaters Café Terrace at Night
School Courses German History 8 a math class chemistry

PRACTICE A Using Capitalization for Titles

Read the sentences below. On the line, rewrite the title, correcting capitalization as needed. If no
additional capitalization is needed, write correct.
Example: I found the story in the magazine cricket.
Answer: Cricket
1. They watched the movie the princess bride many times.
2. Have you seen the painting the old guitarist by Pablo Picasso?
3. Mom sometimes reads the magazine rolling stone.
4. I liked the story “mowgli’s brothers” by Rudyard Kipling.
5. Have you signed up for spanish class yet?
6. I will take an art class next year.

PRACTICE B Using Capitalization for Titles in Sentences

On each line provided, write a sentence that includes the type of title indicated. Use correct capitalization.
Example: painting
Answer: 
The painting The Persistence of Memory may have been inspired by Einstein’s theories.
1. book
2. song
3. movie or play
4. school course

Writing and Speaking Application

Write a summary of a book you enjoyed when you were younger. Use capital letters in the title.
Take turns reading your sentences with a partner, who should listen for and identify the title.
Can each partner tell which words should be capitalized?

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153 | Capitalization