Grammar, Usage,& Mechanics - Teacher Created Materials

Grammar, Usage,& Mechanics - Teacher Created Materials


Grammar, Usage, and Mechanics

Level 4 Teacher’s Guide and Answer Key

Copyright © 2006

Time Inc.

TIME FOR KIDS and the Red Border Design are

registered trademarks of Time Inc. All rights reserved.

Developed in collaboration with Exploring Writing

from Teacher Created Materials.


Editorial Director: Keith Garton

Editor: Jonathan Rosenbloom

Project Editor: Mary McClellan,

Baseline Development Group

Design Production: Derrick Alderman, Dinardo Design

Teacher Reviewers: Brian Glassman, MD;

Nancy Kern, VA; Vincent LaRuina, NY;

Greg Matchett, AZ; Jana Miller, TX;

Mary Paskvan, MN; JoAnne Winnick, CA

Exploring Writing

Copyright © 2006

Teacher Created Materials Publishing

Teacher Created Materials

Publisher: Rachelle Cracchiolo, M.S. Ed.

Editor-in-Chief: Sharon Coan, M.S. Ed.

Editorial Project Manager: Dona Herweck Rice

The classroom teacher may reproduce copies of materials in

this book for classroom use only. The reproduction of any part

for an entire school or school system is strictly prohibited. No

part of this publication may be transmitted, stored, or recorded

in any form without written permission from the publisher.

ISBN: 0-7439-0143-6

Teacher Created

Materials Publishing

5301 Oceanus Drive

Huntington Beach, CA 92649

Grammar, Usage, & Mechanics

Teacher’s Guide and Answer Key


Teacher’s Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2–11

Blackline Master: Time to Do What? . . . . . . . . . . . . . . . . . . .12

Blackline Master: Proofreader’s Marks . . . . . . . . . . . . . . . . . .13

©TIME For Kids

For information on class subscriptions to TIME FOR KIDS magazines,

go to

ii Grammar, Usage, and Mechanics—Level 4

#10143 (i1034)

Teacher’s Guide and Answer Key

TIME FOR KIDS Grammar, Usage, and Mechanics

taps into children’s innate ability to express themselves

verbally. Grammar, Usage, and Mechanics makes the

meaningful connection between what kids already

know about oral and written language and the specific

terms and concepts that make up English grammar.

Grammar, Usage, and Mechanics improves children’s

writing by helping them understand how language

works. As children explore language, they see how

the conventions of English help convey meaning.

Grammar, Usage, and Mechanics provides

developmental instruction and practice for key

grammar, usage, and mechanics concepts. Each

lesson focuses on a particular skill, providing simple

explanations, examples in context, and multi-level

practice activities. TFK Tips for Writers offer useful

applications to children’s own writing. Proofreading

activities give kids practice in correcting grammar,

usage, and mechanics errors.

Grammar, Usage, and Mechanics lessons focus

on parts of speech, capitalization and punctuation,

and usage, but the lessons may be used in any order.

You may want to tie a lesson to the language in

something the children are reading, or you may want

to tie a lesson to a writing form, such as pairing a

lesson on adjectives with writing a description. If you

prefer, you can use the lessons in the order presented,

knowing that children will receive a comprehensive

and developmentally appropriate course in the major

language concepts.

Each lesson is written in grade-appropriate language,

with easily understood examples and exercises to

allow children to do the lessons independently.

You may wish to go over the instruction in the first

part of the lesson, making sure children understand

the concepts and inviting children to provide their

own examples.

Show What You Know provides practice to make

sure children “get it.” You can do this section with a

whole class or a small group. If you feel confident that

students understand the material, you can have them

do the exercise independently.

Take It Up a Notch gives students more challenging

practice in applying the grammar, usage, or mechanics

skill. Students who demonstrate a clear understanding

of the concept can work independently to complete

the exercise. If students need help, have them work

with a partner or in small groups to do this exercise.

On Your Own offers activities for independent practice.

Children work by themselves, with a partner, or in

small groups to complete games, puzzles, and other

challenges to apply what they’ve learned in the lesson.

Scavenger hunts, language relays, and word-card

activities give kids a chance to demonstrate their

understanding in enjoyable and meaningful ways.

TFK Tips for Writers give kids insight into the

tools used by good writers everywhere to make

their writing sharper, tighter, and more interesting.

The tips give children a meaningful connection

to applying what they have learned in the lesson

to their own writing.

Proofreading Power exercises provide cumulative

multi-skill proofreading practice in context. Children

apply their knowledge of grammar, usage, and

mechanics skills by finding and correcting errors in

written passages. This practice helps children apply

the same skills in proofreading and correcting their

own writing, as well as giving them much-needed

preparation for formal grammar and writing tests.

TIME FOR KIDS Grammar, Usage, and Mechanics

gives students the knowledge and practice they need

to understand how language works. Have fun with

the lessons, and help kids understand that language

is an ever-evolving, exciting tool that we all use to

communicate with each other.

Find writing practice and resources:

©TIME For Kids

© Grimmy, Inc. King Features Syndicate

#10143 (i1034)

Grammar, Usage, and Mechanics—Level 4 1

Teacher’s Guide and Answer Key

©TIME For Kids

Proofreading Power! (page 54)

My birthday is in three weeks and I am really looking

forward to it. I am going to have a party and I will invite

all the kids in my class.

“Janet when should we have the party?” my mom


asked me. I said to her that I thought we could have it

on Saturday or it could be on Sunday.


“Jane,t what do you want to do at the party?” my mom

wondered. I told her that I want to play games, dance and

make ice cream sundaes. We can have chocolate vanilla

and strawberry ice cream.

page 56

● 1 Show What You Know

Today the Hartigans are going to the County

Fair. Mom asks Clarice and Tammy,“Are you

excited about the fair?”

“Yes,” Clarice says, “I’m very excited!”

“I’d like to see everything!” Tammy says.

When they arrive at the fair, Dad says,“Make

sure to be back at this ticket booth by six o’clock.”

Tammy and Clarice yell,“It’s going to be

a great day!”

Proofreading Power!




, ,

Tanya was reading a book when the phone rang.

I’ll get it,” she called out. “Hello?

“Hi,” said Gia. “Im bored. What are you doing?

“Hi there. m’ I reading Frindle. Its a really great

book! I’d like you to read it next. You’re going to

think it is great,” Tanya told her.”

“That sounds good to me. Id like to start a new

book soon, Gia said.

page 58

● 1 Show What You Know








Proofreading Power!


My favorite sport is baseball. Dad and me watch


baseball games together. Him likes to go to the ballpark


and see his favorite team play. Usually he takes I to


the games with h m i . My sister likes to go with we to


the games. Her likes baseball even more than I do!


It’s fun to watch games with they. Dad asked my sister



and I to go to a game this weekend. Us will have fun!

page 60

● 1

Show What You Know


On Saturdays, my family does errands.



Sometimes, this is boring. But once we start,



we have fun. My brothers and my mom take the


laundry to the laundromat. I walk the dog in the


park. My dad does the grocery shopping. My


sisters take turns with the vacuum cleaner. Once



we finish our own errands, we work together in


the garden. The flowers look nice in the spring.

Proofreading Power!

Gregory and Sam li e k going to the movies. Sometimes

they sees scary movies. Other times they watches funny

movies. Often Sam’s brothers go to the movies with

them. Either Sam or his brothers picks the movie they


will see. Gregory walk to the movie theater from his


house. There are the theater. Sam and his brothers will


be here soon. Here they is!

#10143 (i1034)

Grammar, Usage, and Mechanics—Level 4 11

Blackline Master

Name ________________________________________________

Time to Do What?

For each hour of the day, write an action verb that tells what you do.

Do not repeat any verbs.

Date ______________________

12. _______________________

11. _______________________

10. _______________





1. _______________________


2. _______________

9. _____________



3. _____________

8. _______________


7. _______________________



Now try this! On another piece of paper, write a sentence for each hour that contains

the action verb you wrote. For example, At seven o’clock I brush my teeth.


6. _______________________


4. _______________

5. _______________________

©TIME For Kids Photocopying for classroom use is permitted.

12 Grammar, Usage, and Mechanics—Level 4

#10143 (i1034)

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