Language Arts C - Greenland School District, AR 72737

LANGUAGE ARTS C

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Table of ContentsGetting Started ............................................................................................................................................1SkillsTutor Language Arts Lessons ................................................................................................................ 2The Warm-Up ....................................................................................................................................... 2The Practice ........................................................................................................................................... 3The Story .............................................................................................................................................. 3Quizzes ........................................................................................................................................................ 4Tests ............................................................................................................................................................ 4Lesson Summaries .......................................................................................................................................5Worksheets ................................................................................................................................................15Worksheet Answer Keys .............................................................................................................................79Capitalization ............................................................................................................................................ 81Punctuation ............................................................................................................................................... 84Usage ......................................................................................................................................................... 88Spelling ...................................................................................................................................................... 94Assignment Sheets ...................................................................................................................................103

1SkillsTutor Language Arts LessonsEach lesson in SkillsTutor Language Arts C has three online parts: the Warm-Up, the Practice, and the Story. Thelesson begins with a title screen. To proceed, students should click Go On or press Enter on the keyboard.The Warm-UpThe Warm-Up begins with two to four rules explaining the lesson’s key concepts. The rules are followed byexamples of how they are applied in context. Exceptions to the rules are also addressed.Language Arts C) 2 )SkillsTutor

1The PracticeThe Practice is provided through a series of engaging interactions. Each interaction provides the student with anopportunity to apply their knowledge of an individual rule. Students receive immediate feedback to theirresponses.The StoryAfter completing the guided practice of rules, students are required to apply their knowledge in the context of alarger story, letter, or poem. Each passage contains up to five errors. Students locate and correct each error. Feedbackis provided for both correct and incorrect changes to the text.SkillsTutor) 3 )Language Arts C

1QuizzesAfter completing three or four lessons within a unit, students are given a quiz. Questions follow standardized-testformats and are randomly selected from a bank of appropriate questions. Students receive feedback for each question.TestsFor each unit (e.g., Capitalization), SkillsTutor Language Arts offers content-area pretests and posttests modeled onstandardized tests. Like the questions for quizzes, the test questions are presented in multiple choice format to givestudents practice in answering standardized-test questions. After each test, students have the opportunity to reviewthe questions they missed. Feedback is provided for each missed question. Pretests provide data on students’ entrylevel knowledge and give students an introduction to the skills taught. Posttests measure students’ learning growthand mastery.Language Arts C) 4 )SkillsTutor

Lesson SummariesIn this section, you will find summaries for each of the lessons in SkillsTutor Language Arts C, which includes lessonsthat are targeted for grades 7 and 8.Lessons are grouped into four units that reflect the general concepts covered in the lesson activities. These unitsappear in the following order:• Capitalization• Punctuation• Usage• SpellingThe summaries are meant to provide, at a quick glance, a description of the concepts covered in the lesson as wellas an example activity.SkillsTutor) 5 )Language Arts C

2Language Arts C) 6 )SkillsTutor

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary ExamplesCapitalization1 The Pronoun “I,” Names and Initials,and Titles Preceding a Person’s Name2 The First Word in a Sentence orQuotation3 The First Word in the Greeting andClosing of a Letter4 The Names of Cities, States,Countries, Streets, Buildings, Bridges,and Geographical Places5 The Names of Months, Days of theWeek, Holidays, and Historical Events6 All Important Words in the Titles ofBooks, Movies, Songs, Newspapers,Magazines, and Historical Documents7 The Name of a Schools, Institutions, andBusinesses1 The pronoun “I” should always be capitalized.2 Capitalize a person’s name and initials. Capitalize a pet’sname.3 Capitalize the title that comes before a person’s name.1 Capitalize the fi rst word in a sentence.2 Capitalize the fi rst word in a quotation. Do not capitalize thefi rst word of the second part of a divided quotation.Capitalize the fi rst word in the greeting and closing of a letter.1 Capitalize the name of a city, state, or country.2 Capitalize the name of a street, building, or bridge.3 Capitalize the name of a geographical place.1 Capitalize the months of the year and the days of the week.2 Capitalize the names of holidays and historical periods andevents.1 Capitalize the fi rst, last, and all important words in the titlesof books, movies, and songs.2 Capitalize the fi rst, last, and all important words in thenames of newspapers, magazines, and historical events.1 Capitalize the names of schools and other institutions suchas universities, colleges, libraries, and hospitals.2 Capitalize the names of businesses.1 When I baby-sit, I always knowwhere the parents can be reached.2 Can Amy come over to help me?3 Our neighbor, Mr. Williams, ishelping us build a tree house.1 Suddenly he recognized the bend inthe river.2 The young detective replied, “We’llbe an unbeatable team.”“We’ll be,” the young detectivereplied, “an unbeatable team.”Dear Mr. Klein,Thanks for the copy of your bookfor our time capsule.Yours truly,Peter Jenkins1 While Georgia has mild winters, thewinters in Alaska are frigid.2 Some bridges are for cars, but theShirlington Bridge is for bikes only.3 Did you know the air is thinner onMount Everest than anywhere else inthe world?1 We have another history test nextFriday.2 The Civil War has been the subject ofmany books and television programs.1 I enjoyed the book Julie of theWolves when I read it this summer.2 When we went to Washington, D.C.,I saw the Declaration ofIndependence.1 Jeff lives across the street fromRiverside High School.2 My father’s eyeglass store is calledThe Eye Site.SkillsTutor) 7 )Language Arts C

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary Examples8 The Names of Nationalities,Religions, Organizations, andPolitical Parties9 Seasons, Compass Points, and TitlesUsed as a Person’s Name10 School Courses, Languages, CountryNames Used as Adjectives, and theNames of Planets and Stars1 Capitalize the names of nationalities, peoples, religions, andplaces of worship.2 Capitalize the names of agencies, organizations, and politicalparties. Do not capitalize prepositions, conjunctions, andarticles in the middle of a name.1 Do not capitalize the names of the seasons.2 Capitalize compass points only when they name geographicalregions.3 Capitalize a title when it is used as part or all of a person’sname.1 Capitalize languages and course names with numbers. Donot capitalize school subjects.2 Capitalize country names used as adjectives.3 Capitalize the names of planets and stars. Only capitalize“earth,” “sun,” and “moon” when they are in a sentencewith planets or stars.Punctuation1 End Marks After Sentences Use an end mark at the end of every sentence:• a period after a statement;• a question mark after a question; and• an exclamation point after an exclamation.2 Periods After Initials and Abbreviations Put periods after initials and abbreviations. Sentences endingin abbreviations do not need an extra period. The title “Miss”does not require a period. Two-letter postal codes such as NY,CA, and TX do not require periods.3 Commas to Separate City and StateNames, and Dates, Months, and Years4 Commas in Greetings and Closings ofLetters and Colons in Greetings of BusinessLetters1 Put a comma between the name of a city and its state.Also, put a comma after the state name if it is NOT the lastword in the sentence. Do not use a comma when only thecity name or only the state name is mentioned.2 In a date, put a comma between the day and year. Also,put a comma after the year if it does NOT come last in thesentence. Do not use a comma between the month andyear when they appear without the day.1 Put a comma after the greeting of a personal letter.2 Put a colon after the greeting of a business letter.3 Put commas after the closings of all letters.1 Albert Schweitzer, a German, spentmuch of his life in Africa.2 Agencies: Peace Corps, NationalPeace CouncilOrganizations: Food for Peace,American Red CrossPolitical Parties: Republican,Democrat1 As the summer days got shorter, weknew that autumn was near.2 We spent our vacation in the beautifulSouthwest.3 I was talking with Coach Evans.1 Our Science II class is going on afi eld trip to the planetarium.2 We always have Italian bread withour minestrone soup.3 The Earth is much larger than Pluto.In one year, a beam of light travelsalmost 6 trillion miles.What is solar energy?Please turn down the heat!Dear Mr. Bill U. Later,I have joined a circus named BigTop, Inc.Miss Trapeze1 Walnut Grove, Virginia, is whereCyrus McCormick was born.Walnut Grove is my hometown.2 On March 6, 1794, Eli Whitney’spartner advertised the cotton gin.June 1869 is the month Edisonreceived his fi rst patent.Dear Anthony,Dear Gentlemen:Sincerely yours,Language Arts C) 8 )SkillsTutor

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary Examples5 Commas and Colons to Separate Itemsin a List6 Commas After Introductory Phrases andto Set Off Direct Address and InterruptingPhrases7 Apostrophes in Contractions and to ShowPossession1 Use commas to separate three or more items in a list.When only two items are in a list, do not use a comma toseparate them.2 When a complete sentence comes before the list, use a colonbefore the fi rst item. The complete sentence introducesthe items that will follow.1 Use a comma after an introductory word or phrase.2 Use commas to set off direct address. Direct address is thename of the person being spoken to. It can appear at thebeginning, middle, or end of a sentence.3 Use commas to set off a word or phrase that interrupts asentence. Commas are used before and after theinterruption.1 In a contraction, use an apostrophe in place of the missingletters.2 To show possession, for singular nouns, use an apostrophefollowed by an s. For plural nouns, put the apostrophe afterthe s.3. Some plural nouns do not end in s. For the possessives formof these nouns, use an apostrophe (‘) followed by an s.8 Quotation Marks Around Titles Put quotation marks before and after the titles of poems,songs, short stories, and articles in newspapers or magazines.Titles of books, magazines, and movies are underlined or writtenin italics. They do not appear in quotation marks.9 Quotation Marks Around a Speaker’sWords10 Quotations at the Beginning ofSentencesUse quotation marks at the beginning and end of a directquotation. A quotation is a person’s exact words. Do not usequotation marks when you are simply reporting what someonesaid, and you are not using his or her exact words.When a quotation comes at the beginning of a sentence, put acomma inside the closing quotation marks.If the quotation is a question or exclamation, put a questionmark or exclamation point inside the closing quotation marks.Do not use a comma.11 Quotations at the End of Sentences When a quotation comes at the end of a sentence, put acomma between the words that tell who is speaking and thebeginning of the quotation. Put an end mark inside the closingquotation marks.12 Split Quotations If a quotation is divided into two parts, put quotation marks atthe beginning and end of each part.Put commas before and after the words that tell who isspeaking. After the fi rst part of the quotation, put a commainside the quotation marks.1 We brought tents, sleeping bags, andfood on our camping trip.Aunt Emily packed her camera andtapes.2 We brought many things on ourcamping trip: tents, sleeping bags,and food.1 After the movie, let’s all go back tomy house.2 Mom, can I go to the movies?Can I go, Mom, to the movies?Can I go to the movies, Mom?3 We hope, of course, that the weatheris going to be nice this weekend.1 It isn’t polite to interrupt others.2 My sister’s hat blew off.My two sisters’ hats blew off.3 The children’s manners willimprove.“Attack of the Jellyfi sh” may not be thebest short story to take to the beach.I read the book Mysteries of theDeep while relaxing on the beach.Dr. Za stated, “Humans at the seasidehave interesting customs.”Dr. Za stated that humans haveinteresting customs.“I think I prefer horses,” saidGrandma when Grandpa bought hisfi rst car.“Do you think the car can be fi xed?”asked the son.Lea said, “I’d like to tell you, but my lipsare sealed!”“This is Lenny Lion,” the hostsaid, “at WKIS radio.”SkillsTutor) 9 )Language Arts C

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary Examples13 Commas to Join Two CompleteSentences and Commas After DependentClauses1 Use a comma before a conjunction that joins two completesentences.2 Use a comma after a dependent clause that comes at thebeginning of a sentence.Usage1 Singular, Plural, and Possessive Nouns 1 Use the correct form of a noun in a sentence. A noun namesa person, place, or thing. A noun can be singular or plural.Most nouns form plurals by adding –s; some nouns formplurals by adding –es.A few nouns change their spelling when they becomeplurals. They are called irregular plurals.2 Use a possessive noun to show ownership. Add an apostropheand s to a singular noun to show ownership. Add onlyan apostrophe to a plural noun to show ownership.2 Singular, Plural, and Possessive Pronouns 1 Use the correct pronoun in a sentence. A pronoun is aword that can take the place of a noun. A pronoun can besingular or plural.2 Use the correct possessive pronoun in a sentence.Possessive pronouns show ownership. A possessive pronouncan take the place of a possessive noun.3 Verbs: Agreement with Simple Subjects In a sentence, the verb must agree with the subject.• Use a singular verb with a singular subject.• Use a plural verb with a plural subject.4 Verbs: Past, Present, and Future Tenses Use the correct tense of a verb to tell whether the actionhappened in the present, past, or future.• A verb in the present tense describes an action happeningright now.• A verb in the past tense describes an action that has alreadyhappened.• A verb in the future tense describes an action that willhappen later.5 Verbs: Irregular Forms When the action of an irregular verb is in the past, use the pastform or the past participle with a helping verb. An irregular verbdoes not form the past by adding –d or –ed.6 Comparative and Superlative Adjectives Use the correct form of an adjective in a sentence.• Standard adjectives describe nouns and pronouns.• Comparative adjectives compare two nouns or pronouns.• Superlative adjectives compare three or more nouns orpronouns.1 Sammy loves games, and he wins atdarts.2 Since we planned to eat corn dogs,we all skipped dinner.1 Singular Pluralgirl girlscountry countriesboot bootschild childrenmouse mice2 That runner’s shoes look new.All runners’ shoes have laces.1 He gazed at the moon.The chiefs told them a story.2 That is her moon story.That moon story is hers.The clue makes me think.The clues make me think.We paint the room now.We painted the room yesterday.We will paint the room tomorrow.Present: Ted eats a roll.Past: Ted ate a roll.Past Participle: Ted had eaten a roll.Standard: The bear is a large animal.Comparative: The elephant is a largeranimal than the bear.Superlative: The whale is the largest ofall animals.Language Arts C) 10 )SkillsTutor

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary Examples7 Comparative and Superlative Adverbs 1 Use an adverb to describe a verb. Adverbs tell how, when,or where an action happens.2 Adverbs can be used to compare actions.Use comparative adverbs to compare two actions.Use superlative adverbs to compare three or more actions.8 Simple Subjects and Simple Predicates 1 The simple subject is the main word that tells whom or whatthe sentence is about. The simple subject is usually a nounor pronoun.2 The simple predicate is the main word that tells what thesubject does or is. The simple predicate is always a verb.9 Complete, Fragment, and Run-OnSentencesA sentence is a complete thought. It has two parts, the subjectand the predicate. The subject tells who or what is doing theaction. The predicate is the verb that tells what the subjectdoes or is.• A complete sentence has a subject and predicate. Itexpresses a complete thought.• A sentence fragment has a missing subject or predicate, oris not a complete thought.• A run-on sentence has two sentences that run into eachother.10 Double Negatives Do not use a double negative in a sentence. A double negativeis when two negative words are used to express one negativeidea.11 Subject and Object Pronouns Use the correct form of a pronoun in a sentence.• A subject pronoun is the subject of a sentence or clause.• An object pronoun comes after action verbs or prepositionslike at, to, and with.12 Refl exive Pronouns Use a refl exive pronoun to refer to the subject of a sentence orclause. A refl exive pronoun ends in –self or –selves.13 Verbs: Agreement with Compound andInterrupted Subjects1 Use a plural verb with a compound subject.2 Subjects and verbs must agree in number. Use a singularverb with a singular subject and a plural verb with a pluralsubject. The noun closest to the verb is not always thesubject.14 Pronouns: Agreement with Antecedents Pronouns must agree with their antecedents in number andgender. Number indicates whether the antecedent is singular orplural. Gender refers to the sex of the antecedent.1 The summer rain fell lightly.The summer rain fell yesterday.The summer rain fell outside.2 Comparative: Summer passes morequickly than fall.Superlative: Summer passes mostquickly of all the seasons.1 Mammoths lived during the IceAge.2 Rapid freezing sometimes createsmummies.SubjectPredicateMy cousin is from London.Incorrect: Nobody never called P.T.Barnum dull.Correct: Nobody ever called P.T.Barnum dull.Subject Pronoun: When he was lonely,he read books.Object Pronoun: Children wrote lettersto him.Boomer’s father said to himself, “Theboy is just like I was.”Boomer’s parents wondered to themselvesif Boomer ever listened.1 The spaghetti and sauce are hot.2 Singular subject and verb: The girl atthe desk looks hungry.Plural subject and verb: The girls atthe desk look hungry.Number: My friends said they wouldvote for me.Gender: Ann is my classmate, and sheurged me to run.SkillsTutor) 11 )Language Arts C

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary ExamplesSpelling1 R-Controlled Vowels 1 Students practice spelling words with short vowel soundsfollowed by r.2 R-Controlled Vowels 2 Students practice spelling more words with short vowel soundsfollowed by r.3 Schwa Sounds in Second Syllables Students practice spelling words that end with unstressedsyllables that have the “schwa” sound.4 Schwa Sounds in Medial Syllables 1 Students practice spelling words with unstressed middlesyllables that have the “schwa” sound.5 Schwa Sounds in Medial Syllables 2 Students practice spelling more words with unstressed middlesyllables that have the “schwa” sound.effort, paragraph, radar, Virginiaappear, cafeteria, divorce, stereochapter, fable, rumble, shovelcorrespond, moccasin, portable, remedyhesitate, horrible, recommend6 Silent Letters Students practice spelling words that have “silent” letters. known, thumb, weight, wring7 Double Consonants Students practice spelling words that have double consonants. alley, commit, mammal, villain8 Compound Words Students practice spelling compound words. broadcast, skyscraper, typewriter9 Homophones and Often-ConfusedWords 110 Homophones and Often-ConfusedWords 211 Homophones and Often-ConfusedWords 3Students practice spelling homophones and words that peopleoften confuse with other words. Homophones are words thatsound alike, but have different meanings and spellings.Students practice spelling more homophones and words thatpeople often confuse with other words. Homophones are wordsthat sound alike, but have different meanings and spellings.Students practice spelling more homophones and words thatpeople often confuse with other words. Homophones are wordsthat sound alike, but have different meanings and spellings.affect, effectcolonel, kernelcore, corpssteal, steelaccess, excesshuman, humanecapital, capitolprecede, proceedaccept, exceptforth, fourthvein, vaneweather, whether12 Plural Endings Students practice spelling the plural forms of nouns. ambulances, committees, series13 Prefi xes: in–, im–, ir–, dis-, mis–, andun–14 Suffi xes: –ar, –ary, –er, –ery, –or,–ory, and –ularStudents practice spelling words that end with the suffi xes in–,im–, ir–, dis-, mis–, and un–.Students practice spelling words that end with the suffi xes –ar,–ary, –er, –ery, –or, –ory, and –ular.15 Suffi xes: –ity, –ment, –ful, and –ness Students practice spelling words that end with the suffi xes –ity,–ment, –ful, and –ness.16 Suffi xes: –ed and –ing Students practice spelling words that end with the suffi xes –edand –ing.17 Suffi xes: –ance and –ence Students practice spelling words that end with the suffi xes–ance and –ence.disagree, impatient, incorrect, irregular,misbehave, unfortunatemuscular, radiator, boundary, prisoner,bravery, territory, popularhumanity, amusement, graceful,eagernessmarried, waited, hoping, hoppinginsurance, patience18 Suffi xes: –ous Students practice spelling words that end with the suffi x –ous. obvious, curious, famous19 Suffi xes: –ion Students practice spelling words that end with the suffi x –ion. combination, location, decisionLanguage Arts C) 12 )SkillsTutor

2Level C Lesson SummariesLesson # Lesson Title Rules/Summary Examples20 Possessives Students practice spelling the possessive forms of words. chorus’s, jury’s, customers’21 Greek Roots Students practice spelling words that have Greek roots. police, geography, telephone22 Latin Roots Students practice spelling words that have Latin roots. faculty, independent, structure23 Spelling Demons 1 Students practice spelling words that most people fi nd hard to character, fi erce, governmentspell.24 Spelling Demons 2 Students practice spelling more words that people fi nd hard tospell.accidentally, gauge, judgmentSkillsTutor) 13 )Language Arts C

2Language Arts C) 14 )SkillsTutor

Reproducible WorksheetsThis section contains reproducible worksheets* for each lesson in SkillsTutor Language Arts C. Worksheets may beused by students to extend the computer activity or as a homework assignment.Capitalization, Punctuation, and Usage worksheets include the lesson rules, an extended reading passage, and a“Write Idea.” The reading passage repeats the Warm-Up and then continues the storyline for additional practice.The “Write Idea” is a creative writing activity that encourages students to apply the rules learned in the lesson.Spelling worksheets are crossword puzzles using the words from the lesson.*These worksheets are provided with the online documentation and may be printed from your computer.SkillsTutor) 15 )Language Arts C

NameDateCapitalization Worksheet Lesson 1Directions: Circle all the words that have capitalization errors.Rules:• The pronoun “I” should always be capitalized.• Capitalize the names and initials of people and pets.• Capitalize the title that comes before a person’s name.Last week, I was asked by ourneighbor, mrs. Liberto, to baby-sit herson Danny. Eager to improve myfinancial situation, I said, “Yes, i’mavailable, but i’d like my friend Amyblack to help.”It was a long day. Danny, anenergetic two year old, refused to takehis nap. Then, the phone rang. Thefirst call was dr. Edwin g. Lake callingfor Mr. Liberto. Then, a neighbor,ms. Jenkins, called to see how we weredoing. That’s when Amy and I gotscared. Where was danny?When Amy and i finally found him, hewas in the dog’s box. Danny and bruno,the basset hound, were fast asleep.“Great!” said amy. “We found him!”“Maybe not so great,” i thought tomyself. “What will mrs. Liberto think ofus letting Danny sleep in bruno’s box?”Suddenly, next door, miss Simpsonstarted her power mower. Bruno startedbarking, and danny started crying. Then,the phone rang again. It was mr. Blair,Mrs. Liberto’s brother. “Why is Dannycrying? Is Bruno hogging the bed again?”he asked. “My sister angela probablytold you. Danny always takes his napwith Bruno.”When i told Amy, she laughed, “Iguess i’ll split our fee with Bruno.”Write Idea: Think about three neighbors you would like to help. What are their names andtitles? How would you help each of them? Write three short paragraphs to describe howyou would help each neighbor.© 2002 SkillsTutorCAP1C

NameDateCapitalization Worksheet Lesson 2Directions: Circle all the words that have capitalization errors.Rules:• Capitalize the first word in a sentence.• Capitalize the first word in a quotation.• Do NOT capitalize the first word of the second part of a divided quotation.the old woman jangled as she walked.“They tell me,” she said, “That you kidscan solve any mystery. can you find alost key for me?”“We’ll do our best,” I answered.Joe said, “describe the key for us.”she pulled anxiously on a silvernecklace strung with charms. “it’s nobigger than the end of my finger,” shereplied. “oh, I’ve searched everywhere.there’s no place else to look,” she addedwith a shudder, “But the attic.”She led us up a crooked stairway. atthe top, we aimed our flashlights into anexpanse of dusty darkness.the attic was jammed with boxes andfurniture looking ready to topple over.“There must be a thousand places,”Joe groaned, “To search for a small key.”I handed him a piece of chalk andsuggested, “mark each one as you go.”we spent the morning wiping cobwebsfrom our faces, pulling drawers out, andopening dusty boxes. our client shook herhead, jangling all her jewelry. “mymother used to say,” she moaned, “Thatit was right under my nose.”quickly I spun around and beamed myflashlight at her. lifting her chain ofsilver charms, I said, “so it is.”Write Idea: Write a real or imaginary story about something you lost. How did you findit? Include at least two quotations.© 2002 SkillsTutorCAP2C

NameDateCapitalization Worksheet Lesson 3Directions: Circle all the words that have capitalization errors.Rule: Capitalize the first word in the greeting and closing of a letter.dear Jason,My class is collecting things to putin a time capsule. It will be opened in100 years. Would you like to putsomething in it?Sincerely,AnthonyDear Sir:Our class is working on a timecapsule. Could your baseball teampossibly send us a baseball autographedby this year’s players?yours truly,Anne Burtondear Mrs. Wilson:Our class liked your article in today’snewspaper. We are putting it in a timecapsule for people to read 100 yearsfrom now.Respectfully Yours,Bradley Carterdear Anthony,The time capsule is a great idea!Here’s my “Keep the Planet Green”poster. When they open the capsule in100 years, they’ll know we cared aboutthe environment.sincerely,JasonDear Ms. Burton:Our team is happy to help you withyour project. We are sending theautographed baseball today.Very Truly Yours,John Riveradear Mr. Carter:I was pleased to hear that your classenjoyed my article. I’m also very proudthat you want to include it in your timecapsule.respectfully yours,Lee WilsonWrite Idea: Imagine that your school is preparing a time capsule. Write short letters to twopeople telling them what you would like them to contribute and why.© 2002 SkillsTutorCAP3C

NameDateCapitalization Worksheet Lesson 4Directions: Circle all the words that have capitalization errors.Rules:• Capitalize the name of a city, state, or country.• Capitalize the name of a street, building, or bridge.• Capitalize the name of a geographical place.Ours is a world of infinite contrasts.For example, indonesia is a country of13,000 tiny islands, while Greenland isone big island. A place like holland hasno mountains, while Nepal is nearlycovered by the rugged himalayas.The dry lands of the Sahara desertcontrast sharply with land near theAmazon river. While these places havefew habitants, cities like new York havemillions of people. (The Brooklyn bridgeand Fifth avenue are always crowded!)The Sears tower in Chicago is 110 storiesabove ground, yet there are stores inatlanta built underground!Contrast keeps our world interesting.Some roads run straight for hundreds ofmiles, like the Birdsville track across thesimpson Desert in australia. Others, likeLombard street in San francisco,california, twist and turn.The highest point on earth, as youmight guess, is on top of a mountain,mount Everest. The lowest point is in thedead sea. It is 1,292 feet below sea level.It’s exciting to explore contrasts likethese, but most of us agree on the bestplace on earth. It’s not Disneyland oreven Paradise island. It’s home!Write Idea: A local radio station is having a writing contest about the three places youwould most like to visit. What makes each one special? The person with the bestdescriptions will visit these places. Write to win!© 2002 SkillsTutorCAP4C

NameDateCapitalization Worksheet Lesson 5Directions: Circle all the words that have capitalization errors.Rules:• Capitalize the months of the year and the days of the week.• Capitalize the names of holidays and historical periods and events.Because I love to relax, labor Day isprobably my favorite holiday. Itinvariably falls on monday, giving me athree-day weekend. It’s in septemberwhen the weather is more comfortablethan in july. It needs no extensivepreparations like thanksgiving andChristmas do. I use the whole weekend,from friday night on, to relax and read.I love to read how past events like theCivil war or the Great Depression haveinfluenced us today. Right now, I’mexploring the industrial Revolution. Iwant to know more about life before,during, and after that important era.During the middle Ages, most peopleled simple lives as farmers. I imaginethem working their fields with primitivetools, all day monday through saturday.With the Industrial revolution camemachinery and a change in people’s waysof life. Many left their farms to work incity factories. They toiled long hoursalmost every day, sometimes even onchristmas and New year’s Day.Over the years, machines have madeour lives easier. We use machines toshovel snow in january and to cool ourhomes in august. Lucky us! We canenjoy technology and the holidays, too.Write Idea: Describe a holiday to someone from another planet.When is it? Why is itcelebrated? What foods or customs go with it? Write a letter that makes the person want tojoin you for the holiday.© 2002 SkillsTutorCAP5C

NameDateCapitalization Worksheet Lesson 6Directions: Circle all the words that have capitalization errors.Rules:• Capitalize the first, last, and all important words in the titles of books,movies, and songs.• Capitalize the first, last, and all important words in the names ofnewspapers, magazines, and historic documents.To choose the future you want, firstread, watch, and listen. The book TheSilent spring and the movie Blade runnershow a world fouled by pollution. Awell-organized world, however, ispossible. We see it in the book utopia.Every day newspapers like The NewYork times report events affecting thefuture. Magazines like World futures alsoshow the possibilities ahead. Some arewonderful; others are not.In “America the beautiful” we sing ofnature’s beauty. Does our Bill of rightsgive us a limitless right to the land orresponsibilities to the future?In the constitution, Americans laid thefoundation for the country’s future.Today, we continue that tradition byplanning carefully.The movie A Future for Every childshows the importance of choosing wisely.Newspapers, such as USA today, andmagazines, such as Mother Earth news,show ideas full of promise for tomorrow.Perhaps we’ll live in the dome homesand drive the electric cars featured in thebook Future stuff. The first step isrespecting the rights of others. That’s thefuture celebrated in the song, “The familyof Man.”Write Idea: Which two books, movies, or songs have had a positive influence on you inthe past year? How have they influenced you? Write about them as if you were writing in apersonal diary.© 2002 SkilsTutorCAP6C

NameDateCapitalization Worksheet Lesson 7Directions: Circle all the words that have capitalization errors.Rules:• Capitalize the names of schools and other institutions such as universities,colleges, libraries, and hospitals.• Capitalize the names of businesses.A prominent businessman spoke to thestudents of Churchill middle School.“My name is Gordon Ives,” he said.“Sixty years ago I was an eighth-grader inBayside Junior high School. Today, Iown Ives publishing Corporation.“When I was a boy, times were hard.My father had worked at Madison motorCompany until it closed. Then he workedat Weber’s Shoe repair. My motherwashed dishes at Weaver hospital. Iswept floors at Sid’s fruit Stand nearKenyon college. Once, in a snowstorm,I ducked into the college’s Olin library.There, I met very important friends.”“By the time I entered liberty HighSchool, my friends included presidentsand princes. They stayed my friendswhen I went to Ohio university. I’d doschool work in Alden library. Then I’dwork in Brown’s bookstore.“Later, I bought Brown’s andexpanded it to include the Lettermanprinting Company next door. Always,my friends remained loyal,” saidMr. Ives.The class wondered who these friendswere. “Books!” exclaimed Mr. Ives.“Whether you work for Gus’s fishmarketor become president of General Motorscorporation, books always help you.”Write Idea: An important businessman wants to know all about you. Write him aletter naming the schools you’ve attended and one you hope to attend. Tell him threecompanies you’d like to work for.© 2002 SkillsTutorCAP7C

NameDateCapitalization Worksheet Lesson 8Directions: Circle all the words that have capitalization errors.Rules:• Capitalize nationalities, peoples, religions, and places of worship.• Capitalize agencies, organizations, and political parties. Do not capitalizeprepositions, conjunctions, and articles in the middle of a name.In my club, Teens for world Peace,some of us are democrats, others arerepublicans. We often disagree onpolitics, but we all agree on this: AlbertSchweitzer was a great man.Schweitzer, a german, was a giftedphilosopher and musical genius. He wasan ardent christian who ministered atSt. Nicholas church. However, hewanted to do more to help humankind.There was no agency like the peace corpsto join. He wanted to help africans whowere suffering from a terrible lack ofmedical care. So, at age 30, he studiedto become a doctor.With the help of the Paris missionarysociety, Schweitzer and his wife moved toGabon, Africa. There they spent theirlives helping africans fight leprosy andother serious diseases. People soon camefrom all over the world to learn fromSchweitzer’s work.Schweitzer was a christian, but heshared the buddhists’ respect for all livingthings. He once scolded an american, thedemocrat and presidential candidateAdlai Stevenson, for merely swatting amosquito. In 1952, Albert Schweitzerwas awarded the Nobel Prize for Peace.Write Idea: What are the names of three churches or organizations that help people? Howdo they help? Write a letter to a politician explaining the good these three groups do.© 2002 SkillsTutorCAP8C

NameDateCapitalization Worksheet Lesson 9Directions: Circle all the words that have capitalization errors.Rules:• Do NOT capitalize the names of the seasons.• Capitalize compass points ONLY when they name geographical regions.• Capitalize a title when it is used as part or all of a person's name.When the Winter snows melted away,we packed our bags and headed Southon Route 1. Every Spring or Fall, wedrive to our family reunion. Thoughmy Mother grew up in the south, weinvariably get lost on the way. She saysa poor sense of direction seems to run inour family.This Spring, we got lost about 20 milesEast of Grandpa’s and ran into my Auntfrom the midwest. An officer stopped togive us directions. He was amazed thatmom and Aunt Joy had ended up at thatsame spot at the same time.Just then, grandpa drove up in a redcar. “Pardon me, Officer,” he began.Later, we all arrived at grandpa’shouse the same time as uncle Hank. Hehad been driving all afternoon, though helives only 12 miles West of his Father.As we sat down to dinner, I heardMom say, “You should all come visit usin the north this fall. Enjoy the lovelySpring flowers here in the south. Then,come North and see the rich reds andgolds of our Autumn leaves.”My Uncle remarked, “If I leave in theSummer, I should get there by Fall.”I laughed softly and looked out thewindow. I caught the moon rising as Igazed west⎯or was it east?Write Idea: What if you could take a trip each season to a different part of the country?Where would you go? Who in your family would you want to go with you? Write brieflyabout each trip.© 2002 SkillsTutorCAP9C

NameDateCapitalization Worksheet Lesson 10Directions: Circle all the words that have capitalization errors.Rules:• Capitalize languages and course names with numbers. Do NOT capitalizeschool subjects.• Capitalize country names used as adjectives.• Capitalize the names of planets and stars. Only capitalize “earth,” “sun,” and“moon” when they are in a sentence with planets or stars.Celia dropped her italian bread and herglass of canadian spring water.“What on Earth?” she gasped. Herenglish composition about mexicanculture was gone! She looked everywherebut couldn’t find it. She went to thewindow and saw the planet venus in thenighttime sky. What could she do?She wanted to use that essay for aHistory project, too. She didn’t have timeto write it again. She had to study for atest in math II. The photos of the Sun godstatue and the mountain scenes herGeography teacher requested were gone,too! Where could they be?“After dinner, we’ll all look,” saidCelia’s mom, gazing at the North star.“I need that essay for my history IIproject,” Celia wailed. “What on Eartham I going to do?”Her brother Brad muttered through hischinese food, “I’ll make a deal with you,Celia. You do my Science and Mathhomework before the Sun comes up, andI’ll get that essay back for you.”“Do you know where it is?”Celia yelled.“Sure,” said Brad, “I let my germanfriend borrow it. He’s telling his spanishclass all about mexican culture!”Write Idea: Imagine that you study schools found on other planets. You have discoveredthat each planet teaches differently. Choose one course and describe how it is taught onthree different planets.© 2002 SkillsTutorCAP10C

NameDatePunctuation Worksheet Lesson 1Directions: Write in or correct the end marks in the paragraphs below.Rules:• Use a period (.) after a statement.• Use a question mark (?) after a question.• Use an exclamation point (!) after an exclamation.Energy is all around us. Where doesit come from The sun, water, wind, andfossils are some of our sources of energyEarth’s energy gives us warmth, light,and many daily comfortsDoes the earth have endless suppliesof energy. No, it doesn’t We use moreenergy today than ever before. TheUnited States uses three times as muchenergy per person as we did in 1900Imagine that Can you help conserveenergy? Yes, you can You can turn offlights when they aren’t being used andturn down the heat or air conditioning.Can you think of more ways to conserve.What is the temperature in your house.If every home lowered its wintertemperature by only 6 degrees, we wouldsave the equivalent of 570,000 barrels ofoil per day Yes, that muchWhat type of lights are in your house.If you replaced a regular light with afluorescent light, it would save 80 poundsof coal It would also keep 250 pounds ofcarbon dioxide out of the air Imaginewhat we could saveIf we conserve energy now, we willhave more for the future. Is it worth theeffort It’s up to youWrite Idea: Think about ways you and your friends could save energy. Write threequestions you could put on an energy poster. Write the answers that would follow.Be sure to use complete sentences.© 2002 SkillsTutorPUN1C

NameDatePunctuation Worksheet Lesson 2Directions: Put periods where they are needed in the letters below.Rules:• Put periods after initials and abbreviations.• Sentences ending in abbreviations do NOT need an extra period.• The title “Miss” does NOT require a period. It is not an abbreviation.• Two-letter postal codes such as NY, CA, and TX do NOT require periods.Ben Clownman, JrTop Cop HwyHometown, IL 60617Mar 2, 1996Captain I M Bauss1 Highrank BlvdHometown, IL 60617Apr 8, 1996Dear Sergeant Clownman:You have been chosen to plan thisyear’s circus to benefit the hospital! Theannual show will be Sat, Aug 3. TheFiremen’s Auxiliary will help. Just callMr Will Bern. Also call Miss Ella Phantfrom Animals-R-Us Inc Let’s get themost exciting acts ever!Yours truly,I M Bauss, CaptainDear Captain Bauss:Good news! Mr Nick Finger ofShiny Sword Co says he will be oursword swallower. Also, Hank E Chief,the world’s oldest crybaby, will perform.Dr Armand Legg will meet any medicalemergency. Best of all, Lee O Lyon willbring his famous animal act.Sincerely,Sergeant Ben Clownman, JrWrite Idea: You are organizing a circus. Write letters to two acts asking them to perform.Use abbreviations for titles, days, months, and addresses. Also use initials.© 2002 SkillsTutorPUN2C

NameDatePunctuation Worksheet Lesson 3Directions: Write in the correct punctuation marks.Rules:• Put a comma between the name of a city and its state. Also put a commaafter the state name if it is not the last word in the sentence. Do NOT use acomma when only the city name or only the state name is mentioned.• In a date, put a comma between the day and year. Also put a comma after theyear if it does not come last in the sentence. Do NOT use a comma betweenthe month and year when they appear without the day.George Washington Carver, the sonof black slaves, was born near DiamondGrove Missouri. Some books list his birthdate as July 12 1861. An eager learner,Carver overcame racial prejudice andwent from a tiny school in Nowosho,Missouri, to Iowa State College.He was invited to Tuskegee, Alabamain March 1896 to head the agriculturalinstitute. There he developed by-productsof the peanut, such as milk, flour, anddyes. On January 6 1925 he patented acosmetic. January 5 1993 marks the 50thanniversary of this great inventor’s deathin Tuskegee Alabama.On February 11 1847 another greatinventor, Thomas Edison, was born. Hemoved from Ohio to Port Huron Michiganin 1854. At age 12, he sold newspapersand candy on a train. He set up alaboratory in the baggage car; and,during layovers, he read in the libraryin Detroit Michigan.June 1, 1869 was the day Edisonreceived his first patent. Eventually, hechose Menlo Park, New Jersey as the sitefor his research laboratory. There hedeveloped the first economical lightingsystem in October 1879. Shouting“Haloo!” into a transmitter, he made thefirst “record” on July 18 1877.Write Idea: An encyclopedia has asked you to write your life story. Write severalparagraphs. Be sure to put in the most important dates in your life. Also include the placeyou were born and the places you have lived.© 2002 SkillsTutorPUN3C

NameDatePunctuation Worksheet Lesson 4Directions: Put commas and colons where they are needed in the letters below.Rules:• Put a comma after the greeting of a personal letter.• Put a colon after the greeting of a business letter.• Put a comma after the closing of all letters.Our class did a survey about zoos. Hereare some of the letters I sent and someof the replies.Dear Sir or MadamWhat do you think is the role of zoosin our society?Yours sincerelyAnika AbbruzoDear AnikaI’d eliminate zoos. We should notkeep wild animals in cages.Your friendAndreDear Miss AbbruzoAt San Diego Zoo, we believe zooshelp save wildlife. Our efforts kept thecondor from extinction.Yours trulyWilliam TooneDear AnikaA zoo is a poor copy of an animal’shabitat. With better policies, we wouldn’tneed zoos.Very truly yoursDarcyDear AnikaWhere else but in a zoo can a child seea real rhinoceros?Best wishesKerryDear Miss AbbruzoZoos preserve only about 925 of the2,000 endangered species. How shouldwe decide which ones?SincerelyVictor LoomisOne day, my friend Jalisa suggested a wayto expand our survey.Dear AnikaWhy don't you ask Sierra magazinewhat its readers think of zoos?With regardsJalisaDear Sir or MadamPlease ask your readers their opinionson zoos.Yours most sincerelyAnika AbbruzoWrite Idea: Do zoos harm or protect wild animals? To express your opinion, write a letterto a friend and another to a magazine editor.© 2002 SkillsTutorPUN4C

NameDatePunctuation Worksheet Lesson 5Directions: In the story below, put commas and colons where they are needed.Cross out commas that are NOT needed.Rules:• Use commas to separate three or more items in a list. On this worksheet, youshould follow the rule that a comma IS needed before the conjunction.• When only two items are in a list, do NOT use a comma to separate them.• When a complete sentence comes before the list, use a colon before the firstitem. The complete sentence introduces the items that will follow.When we went camping, Aunt Emilycame along for one reason to direct, film,and edit a movie of our trip with her newvideo camera.Aunt Emily started filming when she,and I were canoeing on the lake. I yelledsmiled laughed, and waved at the camera.That was too much for a cracked brittle,and wobbly canoe. Splash! Soon AuntEmily, and I were laughing gasping, andswimming for shore. I hope the camera iswaterproof.Being dumped into the lake having toswim ashore, and almost losing hercamera didn’t stop Aunt Emily.When we saw a skunk, we jumpedyelled screamed, and ran. Aunt Emily,however, ran for her camera. That skunkdidn’t want to be a movie star. It turnedaway lifted its tail, and sprayed her. AuntEmily washed scrubbed, and rinsed butcouldn’t get rid of the smell.Aunt Emily says she learned someimportant lessons from our trip alwaysbring an extra change of clothes, neverfilm a camera-shy skunk, and smile forthe camera no matter what happens.Our trip wasn’t quiet, and peaceful,but we have a great time watchingAunt Emily’s videotape.Write Idea: You have been asked to makea video of the school picnic. What will you film? Describe your final product in sentencesthat list two or more nouns, verbs, and adjectives.© 2002 SkillsTutorPUN5C

NameDatePunctuation Worksheet Lesson 6Directions: Put commas where they are needed in the story below.Rules:• Use a comma after an introductory word or phrase.• Use commas to set off direct address. Direct address is the name ofthe person being spoken to. It can appear at the beginning, middle, orend of a sentence.• Use commas to set off a word or phrase that interrupts a sentence.Commas are used before and after the interruption.Robby a new robot, made his firstpublic appearance today and demonstratednumerous skills. Dr. Bang his creator,told reporters, “Robby’s analysis anddialogue skills are unequaled. Howeverhe had shown a weakness in the area ofmanners. Finally he has now masteredgood manners. Greet our guests Robby.”Robby responded, “When making arequest you should ask politely.”“Robby I know the rule! Will youplease just greet our guests. We don’t,in fact have all day.”“Please, Dr. Bang don’t blow a fuse!”“All right Robby. Let’s suppose, forexample we bump into each other. Whatwould you say?”Robby whirred and said, “Well wedid not actually bump. Therefore Icannot respond.”“Will someone bump Robby this sassyrobot, so he will respond? Thank you,”said Dr. Bang.“Please pardon,” said Robby, “theextension of my arm limb model 45A.Forgive me for⎯”“One word of pardon, Robby, will do.”“I believe Dr. Bang, that one can neverbe too polite.”Write Idea: If you invented a robot, what would it do? Imagine giving a demonstration toyour friends. Write what you’d tell them about the robot. Then write what you’d ask therobot to do.© 2002 SkillsTutorPUN6C

NameDatePunctuation Worksheet Lesson 7Directions: Put apostrophes where they are needed in the story below.Rules:• In a contraction, use an apostrophe (’) in place of the missing letters.• To show possession for singular nouns, use an apostrophe (’) followed by ans. For plural nouns put the apostrophe (’) after the s.• To show possession for plural nouns not ending in s, use an apostrophe (’)followed by an s.Leave your present-day mannersbehind. Come join us in one of Europesmedieval dining halls.Here, in the fifteenth century, how willyou practice good etiquette? Well, firstyoull notice that dining is informal. Themeals main course is in a pot in the centerof the table. Dont mind other mens handsas you grab for food. Im afraid therearent any napkins, but you can wipe yourfingers on your bread. Your hostsfeelings wont be offended if you pickyour teeth with your knife. However,please dont put any bones back into theshared pot!Youd be surprised at how much tablemanners have changed since then. Forkswerent used widely until the 1700s. Itshard to imagine that diners shared onebowl and a few glasses.Rich folks manners were influencedby Erasmus, a Dutch scholar. He wroteone of the first etiquette books in 1530.Erasmuss book urged diners to throwbones onto the floor. It also had rulesregarding mens habit of scratching andspitting during a meal!Do you still have an appetite for yourmothers home-cooked meals? Dontforget! Keep your elbows off the table!Write Idea: Sometimes manners don’t seem to make sense. What do you think of takingyour hat off in a building or saying “How do you do” when meeting someone? Write abouta rule of etiquette that confuses you. Use possessives and contractions.© 2002 SkillsTutorPUN7C

NameDatePunctuation Worksheet Lesson 8Directions: Write in the correct quotation marks in the paragraphs below.Rules:• Put quotation marks before and after the titles of poems, songs,short stories, and articles in newspapers or magazines.• Titles of books, magazines, and movies are underlined or writtenin italics. They do NOT appear in quotation marks.For Labor Day, my family packedmaterial to read and write at the beach.Mom brought an article called TimeManagement. From Tax News, Grandpabrought one called Tax Law. I packed along poem we had studied in school, TheRime of the Ancient Mariner. My oldersister packed her story, Love Sick,planning to revise it. Little Jo packed hersong, A Is for Artichoke, so she couldcompose a second verse.When we unpacked, Uncle Tedlaughed at our serious choices. He saidhe planned to read fun stories, includingone called Good Old Lazy Days.Mom said, “Ted is right.” She pulledout her Sports Illustrated and read ThisYear’s Starting Quarterbacks. Grandpawrote The Man from Sand, another of hissilly poems. I reread my favorite sciencefiction tale, Moon Lagoon. My oldersister read an article called Fun in the Sun.Little Jo made sand castles and sang Jackand Jill. Then she asked me to read herfavorite poem, Chocolate Soup.As for fun-loving Uncle Ted, he pulledout a laptop computer to work on hisnewspaper article, What People Read atthe Beach.Write Idea: If your family brought poems, short stories, and articles to the beach, whatwould each person in your family bring? What songs would you sing? Write one or twoparagraphs to answer these questions.© 2002 SkillsTutorPUN8C

NameDatePunctuation Worksheet Lesson 9Directions: Put quotation marks where they are needed in the story below.Rules:• Use quotation marks at the beginning and the end of a direct quotation.A direct quotation is a person’s exact words.• Do NOT use quotation marks when you are simply reporting whatsomeone said, and you are not using his or her exact words.In her report on Earth culture, Dr. Zaof Galaxy 2B writes, Humans at the beachdisplay strange behavior.”She says that “this is true, even byhuman standards. “They sprawl in amanner rarely seen in other public places,she notes. She also wonders “why thepieces of fake skin they wear at the beachare so tiny.She asks “whether this behavior hasreligious meaning. The frequent use ofoils may be part of a sun worship ritual,”she says. Others say that “the oils helphumans swim like fish. Humans areweird,” Dr. Za concludes.In later studies, Dr. Za notes that beachhumans often go to lighted parks at night.”She asks, “Why are humans drawn tothose strange machines called rollercoasters? She once suggested “that theride helped humans digest their food.“I was wrong, she admits.“Why do humans scream and laughat the same time? she inquires. Somesay “that this is common roller coasterbehavior. Dr. Za states that “humansshout for the ride to stop, when theyreally want it to continue.“We have a long way to go in orderto understand humans, she concludes.Write Idea: What if Dr. Za and others from Galaxy 2B came to your school? What do youimagine they’d think about the cafeteria or your gym class? Report their comments insentences that include quotations.© 2002 SkillsTutorPUN9C

NameDatePunctuation Worksheet Lesson 10Directions: Write in or correct the punctuation marks in the paragraphs below.Rules:• When a quotation comes at the beginning of a sentence, put a comma insidethe closing quotation marks.• If the quotation is a question or exclamation, put a question mark orexclamation point inside the closing quotation marks. Do NOT usea comma.I hate automobiles”! Grandpa said in1910, but he bought one anyway.“You must drain the oil after500 miles” advised the dealer.“I know”! interrupted Grandpa, inhis eagerness to be under way.“This machine is just like a horse” hetold Grandma as they drove home.“Is it, Dear” Grandma remarked,gripping her hat tightly.“If I treat it right, it’ll go forever”,said Grandpa philosophically.“Of course, Dear”, nodded Grandma.“I just have to remember the oil”! hesaid, pounding the brake for emphasis.Everything was fine, until AuntElizabeth became ill one day. “Let’s driveher to the hospital”, Grandma said.“We can’t” replied Grandpa.“Why not, Dear” Grandma asked.“It’s the oil”! he boomed.They went anyway. Half way home,he stopped. “Five hundred miles” he said.He got out of the car, removed theplug, and drained all the oil. “Whatshould I do now” muttered Grandpa.“Let’s drive on”, suggested Grandma.They did. Without oil, the car did notmake it home. “I hate automobiles”roared Grandpa. He never drove again.Write Idea: You and a friend are riding in a car, but the car breaks down. What do you sayto each other? Write the conversation.© 2002 SkillsTutorPUN10C

NameDatePunctuation Worksheet Lesson 11Directions: Write in or correct the punctuation marks in the paragraphs below.Rules:• When a quotation comes at the end of a sentence, put a comma betweenthe words that tell who is speaking and the beginning of the quotation.• Put the end mark inside the closing quotation marks.In English class today, our teacher,Mr. Habib, said “Put your best footforward. He wrote the saying on theboard. Then he said “On the board is anidiom. Who can give me another?”Joe said, “I’ve got a frog in my throat”!Mr. Habib replied “Excellent! Anidiom is a saying that doesn’t meanexactly what it says”. He added “Let’shave a contest to see who can say the mostidioms during class discussion today.All sorts of idioms began runningthrough my mind.Everyone began to talk at once afterMr. Habib said “You can begin!Lea insisted, “I’ll get the ball rollingwith the first idiom”.Joe replied “Well, I have a few tricksup my sleeve!”Lea said, “Stop pulling my leg. You’rebiting off more than you can chew!”Joe asked comically “Gee, Lea, am Ion a wild goose chase”?In the end, Lea won the contest, butJoe was a good sport. I just couldn’tbelieve my ears when I heard him say“That’s the way the cookie crumbles!Write Idea: Think of as many idioms as you can. Explain one of those idioms to a travelerfrom another planet. Write your conversation. End most of your sentences with a quotation.© 2002 SkillsTutorPUN11C

NameDatePunctuation Worksheet Lesson 12Directions: Write in or correct the punctuation marks in the story below.Rules:• If a quotation is divided into two parts, put quotation marks at thebeginning and end of each part.• Put commas before and after the words that tell who is speaking.• After the first part of the quotation, put the comma inside thequotation marks.Judy” Mia said excitedly it’s him!”She pointed to a young man setting upa transmitter. “The WKIS radiophenomenon, Lenny Lion” she saidsoftly, is in our mall.” We gawked, anda white-haired man next to us laughed.“He is, I said, “so gorgeous.”“From his husky voice, she replied “Iknew he would be good-looking.”“Do you think” I asked, “he wouldgive us his autograph?”“Well,” said the old man, “ask him.”The young man turned around andsmiled. “Lenny,” he squeaked to the oldman, in 30 seconds, you’re on the air.”“This is Lenny Lion” said the whitehairedman, from W Kisssss!”“Judy, Mia whispered “the older manis Lenny! Oh, I could just die!”“Try to wait, I whispered back “untilwe get his autograph.”“With me today, the white-haired DJsaid, “are two nice girls, Judy and Mia.”“I really think” Mia moaned, “I’mgoing to die.”“If a person can die from blushing,Mia,” I said quietly, you surely will.”“After the show,” Lenny announced“I might introduce Judy and Mia tomy sons.”“I’m sure,” Mia said, “I’ll recover.”Write Idea: Imagine a radio call-in show for people your age. What would the DJ talkabout? What would the callers say? Write a few minutes of what you hear. Use as manydivided quotations as possible.© 2002 SkillsTutorPUN12C

NameDatePunctuation Worksheet Lesson 13Directions: In the story below, put commas where they are needed. Cross out commasthat are NOT needed.Rules:• Use a comma before a conjunction that joins two complete sentences.• Use a comma after a dependent clause that comes at the beginning ofa sentence.Dad said I could go to the State Fairbut I had to take my little brother Sammy.Because I was determined to go I agreed.Sara Cane was going to be there and Ihoped to bump into her. This was mychance to talk to her, and to show herwhat a phenomenal guy I am. My friendJesse was also going and I suspected hehad a similar plan.After driving us to the fairgrounds Dadleft us at the gate. When we saw Sarashe was with another guy. They werelaughing, and carrying stuffed animalsthey had won. Jesse sighed, “We can stillshow Sammy a good time anyway.”We turned to Sammy but he was gone.I groaned. We had to find him or I wasdead meat. Jesse and I decided to split up,and meet later at the Ferris wheel.Although I was angry with Sammy Iwas worried, too. I questioned a clownblowing up balloons, and the lady at thecoin toss. When I described him no oneremembered seeing a fuzzy-haired kid.After Jesse and I met up with eachother we discussed what to do next.Suddenly, Jesse pointed. Sara’s friendwas looking upward, scowling. Therewas Sammy riding on the Ferris wheelwith Sara, his favorite baby-sitter.Write Idea: Have you ever gone to a fair, an amusement park, or a circus? Write to tell afriend what you did. Use two or more sentences that begin with dependent clauses. Alsoinclude examples of joining two sentences using a comma with a conjunction.© 2002 SkillsTutorPUN13C

NameDateUsage Worksheet Lesson 1Directions: Underline the noun in parentheses ( ) that correctly completesthe sentence.Rule: Use the correct form of a noun in a sentence. A noun names a person,place, or thing. A noun can be singular, plural, or possessive.In the 1600s, King Louis XIV ofFrance started a new (fad/fads). You see,Louis was very short, and he wanted tolook taller. So, the royal shoemakersadded two (inch/inches) to each of the(king’s/kings’) shoes. The inevitablehappened. Most (man/men) and(woman/women) copied the king’s newstyle. Soon all (citizen’s/citizens’) shoeshad high heels. All (man’s/men’s) ridingboots had heels added to them, too,because the heels held all (riders/riders’)feet in the stirrups.Every time Louis added to the heightof his heels, so did everyone else. Heelsgot higher, but Louis never attained hisgoal of looking taller.Today, some (woman’s/women’s) toesare still slipped into high heels. The mostpopular (shoe’s/shoes), however, are builtfor comfort. They are called “sneakers.”A (sneaker’s/sneakers’) sole is made ofrubber. The (rubber’s/rubbers) silentquality gives the shoes their name.Improvements have been madeover the years. For instance, a track(coach/coaches) developed waffle solesto help improve all (runner’s/runners’)traction! Sneakers became most(athlete’s/athletes’) favorite footwear.Now, some (sneaker/sneakers) can bepumped up with air for cushioning. Whoknows? Maybe jet-propelled sneakerswill be next!Write Idea: If you had your own shoe store, what kinds of shoes would you sell? Whowould your customers be? Use two examples of each noun form: singular, plural, singularpossessive, and plural possessive.© 2002 SkillsTutorUSA1C

NameDateUsage Worksheet Lesson 2Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rule: Use the correct pronoun in a sentence. A pronoun is a word that can takethe place of a noun. A pronoun can be singular, plural, or possessive.A Native American LegendLong ago, the moon was a NativeAmerican boy living here on earth.(He/His) face was as radiant as the sun’s.The boy had a good-natured sister.(They/Theirs) lived together happily.Once Moon threw a big party for(them/their) friends. (He/His) told Sister,“(We/Our) guests need water. Pleasefetch (it/its) for (them/theirs).”This was no easy task. It was winter,and the snow was very deep.Nevertheless, the girl picked up (she/her)buckets and went. When (she/hers) cameback, there was no place for (them/her) tosit.Sister said, “Brother, (I/mine) got thewater for our party guests. Now where isa place for (me/my)?”Moon laughed. He shook (him/his)head. “There is no space for (you/your)to sit down. You will have to rest on(me/my) shoulders!”(He/His) sister was tired, but all atonce, she jumped onto (she/her) brother’sshoulders. She rests there still today. It isher shadow that dims Moon’s light.What about (they/their) friends?(They/Theirs) left the lively party ingroups and danced their way across thesky. Most of (them/theirs) are still thereas stars in the Milky Way.Write Idea: How does a sunflower get to be so big? How does a ladybug get its spots?Write a tale that explains how something in nature came to be. Use singular, plural, andpossessive pronouns.© 2002 SkillsTutorUSA2C

NameDateUsage Worksheet Lesson 3Directions: Underline the verb in parentheses ( ) that correctly completesthe sentence.Rules: In a sentence, the verb must agree with the subject.• Use a singular verb with a singular subject.• Use a plural verb with a plural subject.Scavenger hunts (is/are) a tradition inmy family. Every year, Dad (organizes/organize) one at Gran’s house. Each time,my cousins (expects/expect) to win.Dad makes lists describing theobjects we must find. Sometimes, we(has searched/have searched) for hours.Efficiency (is/are) the key. In the past,one object (has matched/have matched)more than one description.This year, the requirements (was/were)especially hard. The list called for thingsthat are soft, silver, warm, and round.My cousins raced about, but notme. I (was/were) sure there was onesimple answer.Each year, the list (contains/contain)hidden clues. Finding them (has required/have required) thinking more thanhunting. Those clues (stumps/stump)us every time. The answers (has fooled/have fooled) us because they are obvious.This year (was/were) no different.My uncles looked for Gran’s locket.It (is/are) round and silver, just as the listcalled for. My aunts hunted for softthings. My cousins (was/were) frantic.I remained calm and thought hard.Then, I knew the solution. It was rightbefore us. Soft, warm, round, silverhairedGran (was/were) it!Write Idea: Imagine being in a sunken ship on a treasure hunt. What three things will youhunt for? Write paragraphs to describe your search for each thing. Be sure your verbs agreewith their subjects.© 2002 SkillsTutorUSA3C

NameDateUsage Worksheet Lesson 4Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rules: Use the correct tense of a verb in a sentence.• A verb in the present tense describes an action happening right now.• A verb in the past tense describes an action that has already happened.• A verb in the future tense describes an action that will happen later.Years ago, Mom (decorates/decorated)my brother’s bedroom. She (painted/will paint) everything yellow when shedid it. She (adds/added) flowers andbutterflies, too.Now my brother (wants/wanted)to change it. When he finishes, it(looked/will look) cool. Since he hasbecome a teenager, Juan (likes/liked)metallic blue. He (prefers/preferred)diagonal stripes and wild designs, too.Tomorrow, we will start. I will sand.Juan, however, will do all the paintinghimself. He (creates/will create) a spacemural on his ceiling after he has finishedeverything else. Life with a teenagercertainly can be colorful.Last fall, Juan (starts/started)collecting things for his room. He(purchases/purchased) a spaceship-shapedlamp.At a garage sale yesterday, he (picked/will pick) up a bedspread with stars on it.Juan (expects/expected) to hang it on thewall after he paints the room.Now he (needs/needed) some brightcoloredposters. He (looks/will look) forsome at a flea market tomorrow.Dad (laughs/laughed) whenever Juandrags home something “new.” He(remembers/remembered) his ownteenage years whenever he sees Juan. Isee Juan and wonder what junk I will find“beautiful” when I’m his age.Write Idea: Pretend you are in the middle of redecorating your bedroom. Write about howit used to look. Describe how it looks now. Then, tell how it will look when you are done.© 2002 SkillsTutorUSA4C

NameDateUsage Worksheet Lesson 5Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rule: When the action of an irregular verb is in the past, use the past formor the past participle with a helping verb. An irregular verb does NOT formthe past by adding “-d” or “-ed.”Last week my brother Ted (said/sayed)we should surprise Mom and Dad on theiranniversary with breakfast in bed. He(thought/thunk) cooking would be easy.Of course, neither of us had (done/did)it before.We (got/get) up early to start the feast.The day before, we had (made/maked)yeast rolls. Ted said he had (cut/cutted)the recipe in half. Instead, he haddoubled the flour. The result was thatwe (had/haved) rolls flatter than pancakes.I have (held/hold) paper weights thatwere lighter.“No problem,” said Ted. “We’llsmear them with jam and call themstrawberry tarts.”It turned out that our problems hadjust begun. We had (ranned/run) out ofcheese, so we (put/putted) peanut butterin the omelets instead. The omelets(grew/grown). Perhaps, if we had(beaten/beated) our eggs more, we wouldhave been successful.We brewed fresh coffee. We (meant/meaned) to measure it carefully, but wewere in a hurry. It (came/come) out likesludge. Also, I had (taken/took) thewrong box when I sprinkled powderedsugar on our “tarts.” It turned out to bebaking soda.So how was our parents’ anniversarybreakfast? Delicious. We all went toa restaurant.Write Idea: Did you ever cook or bake something? How did it come out? Write a true orimaginary story in the past tense. Use at least four irregular verbs.© 2002 SkillsTutorUSA5C

NameDateUsage Worksheet Lesson 6Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rules: Use the correct form of an adjective in a sentence.• Standard adjectives describe nouns and pronouns.• Comparative adjectives compare two nouns or pronouns.• Superlative adjectives compare three or more nouns or pronouns.Amazing Animal Facts is (interesting/more interesting) than any book Iown. Each descriptive fact is (stranger/strangest) than the one before. I’velearned (more/many) facts than anyoneI know.I learned that the blue whale is the(large/largest) of all animals. Thewhale’s whistle travels the (farthest/most farthest) distance of all animalsounds as well.A giant squid has the (bigger/biggest)eyes of all. Its eyes are 15 inches wide,much (wide/wider) than a whale’s.The book says that pandas are the(most valuable/most valuablest) of allanimals. I think that every animalis priceless.Did you know a crab is the (slower/slowest) walker in the animal world? Itwalks at 3.5 mpy. That’s “miles peryear!” Even a snail’s pace is (good/better)than that. A cheetah is the (best/mostbest) runner of all. At 60 mph, it is (fast/faster) than a horse. Some birds are even(more rapid/more rapider) than cheetahs.The falcon is the (swift/swiftest) bird ofall. It dives at 200 mph.Which animal eats the most food ofall? A moth is the (most constant/constantest) eater in the wild. A mothlarva eats 86,000 times its own weightin two days! I’m glad it’s not any(hungrier/more hungrier) than that.There might not be any food left forhumans!Write Idea: Think about school subjects. Write paragraphs about your favorite subject,another subject you like, and your least favorite subject. Use all three adjective forms.© 2002 SkillsTtuorUSA6C

NameDateUsage Worksheet Lesson 7Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rules:• Use an adverb to describe a verb. Adverbs tell how, when, or wherean action happens. Adverbs often end in “ly.”• Use the adverb “well” to describe a verb.• Use a comparative adverb to compare two actions.• Use a superlative adverb to compare three or more actions.I love the sights and sounds of the cityon a summer night. The street lights glow(more soft/more softly) than they do inwinter. People stay up late, and theylaugh (more easy/more easily) thanduring the day.My sister and I stand (silent/silently)at our dark window. We watch ourneighbor dance to a jazz song on herradio. She dances (well/good). We hearour parents talk (quiet/quietly) on the frontstoop.My sister paints (well/good). On asummer night, she paints the moon(most careful/most carefully) of all.Of everything in the city, it shines(most bright/most brightly). This is oneof the best times in the city.I watch the city streets (most secret/most secretly) of all at four in themorning. With the city lights off, themoon lights the streets (more bright/morebrightly). I see a white cat looking(curious/curiously) at my window. Hethrows back his head and howls (musical/musically).At four o’clock, I write (well/good).I am more peaceful than I am duringthe day. I remember (more clear/more clearly) than ever the things I wantto describe. I can dream (well/good), too.I dream (most frequent/most frequently)of all about places I’ll go one day. Myparents discuss moving to the country,but I would miss city summer nights.Write Idea: Would you rather live in a big city, a small town, or the country? Describe lifein your favorite place to live. Use all three adverb forms.© 2002 SkillsTutorUSA7C

NameDateUsage Worksheet Lesson 8Directions: For each sentence in brackets [], circle the simple subject.Underline the simple predicate.Rules:• The simple subject is the main word that tells whom or what the sentenceis about.• The simple predicate is the main word that tells what the subject does or is.You never know what you might find ifyou start digging. [Some gold minersfound that out a few years ago in Siberia.][While removing some soil, the miners’bulldozer had hit a big block of ice.] [Asthey looked inside the ice, they weresurprised by what they saw.] [The amazedminers were staring at an odd shape.]Sluicing the ice with water made theimage clearer. [An animal was frozenin the ice.][The creature resembled an elephant.][However, it had long fur and two fingersat the end of its trunk.] [The animal in theice was a woolly mammoth!][Mammoths had disappeared foreverby the end of the last Ice Age.] [Thisone had survived as a mummy, awell-preserved body.] Freezing had keptit undamaged. The mammoth was a baby,4 feet long and 4 feet tall. [Adultmammoths could reach 15 feet in height.][Ten-inch, shaggy hairs on its body hadkept it warm.] [The baby’s furry trunkstretched to 22 inches.][According to scientists, the mammothmummy is about 30,000 years old.] [It isone of the oldest mummies in the world.]What might be under the earth inyour backyard? A saber-toothed tiger?[You never know!]Write Idea: Imagine that you found something buried near your home. What was it? Writea newspaper report describing what you discovered. Then go back and circle each simplesubject. Underline each simple predicate.© 2002 SkillsTutorUSA8C

NameDateUsage Worksheet Lesson 9Directions: After you have read the story, look at each sentence in brackets [].Underline run-on sentences. Circle complete sentences. Underline sentence fragmentswith a dotted line.Rules:• A complete sentence has a subject and predicate. It expresses acomplete thought.• A sentence fragment has a missing subject or predicate, or is not acomplete thought.• A run-on sentence has two sentences that run into each other.[Perhaps you think Britishers andAmericans speak one language.] [We allspeak English.] [While we do share mostof our words.][Americans fill their cars with gasthe British call it petrol.] [An Americanfixing the car looks under the hood aBritisher looks under the bonnet.]A Britisher finds tools in the boot.[An American in the trunk.][When driving to Mom’s house usesthe highway.] [A Britisher goes to Mum’shouse he uses the motorway.] [AnAmerican hopes for Mom’s cookies.]A Britisher hopes for Mum’s biscuits.[The mum of your British friend is outof biscuits she offers chips.] [If you’rehoping for something crunchy, you’ll bedisappointed.] [Her chips are french friesAmerican chips are called crisps.] [Ofcourse, ta to her, which means thank you.][Later, you put on your jumper I meanyour sweater.] [Seeing that it is raining,offers his mak.] [His mum then fills theraincoat pockets with sweets.] Theyare candies.[Then you good-bye to your Britishfriend and his mum.] [They smile, wave,and call back, “Cheerio.”]Write Idea: What slang words do you and your friends use? Write a letter to someone fromthe year 1860 and explain what the words mean. Use some example sentences to show howyou use the words. Be sure to use complete sentences in your letter.© 2002 SkillsTutorUSA9C

NameDateUsage Worksheet Lesson 10Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rules:• Do NOT use a double negative in a sentence. A double negative iswhen two negative words are used to express one negative idea.• Some negative words are no, not, never, none, nothing, and nowhere.Contractions like don’t and can’t are negative because they are madewith the word not.Nobody was (ever/never) bored whenP.T. Barnum was around! There wasn’t(anything/nothing) he liked more thanbeing in the spotlight.Nobody anywhere (would/wouldn’t)dispute Barnum’s genius as a promoter.Born in 1810, he (was/wasn’t) never thequiet type. He didn’t like (any/none) ofhis dull jobs.He (could/couldn’t) scarcely wait toorganize his own shows. It (should/shouldn’t) have surprised nobody whenhe started a circus. Barnum traveled fromtown to town promoting “The GreatestShow on Earth.” He finally had found ajob that (was/wasn’t) hardly stuffy orboring!At first, Barnum’s circus didn’t use(any/no) trains or trucks. They paradedthrough town in horse-drawn wagons.People (could/couldn’t) hardly believetheir eyes. Most hadn’t (ever/never)seen a tiger!Barnum (would/wouldn’t) scarcelyrecognize a circus today. He (could/couldn’t) never have imagined thechanges. Tents (are/aren’t) hardly everused. Indoor arenas are the “big tops.”The opening parade doesn’t go (nowhere/anywhere) but in a big circle.Today’s circus isn’t (anything/nothing)like Barnum’s, but one thing particularlywould please him. Fifty people areemployed just to promote it!Write Idea: Think about a big change you have seen—in a person, a place, or a thing.Write about it before and after the change. Include three sentences with negative ideas.© 2002 SkillsTutorUSA10C

NameDateUsage Worksheet Lesson 11Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rules: Use the correct form of a pronoun in a sentence.• A subject pronoun is the subject of a sentence or clause.• An object pronoun comes after action verbs or prepositions.Many of (we/us) have read the bookCharlotte’s Web. What do (we/us)know about its author, E. B. White?When (he/him) was young, he was noteager to go to school. Speaking in frontof his classmates terrified (he/him).Sometimes he was a lazy student. Inhis freshman year of college, (he/him)almost failed English.Still, White had always loved words.His older brother would let (he/him)play with his typewriter. When White’solder siblings moved away, he feltabandoned by (they/them). (He/Him)poked through what they had left behindand found a dictionary. To him, itscontents were magical.The dictionary encouraged White towrite. When (he/him) wrote Charlotte’sWeb, children and adults were eager toread it. (They/Them) loved Wilbur thepig and his spider friend. After White’sbook came out, 200 fans wrote (he/him)letters each week.Why did (he/him) write the book?White felt sorry for a pig that was doomedto die. At that same time, (he/him)noticed a gray spider. (She/Her) was soclever at her spinning, White worked (she/her) into his story.For the children of his time and (we/us)now, White wove a story of friendship asstrong and magical as Charlotte’s web.Write Idea: Who is the person you admire most? What does he or she do that wins yourrespect? Write about him or her using subject and object pronouns.© 2002 SkillsTutorUSA11C

NameDateUsage Worksheet Lesson 12Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rule: Use a reflexive pronoun to refer to the subject of a sentence or clause.A reflexive pronoun ends in “-self” or “-selves.”Dear Boomer,Thanks for your funny card! Yes, I’mtaking care of (myself/ourselves). It’s anarmy rule. We have to keep (myself/ourselves) fit.I was glad to hear Dad gave (hisself/himself) two days off work. I hopeMom takes some time for (herself/themselves), too.Little brother, are you taking care of(yourself/yourselves)? In your letter, yousaid Dad has been lecturing you. I knowyou wonder if he ever listens to (himself/themselves). Do Mom and Dad know thatthey repeat (theirselves/themselves)? I’mnot sure. All I’m sure of⎯now don’tmake a face⎯is that they love us.Mom and Dad see us as images of(theirselves/themselves). They hold(theirselves/themselves) responsible forus. Eventually, we will have to answerfor (myself/ourselves). That’s what mysergeant keeps telling me. I have to listento others and then trust (myself/ourselves)to make good decisions.Boomer, try putting (yourself/yourselves) in Mom’s and Dad’s shoes.Dad has asked (hisself/himself) toremember when he was a kid. He wantsus to learn from his mistakes. Mom toldme she heard (herself/ourselves) talkingand realized that she sounded just like herparents. So hang in there. They love you.So do I, you goof.Love, JayWrite Idea: Imagine that you have a brother in the army. Write a letter telling him what’shappening in your life. Use at least three reflexive pronouns.© 2002 SkillsTutorUSA12C

NameDateUsage Worksheet Lesson 13Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rules:• Use a plural verb with a compound subject.• Use a plural verb with a plural subject.• Use a singular verb with a singular subject.Dear Stan,The girl we saw at all the dances(is named/are named) Meg. Dad andUncle Tim (keeps telling/keep telling)me how to meet her. My uncles and Dad(knows/know) I’m shy. In the last week,Uncle Lou, Uncle Tim, and Dad(has given/have given) me lots of advice.Yesterday, Uncle Tim said, “The girlsat my church (is/are) nice. The teens inour parish (makes/make) friends byworking together. Our spaghetti andmeatball supper (are/is) tomorrow. Whydon’t you come help?”So, today I go. When I arrive, a pot ofmeatballs (is waiting/are waiting) for me.I find myself serving lots of messy kids.Soon, meat and sauce (is/are) all overmy apron. The steam from the hot pots(is making/are making) me sweat. Thentwo girls and a boy (begins/begin) tofight. One of the kids (throws/throw) afistful of spaghetti. Tomato drips downmy cheek. A white and sticky noodle(hangs/hang) from my ear. Friends of myuncle (laughs/laugh). Three girls in theline (stares/stare). Guess who?Meg, her sister, and a friend (is/are)quiet while I serve them. Then Meg’sfriend smiles the warmest smile I’ve everseen. She winks and hands me a wad ofnapkins. Now I have to talk to Meg. Howelse can I learn her friend’s name?Your friend, MikeWrite Idea: What is the most embarrassing thing that has ever happened to you? Writeabout it using compound, plural, and singular subjects. Also use adjectives in yourparagraphs to describe your subjects.© 2002 SkillsTutorUSA13C

NameDateUsage Worksheet Lesson 14Directions: Underline the word in parentheses ( ) that correctly completesthe sentence.Rule: Pronouns must agree with their antecedents in number and gender.Number indicates whether the antecedent is singular or plural. Gender refersto the sex of the antecedent.At first, I thought my friend Ann wassilly. (She/They) wanted me to run forpresident. “I even have a slogan,” shesaid. “(He/It) is Peng for President.”I had never thought of myself, Peng,as a class leader. Still, I felt (I/we) coulddo more than Ron. As president, (he/it)hadn’t kept his promises.So Stu and Pat made posters for me.(He/They) used a penguin for my symbol.Ann and I drew up a plan. Together, (I/we) polished my campaign speech. (He/It) included ideas for beautifying ourschool and tutoring young children. Annsaid (she/it) was confident I could win.Then the campaign began. (He/It) wasexciting. I talked to kids (I/we) had nevermet before. (He/They) had a lot to say.Cafeteria food was their biggestcomplaint. (She/It) should be pizzaeveryday said my classmates.I called Ann. “The penguin postersare real cute,” I said, “but (he/they)should say something about pizza.”Ann listened. Then (she/they) said,“Stick to your ideas. They were good.”When I lost the election I felt bad, untilI saw Ann. (She/He) had a giant stuffedpenguin with a sign. (He/It) said, “Peng,my personal winner.”Write Idea: Imagine running for class president. What do you and other people do for yourcampaign? Write a brief story using singular and plural pronouns as well as masculine andfeminine pronouns.© 2002 SkillsTutorUSA14C

NameDateSpelling Worksheet Lesson 1Hint: All the words in this puzzle are words that have short vowelsounds followed by an r.1 23 4 5 6789 1011 12 131415161718 19Across1. force; stress; strain; tension6. come to the top; rise up10. formed by the world around us, not by the hand ofhuman beings12. area close by; vicinity; surrounding places14. the state between Maryland and North Carolina,with postal code of VA16. boldness; daring; bravery17. speech that gives information on a specificsubject; talk18. look for carefully; seek diligently19. try; attempt; active use of energy in trying toproduce a result.Down2. box-shaped appliance used to keep perishablefood cold; electric cooler3. group of written sentences that has one mainidea supported by details4. something tried out to learn or support facts;test; trial5. your own business; private; related to no onebut you6. usual; normal; widely used and accepted7. taking from place to place; hauling8. full of fun; comical; amusing9. watch; look at; examine11. lack of light; being almost or totally unlit; pitchblack13. flow of electricity through a wire or othersubstance; electric charge15. electronic equipment that uses radio waves todetect distant objectscarrying effort natural personal searchcourage experiment neighborhood pressure standardcurrent humorous observe radar surfacedarkness lecture paragraph refrigerator Virginia© 2002 SkillsTutorSPE1C

NameDateSpelling Worksheet Lesson 2Hint: All the words in this puzzle have long vowel sounds followedby an r.1 23 4 56 7 89 10 11121314 1516181719 20Across1. help; aid; assist; give a hand to7. need; call for; have to have11. come into sight; be in view14. group of singers that usually performs in achurch; chorus15. air; climate; surrounding conditions16. end of marriage; permanent separation of ahusband and wife18. do what is needed; function as required; operatethe way it should19. a thing wanted; something wished for; a longing20. just; hardly; scarcelyDown2. for that reason; and so; as a result3. device with a sound system, radio, and tape and/or CD player4. visit or travel in a place to learn about it5. ordinary; usual; typical6. starting place; beginning spot; origin8. germs; tiny one-celled organisms that can causedisease9. match one with another; see how things arealike and different10. inside; inner part; opposite of outside12. looking-glass; reflector; an object that lets youlook at your own image13. eating place where people get food at a counterand carry it to tables17. equipment; clothing, tools, and other thingsneeded for a specific purposeappear cafeteria divorce mirror sourceatmosphere choir explore normal stereobacteria compare gear perform supportbarely desire interior require therefore© 2002 SkillsTutorSPE2C

NameDateSpelling Worksheet Lesson 3Hint: All the words in this puzzle end with unstressed syllables thathave the schwa sound. The schwa sound is the underlinedvowel sound in the words chapter, fable, rumble, and shovel.1 23 45 6 7 8 910 1112 1314 1516 17181920Across1. deadly substance; dangerous chemical thatharms or kills4. part of the earth’s surface; territory; area12. a tiny particle of matter; the smallest unit ofa chemical element13. band for the arm; jewelry for the wrist14. head protector; hard hat16. very tall building; high, narrow building orsteeple18. very important; huge19. not very often; infrequently20. flier; person who drives or controls anairplaneDown2. out of the ordinary; remarkable; rare;exceptional3. woman’s partner in marriage5. border; edge; boundary; furthest extent6. mist; fog7. very old; antique; bygone8. writer; maker of a book9. plan; scheme; method10. the right to act without being controlled byothers; liberty11. the common chemical element that thegraphite of a pencil is made of15. a bar that attracts iron or steel17. wanting very much; keen; enthusiasticancient carbon husband pilot specialatom eager limit poison systemauthor freedom magnet region towerbracelet helmet major seldom vapor© 2002 SkillsTutorSPE3C

NameDateSpelling Worksheet Lesson 4Hint: All the words in this puzzle have unstressed middle syllablesthat have the schwa sound. The schwa sound is the underlinedwords correspond, moccasin, portable, and remedy.1 2 3 4 5 678 9 1011 1213141516171819Across1. a state just south of Kentucky, with a postalcode of TN5. usually; at most times9. attention; stress; focus12. substance needed for health13. lasting; enduring; not temporary15. similar feelings; understanding16. tool for seeing far away; instrument forwatching the heavens17. good things; advantage; bonus18. unfavorable; contrary; on the minus side19. bony framework; collection of bonesDown1. system for sending messages over wire bytapping them out in code2. proper; appropriate; right; fitting3. extremely good; fine; perfect4. stand for; be a symbol of6. understand; know7. person who types letters; office worker8. autograph; a person’s name written in thatperson’s own handwriting10. person who runs a business; supervisor;boss11. promise concerning the quality of a productor service; assurance14. able to; having enough skill forbenefit guarantee permanent signature telegraphcapable manager realize skeleton telescopeemphasis negative represent suitable Tennesseeexcellent normally secretary sympathy vitamin© 2002 SkillsTutorSPE4C

NameDateSpelling Worksheet Lesson 5Hint: All the words in this puzzle have unstressed middle syllablesthat have the schwa sound. The schwa sound is the underlinedvowel sound in the words alcohol, hesitate, horrible, andrecommend.123 45 6 789 10 11 12131415161718 19Across1. perhaps; maybe; by chance2. much the same; alike3. different as can be; unalike in every way5. official costume; regulation outfit; specificsuit of clothes9. something that happens; event; occurrence11. member of a nation; resident with rights andprivileges of a country13. device; tool; implement; contraption;gadget15. prediction; guess; determination16. musical chords made to go with a melody17. complete; total; with no exception18. odorless gas that people must breathe tostay alive19. a colorless gas, lighter than airDown1. crude or simple4. useful; helpful; handy6. easily hurt; quickly irritated7. present formally; make known in acourteous way8. forceful; powerful; severe10. know; identify; recall upon seeing12. having to do with a country; related to aland14. capable of being seen; in viewabsolute hydrogen national practical similarcitizen incident opposite primitive uniformestimate instrument oxygen recognize violentharmony introduce possibly sensitive visible© 2002 SkillsTutorSPE5C

NameDateSpelling Worksheet Lesson 6Hint: All the words in this puzzle have “silent” letters.1 234 5 6 7 8910 11 12 13151416 171819Across1. money owed; bill; payment due5. crash; accident; collision; crack-up; pileup7. two equal parts of one thing; perfectly splitsections10. electrical hookup; electronic connection13. tiny biting, blood-sucking insect with wings14. develop the behavior of; train; control16. talk between people; conversation; wordsspoken back and forth by people17. movement in a downward direction18. a note showing that payment was given; billof sale19. background that provides a setting for astage performance; setDown2. movable part of the mouth that tastes andhelps with chewing and swallowing3. large dwelling where royalty lives4. uncommon; unusual; rare; unlike any other;the only one of its kind6. learning; acquired information; education8. a large fish with pink flesh9. able to be seen easily; obvious; evident11. complete; total; with nothing left out12. way in which something is done; process;specific procedures for doing something15. bad; not nice; disobedient16. foolish; stupid; moroniccastle dialogue knowledge receipt thoroughcircuit discipline mosquito salmon tonguedebt dumb naughty scenery uniquedescent halves noticeable technique wreck© 2002 SkillsTutorSPE6C

NameDateSpelling Worksheet Lesson 7Hint: All the words in this puzzle have double consonants.1 2 3 45 67 89 10 11121314 1516171819Across1. passing cars; moving vehicles3. correct; exact7. person who holds an office; elected person12. feel anxious about; fret; think abouttroubles14. happen; take place15. not able to be done; out of the question16. TV part that picks up signals; metal devicefor sending and receiving signals17. way through; hallway18. chance; right moment19. to reach a goalDown2. crash; accident where two cars hit4. people living together; town5. gather and save; group6. proper; correct; right8. movement and sound; noisy excitement9. right away; now; at the moment10. affair that turns out well; achievingeverything hoped for11. a division of a university; a more advancedschool13. try; make an effortaccurate attempt commotion occur succeedantenna collect community official successappropriate college immediate opportunity trafficarrangement collision impossible passage worry© 2002 SkillsTutorSPE7C

NameDateSpelling Worksheet Lesson 8Hint: All the words in this puzzle are compound words.1 2 34 56 78 91011 1 2 1315161417Across5. very tall building6. forest; place covered with trees10. partner who shares a room12. announce on the air; transmit14. at the same time; in the time during whichsomething else is happening15. length of life; number of years16. large fruit of a palm tree17. during the whole time; from beginning toendDown1. person on the same team; player on thesame side2. family; group of people who live together3. parent’s mother4. scoring six points in football6. rolling seat; seat that a person can move7. pain in the part of the body that holds thebrain8. polite adult male; courteous person9. writing machine; portable machine thatprints neatly11. no matter what13. thin layers of lumber glued into large sheetsbroadcast headache meanwhile teammate upside downcoconut household plywood throughout whatevergentleman lifetime roommate touchdown wheelchairgrandmother masterpiece skyscraper typewriter woodland© 2002 SkillsTutorSPE8C

NameDateSpelling Worksheet Lesson 9Hint: All the words in this puzzle are homophones or words thatpeople often confuse with other words.1 23 4 5 67 89101112 13 1415 16171819Across3. result; outcome; influence7. gain in money; income; money made in abusiness after expenses are paid8. a plank9. very strong metal made of iron and otheringredients10. thin metal plate, usually with writing on it11. lawmaking group; official body of people13. a terrible disease that spreads quickly; adeadly illness15. king’s chair; seat reserved for royalty17. visitor; person who is invited by someoneelse18. person who tells what will happen; man orwoman who sees into the future19. company; band; outfit; troop; crewDown1. seed; grain2. innermost part; center of an apple4. a high-ranking military officer5. rob; illegally take6. made weary by dullness; put to sleep fromdisinterest11. give advice to; advise; give an opinion to12. tossed; pitched; heaved14. influence; change; alter16. search; hunt; pursuitaffect colonel council plague stealeffect kernel counsel plaque steelboard core guest profit thronebored corps quest prophet thrown© 2002 SkillsTutorSPE9C

NameDateSpelling Worksheet Lesson 10Hint: All the words in this puzzle are homophones or words thatpeople often confuse with other words.12 345 6 7 89 10 11 12131415 161718Across1. person-like; characteristic of people2. city that is that seat of government5. greater supply than needed; more than thenecessary amount; extra8. state of mind; inner spirit9. hard element with a luster; shiny substance11. the right to enter; admittance13. not moving; staying in one place; fixed15. statehouse; legislative building16. order; direction given with authority17. go on; move forward18. not working; not functioning; notperforming a taskDown1. kind; not mean; compassionate; caring3. school leader; manager of a learninginstitution4. award; prize; reward6. writing paper7. important rule; basic law9. decent; proper; right10. go before; come ahead of; lead12. favorably mention; praise; honor14. worshipped object; image adored as a godaccess command idle moral principalexcess commend idol morale principlecapital human medal precede stationarycapitol humane metal proceed stationery© 2002 SkillsTutorSPE10C

NameDateSpelling Worksheet Lesson 11Hint: All the words in this puzzle are homophones or words thatpeople often confuse with other words.12 3 456 7 8910 11 12 1314 15161718 19Across2. but; not including; other than4. very dry kind of land; place with little rain6. 4th; one after the third8. shut; slam; make not open9. blood vessel that carries blood to the heart;tube through which blood flows10. useless; not successful12. without a bend; not crooked14. series of classes; subject; studies15. narrow water channel connecting two largebodies of water; waterway16. from a specific time in the past to thepresent time17. the device that a driver uses to stop a car;vehicle stopper18. forward; onward19. smash; split; ruin; come apartDown1. understanding; intellect; judgment3. things to wear; garments4. a sweet eaten after a meal; an after-dinnertreat5. if7. condition of the air; climate11. take; receive13. rough; not smoothaccept close desert sense vainexcept clothes dessert since veinbrake coarse forth straight weatherbreak course fourth strait whether© 2002 SkillsTutorSPE11C

NameDateSpelling Worksheet Lesson 12Hint: All the words in this puzzle are the plural forms of nouns.1 2 3 45 67 89 10111213 141715 16192018Across3. public talks; formal spoken communications8. scars; marks; scrapes9. unsolved puzzles; things not easily understood11. explosive materials used to create colorfuldisplays of light13. places to eat; public eating places14. people who operate cars; motor vehicleoperators15. people between twelve and twenty; youngadults17. vehicles that carry sick or injured people to ahospital; hospital vans18. baseball officials; people who judge baseballgames19. people on the other side; foes20. lifting machines in which people ride to get toother floors in a buildingDown1. expensive jewels; sparkling gems2. failures to win; forfeits4. groups of persons who are together for aspecific purpose; organizations5. open ledges on which items are placed6. tasks; duties7. ways of speaking; spoken or written ways toexpress ideas; French, Spanish, etc.10. situations in which quick action is needed12. prizes; awards16. numbers in a row; numbers in some orderambulances drivers languages restaurants speechesassignments elevators losses scratches teenagerscommittees emergencies mysteries series trophiesdiamonds fireworks opponents shelves umpires© 2002 SkillsTutorSPE12C

NameDateSpelling Worksheet Lesson 13Hint: All the words in this puzzle have the prefixes in-, im-, ir-, dis-,mis-, or un-.1 23 4 56 78 910 111412131516Across1. get the wrong meaning from; notcomprehend4. most likely; surely8. pass from sight; vanish10. differ; do not hold the same opinion11. lower price; cost that is less than normal12. rare; seldom seen13. unbelievable; beyond belief14. unusual; not often happening15. not finished; in need of more work; lackingsomething16. do wrong; get into trouble; act upDown2. to not do as told3. irritate; anger; annoy; offend5. not lucky; miserable6. wrong; not right7. trouble; problem9. unwilling to wait; eager; not willing to putup with a delay10. shame; loss of respectdisagree disobey incomplete irregular undoubtedlydisappear displease incorrect misbehave unfortunatediscount disturbance incredible misunderstand unnecessarydisgrace impatient independent uncomfortable unusual© 2002 SkillsTutorSPE13C

NameDateSpelling Worksheet Lesson 14Hint: All the words in this puzzle have the suffixes -ar, -ary, -er, -ery, -or, -ory, or -ular.1 2 3 4 5678 910141112 13171516Across4. form that names only one; individual one6. person in jail; convict8. box-shaped; a shape with four right angles11. ability to remember; power of recalling12. round; curving completely around; like acircle14. common; usual; regular15. stock of words; supply of words16. acting only for a short time; not permanent17. testing room; place where scientists workDown1. manager; person in charge2. head of a state; highest elected official in astate3. college teacher; high-ranking teacher4. treatment by operation; an operation5. mechanical tools; devices with movingparts6. well-liked; pleasing to many people7. special; certain9. beginning; the very first10. land areas; geographical parts; regions13. person who works in court; person trainedin legal matters; attorneycircular laboratory ordinary professor surgerydirector lawyer particular rectangular temporaryelementary machinery popular singular territorygovernor memory prisoner spectacular vocabulary© 2002 SkillsTutorSPE14C

NameDateSpelling Worksheet Lesson 15Hint: All the words in this puzzle have the suffixes -ment, -ness, -ful,or -ity.1 2 34 567 8 9 10111213 14 15161817Across3. quarrel; fight4. place to live; dwelling; rented home in abuilding with others7. medical care; bandaging10. good; valuable; constructive13. chance; likelihood16. energy that is generated; type of energyused to power a light bulb17. fee; money that is given for services18. favorable; having a positive outcomeDown1. area of new buildings; new neighborhood2. the right to command; the power to enforce3. skill; talent5. qualities as a person; character6. sickness; disease8. harmony; accord; unity9. thrill; stirred up feelings11. school with several colleges; a schoolstudents may attend after high school12. gladness; pleasure14. able; talented15. actual fact; truthability authority excitement payment skillfulagreement development happiness personality successfulapartment electricity helpful possibility treatmentargument entertainment illness reality university© 2002 SkillsTutorSPE15C

NameDateSpelling Worksheet Lesson 16Hint: All the words in this puzzle have the suffixes -ed or -ing.1 23 4 56 7 89 10 111213151416171819Across1. worked out ahead of time; madearrangements in advance3. gave out; allotted; designated for10. used to12. guiding; directing13. making an uncomfortable feeling; causingan uneasy feeling14. passing from life; ceasing to live15. giving a word picture of; using language toprovide an illustration of16. not looked for; surprising; without warning17. tired out; fatigued; wearied18. giving the reason; offering the cause19. let in; allowed to enter; permitted entranceDown2. forced out; driven out4. looking without turning away; gazingsteadily5. said “sorry”; asked for pardon; expressedregrets6. sending; throwing; flinging7. put one foot forward; walked8. eating; consuming food at a meal9. broke in upon; stopped the speaking of10. feeling sorry; guilty11. took the place; stood in; acted as areplacementaccustomed assigned dying explaining steeringadmitted casting embarrassing interrupted steppedapologized describing exhausted planned substitutedashamed dining expelled staring unexpected© 2002 SkillsTutorSPE16C

NameDateSpelling Worksheet Lesson 17Hint: All the words in this puzzle have the suffixes -ance or -ence.1 2 34 5 6 78 91011 12 131415 1617Across2. way in which things are not alike;dissimilarity4. cause action in; have an effect on9. becoming visible; coming into view10. kind of material; thing11. freedom; liberty; self-reliance14. keep steady; make equal; stabilize15. significance; seriousness16. protection against loss; a safeguard thatcovers expenses for an accident17. stillness; absolute quiet; absence of soundDown1. anything used to find information; source3. thing that happens to a person; event that aperson lives through4. example; case5. keeping up; care of6. ability to endure a trying situation;calmness7. a connected series of things or events thatfollow each other in order8. thing that saves work; thing that helps;thing that makes life easier12. arrival; appearance13. rough force; damaging or hurtful actionappearance difference importance insurance sequencebalance entrance independence maintenance silenceconfidence evidence influence patience substanceconvenience experience instance reference violence© 2002 SkillsTutorSPE17C

NameDateSpelling Worksheet Lesson 18Hint: All the words in this puzzle end with the suffix -ous.1 2 3 45 6 78 910 1112 13 141516171819Across1. very funny; extremely humorous; wildlyamusing3. unselfish; willing to give; sharing5. showing belief in God; faithful to God9. coming before; prior14. impish; naughty16. very big; huge; massive; gigantic17. aware; able to know; mindful18. not joking; not meant to make people laugh19. great many; large amountDown2. distrustful; having a lack of faith; doubtful4. uneasy; anxious; worried; troubled6. good to taste; pleasing to eat7. without stopping8. amazing; surprising; astonishing9. harmful; dangerous; able to hurt or kill10. well-known; widely known11. envious12. of great value; worth a great deal13. easily seen; evident; clear15. eager to learn; interested; wanting toacquire knowledgeconscious enormous jealous numerous previouscontinuous famous marvelous obvious religiouscurious generous mischievous poisonous seriousdelicious hilarious nervous precious suspicious© 2002 SkilsTutorSPE18C

NameDateSpelling Worksheet Lesson 19Hint: All the words in this puzzle end either -tion or -sion.1 23 45 67 89 10 11 12 1315141617Across1. number of people who live there;inhabitants6. group with a purpose; people united toaccomplish a goal14. words that make clear or plain; providing ofreasons15. final judgment; choice; conclusion16. showing; illustration17. things together; union; joiningDown2. goods made by labor in a factory; yield3. condition; state; circumstances4. work of a surgeon to correct or cure aphysical ailment in a person5. pause; stopping for a while7. short written assignment; essay8. place; site; spot9. something new; original creation10. way of keeping safe; guarding; shielding11. strong effect; mark; imprint12. state of health; well-being; way of feeling13. keeping back; holding back; confinementcombination detention impression organization protectioncomposition discussion invention population situationcondition explanation location position suspensiondecision expression operation production transportation© 2002 SkillsTutorSPE19C

NameDateSpelling Worksheet Lesson 20Hint: All the words in this puzzle are the possessive forms ofsingular or plural nouns.1 2 3 4 56 78 91011 12 1315141617Across4. belonging to a singing group8. belonging to people under a doctor’s care12. belonging to a helper13. belonging to a group that decides in court ifpeople are innocent or guilty14. belonging to people traveling for pleasure15. belonging to a device that tells directions16. belonging to people serving in the senate17. belonging to one who does errandsDown1. belonging to them2. belonging to one who plays tunes and songs3. belonging to people who work in alaboratory4. belonging to a person in charge of a train5. belonging to a person who directs others6. belonging to a male parent7. belonging to a female parent9. belonging to people who design machines10. belonging to the regular buyers11. belonging to the elected leader of a cityassistant’s conductor’s father’s messenger’s scientists’carpenter’s congress’s guide’s mother’s senators’chorus’s customers’ jury’s musician’s theirscompass’s engineers’ mayor’s patients’ tourists’© 2002 SkillsTutorSPE20C

NameDateSpelling Worksheet Lesson 21Hint: All the words in this puzzle have Greek roots.1 2 34 567 8 9 101112 13 14 1516171819 20Across2. written chart showing change4. government; governing the people7. measured distance across a circle, throughthe center11. study of shapes and their measurements14. device that measures heat and cold17. study of earth’s crust18. device through which people see above thesurface of water19. boundary around the edge20. scientist who deals with the body; doctor ofmedicineDown1. small device that collects sound to be savedor broadcast3. government plan or rule5. -----------1of a meter; small unit of measurement10006. written account of a person’s life8. device used to see very small things9. take a picture of with a camera; capture onfilm10. the science of living things12. long musical composition13. a measurement system based on units of ten15. of the body; body science16. following rules of clear thinkingbiography geometry microphone periscope policybiology graph microscope photograph politicaldiameter logical millimeter physical symphonygeology metric perimeter physician thermometer© 2002 SkillsTutorSPE21C

NameDateSpelling Worksheet Lesson 22Hint: All the words in this puzzle have Latin roots.1 2 3 4 5 6 78 9141510 11 12 13161718Across8. ruin; tearing down what has been built;damage9. enough; plenty14. people watching or listening; attendingcrowd; spectators15. teacher; educator; one who buildsknowledge in others16. count on for help or support17. a cause; something that makes somethingelse happen; a reason18. put within; close inDown1. make by hand or machinery; produce2. needing another’s support; having to hangon to another for survival3. meeting a line at an angle of ninety degrees4. putting together; building5. meeting room with enough seats for a biggroup of people6. getting results; making something happen7. harmful; causing what has been built to beruined10. end; part that brings something to a close11. made by the skill or labor of people, notnature; manmade; not natural12. fill the desires of; make sure to please13. very able; capable of making somethinghappen without wasting time or effortartificial construction destructive include perpendicularaudience depend effective instruction satisfactionauditorium dependent efficient instructor satisfyconclusion destruction factor manufacture sufficient© 2002 SkillsTutorSPE22C

NameDateSpelling Worksheet Lesson 23Hint: All the words in this puzzle are words that most people findhard to spell.1 2 3 45 6 78 910 1112 131415 1617 1819 20Across7. distance above the ground; altitude8. very much; to the greatest degree10. sports judge; game official11. 8th; between 7th and 9th12. duty; obligation; thing that one has to do15. exact; precise; fixed16. protect; shield; prevent the harm of17. rulers; group of political leaders18. not of this country; from another nation19. worth a high price; costly20. needed; important; vitalDown1. important; big; considerable; meaningful;notable2. is likely to be; will undoubtedly happen3. odd person; eccentric individual4. unpleasant; tough; awful5. degree of warmth or cold; calculation ofhow hot or cold something is6. sending and getting messages; exchanginginformation9. not this or that; also not13. being there; attendance; being at a place14. place for showing exhibits; building wherethings are on displaycharacter extremely guard neither responsibilitycommunication fierce height presence significantdefinite foreign museum probably temperatureeighth government necessary referee valuable© 2002 SkillsTutorSPE23C

NameDateSpelling Worksheet Lesson 24Hint: All the words in this puzzle are words that most people findhard to spell.1 23 4 58 96 71011 121314 15161917 18Across4. particular time; moment; instant5. keepsake6. certainly; assuredly8. person of outstanding ability; brilliant one10. without planning; by chance; because ofunexpected circumstances12. intended; had in mind; planned14. a chart that shows days, weeks, and monthsof a year16. opinion; belief; thought17. for a time; for a short period18. hard to chew; not tender19. permit; legal document allowing certainactionsDown1. contest; struggle2. cozy; snug; pleasant3. items such as rings and bracelets, worn asdecorations; ornaments4. happened; took place7. free; not confined or bound in any way; atliberty9. group of musicians who play together ondifferent instruments; band11. means of guarding oneself; protection13. freedom from danger; protection; security15. an instrument for measuringaccidentally competition genius loose orchestraawhile defense jewelry meant safetycalendar definitely judgment occasion souvenircomfortable gauge license occurred tough© 2002 SkillsTutorSPE24C

Worksheet Answer KeysThe following are the answer keys for SkillsTutor Language Arts C worksheets. The correct answers forCapitalization, Punctuation, and Usage worksheets appear in bold. The completed crossword puzzles for Spellingworksheets are shown.SkillsTutor) 79 )Language Arts C

4Language Arts C) 80 )SkillsTutor

4CapitalizationLesson 1CCapitalizationLesson 2CCapitalizationLesson 3CLast week, I was asked by ourneighbor, Mrs. Liberto, to baby-sit herson Danny. Eager to improve myfinancial situation, I said, “Yes, I’mavailable, but I’d like my friend AmyBlack to help.”It was a long day. Danny, anenergetic two year old, refused to takehis nap. Then, the phone rang. Thefirst call was Dr. Edwin G. Lake callingfor Mr. Liberto. Then, a neighbor,Ms. Jenkins, called to see how we weredoing. That’s when Amy and I gotscared. Where was Danny?When Amy and I finally found him, hewas in the dog’s box. Danny and Bruno,the basset hound, were fast asleep.The old woman jangled as she walked.“They tell me,” she said, “that you kidscan solve any mystery. Can you find alost key for me?”“We’ll do our best,” I answered.Joe said, “Describe the key for us.”She pulled anxiously on a silvernecklace strung with charms. “It’s nobigger than the end of my finger,” shereplied. “Oh, I’ve searched everywhere.There’s no place else to look,” she addedwith a shudder, “but the attic.”She led us up a crooked stairway. Atthe top, we aimed our flashlights into anexpanse of dusty darkness.Dear Jason,My class is collecting things to putin a time capsule. It will be opened in100 years. Would you like to putsomething in it?Sincerely,AnthonyDear Sir:Our class is working on a timecapsule. Could your baseball teampossibly send us a baseball autographedby this year’s players?Yours truly,Anne BurtonDear Mrs. Wilson:Our class liked your article in today’snewspaper. We are putting it in a timecapsule for people to read 100 yearsfrom now.Respectfully yours,Bradley Carter“Great!” said Amy. “We found him!”“Maybe not so great,” I thought tomyself. “What will Mrs. Liberto think ofus letting Danny sleep in Bruno’s box?”Suddenly, next door, Miss Simpson startedher power mower. Bruno startedbarking, and Danny started crying. Then,the phone rang again. It was Mr. Blair,Mrs. Liberto’s brother. “Why is Dannycrying? Is Bruno hogging the bed again?”he asked. “My sister Angela probablytold you. Danny always takes his napwith Bruno.”When I told Amy, she laughed, “I guessI’ll split our fee with Bruno.”The attic was jammed with boxes andfurniture looking ready to topple over.“There must be a thousand places,”Joe groaned, “to search for a small key.”I handed him a piece of chalk andsuggested, “Mark each one as you go.”We spent the morning wiping cobwebsfrom our faces, pulling drawers out, andopening dusty boxes. Our client shook herhead, jangling all her jewelry. “Mymother used to say,” she moaned, “thatit was right under my nose.”Quickly I spun around and beamed myflashlight at her. Lifting her chain ofsilver charms, I said, “So it is.”Dear Anthony,The time capsule is a great idea!Here’s my “Keep the Planet Green”poster. When they open the capsule in100 years, they’ll know we cared aboutthe environment.Sincerely,JasonDear Ms. Burton:Our team is happy to help you withyour project. We are sending theautographed baseball today.Very truly yours,John RiveraDear Mr. Carter:I was pleased to hear that your classenjoyed my article. I’m also very proudthat you want to include it in your timecapsule.Respectfully yours,Lee WilsonSkillsTutor) 81 )Language Arts C

4CapitalizationLesson 4COurs is a world of infinite contrasts.For example, Indonesia is a country of13,000 tiny islands, while Greenland isone big island. A place like Holland hasno mountains, while Nepal is nearlycovered by the rugged Himalayas.The dry lands of the Sahara Desertcontrast sharply with land near theAmazon River. While these places havefew habitants, cities like New York havemillions of people. (The Brooklyn Bridgeand Fifth Avenue are always crowded!)The Sears Tower in Chicago is 110 storiesabove ground, yet there are stores inAtlanta built underground!Contrast keeps our world interesting.Some roads run straight for hundreds ofmiles, like the Birdsville Track across theSimpson Desert in Australia. Others, likeLombard Street in San Francisco,California, twist and turn.The highest point on earth, as youmight guess, is on top of a mountain,Mount Everest. The lowest point is in theDead Sea. It is 1,292 feet below sea level.It’s exciting to explore contrasts likethese, but most of us agree on the bestplace on earth. It’s not Disneyland oreven Paradise Island. It’s home!CapitalizationLesson 5CBecause I love to relax, Labor Day isprobably my favorite holiday. Itinvariably falls on Monday, giving me athree-day weekend. It’s in Septemberwhen the weather is more comfortablethan in July. It needs no extensivepreparations like Thanksgiving andChristmas do. I use the whole weekend,from Friday night on, to relax and read.I love to read how past events like theCivil War or the Great Depression haveinfluenced us today. Right now, I’mexploring the Industrial Revolution. Iwant to know more about life before,during, and after that important era.During the Middle Ages, most peopleled simple lives as farmers. I imaginethem working their fields with primitivetools, all day Monday through Saturday.With the Industrial Revolution camemachinery and a change in people’s waysof life. Many left their farms to work incity factories. They toiled long hoursalmost every day, sometimes even onChristmas and New Year’s Day.Over the years, machines have madeour lives easier. We use machines toshovel snow in January and to cool ourhomes in August. Lucky us! We canenjoy technology and the holidays, too.CapitalizationLesson 6CTo choose the future you want, firstread, watch, and listen. The book TheSilent Spring and the movie Blade Runnershow a world fouled by pollution. A wellorganizedworld, however, is possible.We see it in the book Utopia.Every day newspapers like The NewYork Times report events affecting thefuture. Magazines like World Futures alsoshow the possibilities ahead. Some arewonderful; others are not.In “America the Beautiful” we sing ofnature’s beauty. Does our Bill of Rightsgive us a limitless right to the land orresponsibilities to the future?In the Constitution, Americans laid thefoundation for the country’s future.Today, we continue that tradition byplanning carefully.The movie A Future for Every Childshows the importance of choosing wisely.Newspapers, such as USA Today, andmagazines, such as Mother Earth News,show ideas full of promise for tomorrow.Perhaps we’ll live in the dome homesand drive the electric cars featured in thebook Future Stuff. The first step isrespecting the rights of others. That’s thefuture celebrated in the song, “The Familyof Man.”Language Arts C) 82 )SkillsTutor

4CapitalizationLesson 7CA prominent businessman spoke to thestudents of Churchill Middle School.“My name is Gordon Ives,” he said.“Sixty years ago I was an eighth-grader inBayside Junior High School. Today, Iown Ives Publishing Corporation.“When I was a boy, times were hard.My father had worked at Madison MotorCompany until it closed. Then he workedat Weber’s Shoe Repair. My motherwashed dishes at Weaver Hospital. Iswept floors at Sid’s Fruit Stand nearKenyon College. Once, in a snowstorm,I ducked into the college’s Olin Library.There, I met very important friends.”“By the time I entered Liberty HighSchool, my friends included presidentsand princes. They stayed my friendswhen I went to Ohio University. I’d doschool work in Alden Library. Then I‘dwork in Brown’s Bookstore.“Later, I bought Brown’s andexpanded it to include the LettermanPrinting Company next door. Always,my friends remained loyal,” saidMr. Ives.The class wondered who these friendswere. “Books!” exclaimed Mr. Ives.“Whether you work for Gus’s Fishmarketor become president of General MotorsCorporation, books always help you.”CapitalizationLesson 8CIn my club, Teens for World Peace,some of us are Democrats, others areRepublicans. We often disagree onpolitics, but we all agree on this: AlbertSchweitzer was a great man.Schweitzer, a German, was a giftedphilosopher and musical genius. He wasan ardent Christian who ministered atSt. Nicholas Church. However, hewanted to do more to help humankind.There was no agency like the Peace Corpsto join. He wanted to help Africans whowere suffering from a terrible lack ofmedical care. So, at age 30, he studiedto become a doctor.With the help of the Paris MissionarySociety, Schweitzer and his wife moved toGabon, Africa. There they spent theirlives helping Africans fight leprosy andother serious diseases. People soon camefrom all over the world to learn fromSchweitzer’s work.Schweitzer was a Christian, but heshared the Buddhists’ respect for all livingthings. He once scolded an American, theDemocrat and presidential candidateAdlai Stevenson, for merely swatting amosquito. In 1952, Albert Schweitzerwas awarded the Nobel Prize for Peace.CapitalizationLesson 9CWhen the winter snows melted away,we packed our bags and headed southon Route 1. Every spring or fall, wedrive to our family reunion. Thoughmy mother grew up in the South, weinvariably get lost on the way. She saysa poor sense of direction seems to run inour family.This spring, we got lost about 20 mileseast of Grandpa’s and ran into my auntfrom the Midwest. An officer stopped togive us directions. He was amazed thatMom and Aunt Joy had ended up at thatsame spot at the same time.Just then, Grandpa drove up in a red car.“Pardon me, Officer,” he began.Later, we all arrived at Grandpa’shouse the same time as Uncle Hank. Hehad been driving all afternoon, though helives only 12 miles west of his father.As we sat down to dinner, I heardMom say, “You should all come visit usin the North this fall. Enjoy the lovelyspring flowers here in the South. Then,come north and see the rich reds andgolds of our autumn leaves.”My uncle remarked, “If I leave in thesummer, I should get there by fall.”I laughed softly and looked out thewindow. I caught the moon rising as Igazed west—or was it east?SkillsTutor) 83 )Language Arts C

4CapitalizationLesson 10CCelia dropped her Italian bread and herglass of Canadian spring water.“What on earth?” she gasped. HerEnglish composition about Mexicanculture was gone! She looked everywherebut couldn’t find it. She went to thewindow and saw the planet Venus in thenighttime sky. What could she do?She wanted to use that essay for ahistory project, too. She didn’t have timeto write it again. She had to study for atest in Math II. The photos of the sun godstatue and the mountain scenes hergeography teacher requested were gone,too! Where could they be?“After dinner, we’ll all look,” saidCelia’s mom, gazing at the North Star.“I need that essay for my History IIproject,” Celia wailed. “What on eartham I going to do?”Her brother Brad muttered through hisChinese food, “I’ll make a deal with you,Celia. You do my science and mathhomework before the sun comes up, andI’ll get that essay back for you.”“Do you know where it is?”Celia yelled.“Sure,” said Brad, “I let my Germanfriend borrow it. He’s telling his Spanishclass all about Mexican culture!”PunctuationLesson 1CEnergy is all around us. Where doesit come from? The sun, water, wind, andfossils are some of our sources of energy.Earth’s energy gives us warmth, light,and many daily comforts.Does the earth have endless suppliesof energy? No, it doesn’t! We use moreenergy today than ever before. TheUnited States uses three times as muchenergy per person as we did in 1900.Imagine that! Can you help conserveenergy? Yes, you can! You can turn offlights when they aren’t being used andturn down the heat or air conditioning.Can you think of more ways to conserve?What is the temperature in yourhouse? If every home lowered its wintertemperature by only 6 degrees, we wouldsave the equivalent of 570,000 barrels ofoil per day. Yes, that much!What type of lights are in your house?If you replaced a regular light with afluorescent light, it would save 80 poundsof coal. It would also keep 250 pounds ofcarbon dioxide out of the air. Imaginewhat we could save!If we conserve energy now, we willhave more for the future. Is it worth theeffort? It’s up to you!PunctuationLesson 2CBen Clownman, Jr.Top Cop Hwy.Hometown, IL 60617Mar. 2, 1996Dear Sergeant Clownman:You have been chosen to plan thisyear’s circus to benefit the hospital! Theannual show will be Sat., Aug. 3. TheFiremen’s Auxiliary will help. Just callMr. Will Bern. Also call Miss Ella Phantfrom Animals-R-Us Inc. Let’s get themost exciting acts ever!Yours truly,I. M. Bauss, CaptainCaptain I. M. Bauss1 Highrank Blvd.Hometown, IL 60617Apr. 8, 1996Dear Captain Bauss:Good news! Mr. Nick Finger ofShiny Sword Co. says he will be oursword swallower. Also, Hank E. Chief,the world’s oldest crybaby, will perform.Dr. Armand Legg will meet any medicalemergency. Best of all, Lee O. Lyon willbring his famous animal act.Sincerely,Sergeant Ben Clownman, Jr.Language Arts C) 84 )SkillsTutor

4PunctuationLesson 3CGeorge Washington Carver, the son ofblack slaves, was born near Diamond Grove,Missouri. Some books list his birth date asJuly 12, 1861. An eager learner, Carver overcameracial prejudice and went from a tinyschool in Nowosho, Missouri, to Iowa StateCollege.He was invited to Tuskegee, Alabama,in March 1896 to head the agricultural institute.There he developed by-products of the peanut,such as milk, flour, and dyes. On January 6,1925, he patented a cosmetic. January 5, 1993,marks the 50th anniversary of this great inventor’sdeath in Tuskegee, Alabama.On February 11, 1847, another greatinventor, Thomas Edison, was born. He movedfrom Ohio to Port Huron, Michigan, in 1854.At age 12, he sold newspapers and candy on atrain. He set up a laboratory in the baggage car;and, during layovers, he read in the libraryin Detroit, Michigan.June 1, 1869, was the day Edison receivedhis first patent. Eventually, he chose MenloPark, New Jersey, as the site for his researchlaboratory. There he developed the first economicallighting system in October 1879.Shouting “Haloo!” into a transmitter, he madethe first “record” on July 18, 1877.PunctuationLesson 4COur class did a survey about zoos. Here aresome of the letters I sent and some replies.Dear Sir or Madam:What do you think is the role of zoosin our society?Yours sincerely,Anika AbbruzoDear Anika,I’d eliminate zoos. We should notkeep wild animals in cages.Your friend,AndreDear Miss Abbruzo:At San Diego Zoo, we believe zooshelp save wildlife. Our efforts kept thecondor from extinction.Yours truly,William TooneDear Anika,A zoo is a poor copy of an animal’shabitat. With better policies, we wouldn’tneed zoos.Very truly yours,DarcyDear Anika,Where else but in a zoo can a child seea real rhinoceros?Best wishes,KerryDear Miss Abbruzo:Zoos preserve only about 925 of the2,000 endangered species. How shouldwe decide which ones?Sincerely,Victor LoomisOne day, my friend Jalisa suggested a wayto expand our survey.Dear Anika,Why don’t you ask Sierra magazinewhat its readers think of zoos?With regards,JalisaDear Sir or Madam:Please ask your readers their opinionson zoos.Yours most sincerely,Anika AbbruzoPunctuationLesson 5CWhen we went camping, Aunt Emilycame along for one reason: to direct, film,and edit a movie of our trip with her newvideo camera.Aunt Emily started filming when she and Iwere canoeing on the lake. I yelled, smiled,laughed, and waved at the camera. That wastoo much for a cracked, brittle, and wobblycanoe. Splash! Soon Aunt Emily and I werelaughing, gasping, and swimming for shore.I hope the camera is waterproof.Being dumped into the lake, having toswim ashore, and almost losing hercamera didn’t stop Aunt Emily.When we saw a skunk, we jumped, yelled,screamed, and ran. Aunt Emily, however, ranfor her camera. That skunk didn’t want to be amovie star. It turned away, lifted its tail, andsprayed her. Aunt Emily washed, scrubbed,and rinsed but couldn’t get rid of the smell.Aunt Emily says she learned some importantlessons from our trip: always bring an extrachange of clothes, never film a camera-shyskunk, and smile for the camera no matter whathappens.Our trip wasn’t quiet and peaceful,but we have a great time watchingAunt Emily’s videotape.SkillsTutor) 85 )Language Arts C

4PunctuationLesson 6CRobby, a new robot, made his first publicappearance today and demonstratednumerous skills. Dr. Bang, his creator,told reporters, “Robby’s analysis anddialogue skills are unequaled. However,he had shown a weakness in the area ofmanners. Finally, he has now masteredgood manners. Greet our guests, Robby.”Robby responded, “When making arequest, you should ask politely.”“Robby, I know the rule! Will youplease just greet our guests. We don’t,in fact, have all day.”“Please, Dr. Bang, don’t blow a fuse!”“All right, Robby. Let’s suppose, forexample, we bump into each other. Whatwould you say?”Robby whirred and said, “Well, wedid not actually bump. Therefore, Icannot respond.”“Will someone bump Robby, this sassyrobot, so he will respond? Thank you,”said Dr. Bang.“Please pardon,” said Robby, “theextension of my arm, limb model 45A.Forgive me for—”“One word of pardon, Robby, will do.”“I believe, Dr. Bang, that one can neverbe too polite.”PunctuationLesson 7CLeave your present-day mannersbehind. Come join us in one of Europe’smedieval dining halls.Here, in the fifteenth century, how willyou practice good etiquette? Well, firstyou’ll notice that dining is informal. Themeal’s main course is in a pot in the centerof the table. Don’t mind other men’s handsas you grab for food. I’m afraid therearen’t any napkins, but you can wipe yourfingers on your bread. Your host’s*feelings won’t be offended if you pickyour teeth with your knife. However,please don’t put any bones back into theshared pot!(* Also accept plural possessives.)You’d be surprised at how much tablemanners have changed since then. Forksweren’t used widely until the 1700s. It’shard to imagine that diners shared onebowl and a few glasses.Rich folks’ manners were influencedby Erasmus, a Dutch scholar. He wroteone of the first etiquette books in 1530.Erasmus’s book urged diners to throwbones onto the floor. It also had rulesregarding men’s habit of scratching andspitting during a meal!Do you still have an appetite for yourmother’s home-cooked meals? Don’tforget! Keep your elbows off the table!PunctuationLesson 8CFor Labor Day, my family packedmaterial to read and write at the beach.Mom brought an article called “TimeManagement.” From Tax News, Grandpabrought one called “Tax Law.” I packed along poem we had studied in school, “TheRime of the Ancient Mariner.” My oldersister packed her story, “Love Sick,”planning to revise it. Little Jo packed hersong, “A Is for Artichoke,” so she couldcompose a second verse.When we unpacked, Uncle Tedlaughed at our serious choices. He saidhe planned to read fun stories, includingone called “Good Old Lazy Days.”Mom said, “Ted is right.” She pulledout her Sports Illustrated and read “ThisYear's Starting Quarterbacks.” Grandpawrote “The Man from Sand,” another of hissilly poems. I reread my favorite sciencefiction tale, “Moon Lagoon.” My oldersister read an article called “Fun in the Sun.”Little Jo made sand castles and sang “Jackand Jill.” Then she asked me to read herfavorite poem, “Chocolate Soup.”As for fun-loving Uncle Ted, he pulledout a laptop computer to work on hisnewspaper article, “What People Read atthe Beach.”Language Arts C) 86 )SkillsTutor

4PunctuationLesson 9CIn her report on Earth culture, Dr. Zaof Galaxy 2B writes, “Humans at the beachdisplay strange behavior.”She says that this is true, even byhuman standards. “They sprawl in amanner rarely seen in other public places,”she notes. She also wonders why thepieces of fake skin they wear at the beachare so tiny.She asks whether this behavior hasreligious meaning. “The frequent use ofoils may be part of a sun worship ritual,”she says. Others say that the oils helphumans swim like fish. “Humans areweird,” Dr. Za concludes.In later studies, Dr. Za notes that beachhumans often go to lighted parks at night.She asks, “Why are humans drawn tothose strange machines called rollercoasters?” She once suggested that theride helped humans digest their food.“I was wrong,” she admits.“Why do humans scream and laughat the same time?” she inquires. Somesay that this is common roller coasterbehavior. Dr. Za states that humansshout for the ride to stop, when theyreally want it to continue.“We have a long way to go in orderto understand humans,” she concludes.PunctuationLesson 10C“I hate automobiles!” Grandpa said in1910, but he bought one anyway.“You must drain the oil after500 miles,” advised the dealer.“I know!” interrupted Grandpa, inhis eagerness to be under way.“This machine is just like a horse,” hetold Grandma as they drove home.“Is it, Dear?” Grandma remarked,gripping her hat tightly.“If I treat it right, it’ll go forever,”said Grandpa philosophically.“Of course, Dear,” nodded Grandma.“I just have to remember the oil!” hesaid, pounding the brake for emphasis.Everything was fine, until AuntElizabeth became ill one day. “Let’s driveher to the hospital,” Grandma said.“We can’t,” replied Grandpa.“Why not, Dear?” Grandma asked.“It’s the oil!” he boomed.They went anyway. Half way home,he stopped. “Five hundred miles,” he said.He got out of the car, removed the plug,and drained all the oil. “What should I donow?” muttered Grandpa.“Let’s drive on,” suggested Grandma.They did. Without oil, the car did notmake it home. “I hate automobiles!”roared Grandpa. He never drove one again.PunctuationLesson 11CIn English class today, our teacher,Mr. Habib, said, “Put your best footforward.” He wrote the saying on theboard. Then he said, “On the board is anidiom. Who can give me another?”Joe said, “I’ve got a frog in my throat!”Mr. Habib replied, “Excellent! Anidiom is a saying that doesn’t meanexactly what it says.” He added, “Let’shave a contest to see who can say the mostidioms during class discussion today.”All sorts of idioms began runningthrough my mind.Everyone began to talk at once afterMr. Habib said, “You can begin!”Lea insisted, “I’ll get the ball rollingwith the first idiom.”Joe replied, “Well, I have a few tricksup my sleeve!”Lea said, “Stop pulling my leg. You’rebiting off more than you can chew!”Joe asked comically, “Gee, Lea, am Ion a wild goose chase?”In the end, Lea won the contest, butJoe was a good sport. I just couldn’tbelieve my ears when I heard him say,“That’s the way the cookie crumbles!”SkillsTutor) 87 )Language Arts C

4PunctuationLesson 12C“Judy,” Mia said excitedly, “it’s him!”She pointed to a young man setting upa transmitter. “The WKIS radiophenomenon, Lenny Lion,” she saidsoftly, “is in our mall.” We gawked, anda white-haired man next to us laughed.“He is,” I said, “so gorgeous.”“From his husky voice,” she replied, “Iknew he would be good-looking.”“Do you think,” I asked, “he wouldgive us his autograph?”“Well,” said the old man, “ask him.”The young man turned around andsmiled. “Lenny,” he squeaked to the oldman, “in 30 seconds, you’re on the air.”“This is Lenny Lion,” said the whitehairedman, “from W Kisssss!”“Judy,” Mia whispered, “the older man isLenny! Oh, I could just die!”“Try to wait,” I whispered back, “untilwe get his autograph.”“With me today,” the white-haired DJsaid, “are two nice girls, Judy and Mia.”“I really think,” Mia moaned, “I’mgoing to die.”“If a person can die from blushing,Mia,” I said quietly, “you surely will.”“After the show,” Lenny announced,“I might introduce Judy and Mia tomy sons.”“I’m sure,” Mia said, “I’ll recover.”PunctuationLesson 13CDad said I could go to the State Fair,but I had to take my little brother Sammy.Because I was determined to go, I agreed.Sara Cane was going to be there, and Ihoped to bump into her. This was mychance to talk to her and to show herwhat a phenomenal guy I am. My friendJesse was also going, and I suspected hehad a similar plan.After driving us to the fairgrounds, Dadleft us at the gate. When we saw Sara,she was with another guy. They werelaughing and carrying stuffed animalsthey had won. Jesse sighed, “We can stillshow Sammy a good time anyway.”We turned to Sammy, but he was gone.I groaned. We had to find him, or I wasdead meat. Jesse and I decided to split upand meet later at the Ferris wheel.Although I was angry with Sammy, Iwas worried, too. I questioned a clownblowing up balloons and the lady at thecoin toss. When I described him, no oneremembered seeing a fuzzy-haired kid.After Jesse and I met up with eachother, we discussed what to do next.Suddenly, Jesse pointed. Sara’s friendwas looking upward, scowling. Therewas Sammy riding on the Ferris wheelwith Sara, his favorite baby-sitter.UsageLesson 1CIn the 1600s, King Louis XIV ofFrance started a new (fad/fads). You see,Louis was very short, and he wanted tolook taller. So, the royal shoemakersadded two (inch/inches) to each of the(king’s/kings’) shoes. The inevitablehappened. Most (man/men) and(woman/women) copied the king’s newstyle. Soon all (citizen’s/citizens’) shoeshad high heels. All (man’s/men’s) ridingboots had heels added to them, too,because the heels held all (riders/riders’)feet in the stirrups.Every time Louis added to the heightof his heels, so did everyone else. Heelsgot higher, but Louis never attained hisgoal of looking taller.Today, some (woman’s/women’s) toesare still slipped into high heels. The mostpopular (shoe’s/shoes), however, are builtfor comfort. They are called “sneakers.”A (sneaker’s/sneakers’) sole is made ofrubber. The (rubber’s/rubbers) silentquality gives the shoes their name.Improvements have been madeover the years. For instance, a track(coach/coaches) developed waffle solesto help improve all (runner’s/runners’)traction! Sneakers became most(athlete’s/athletes’) favorite footwear.Now, some (sneaker/sneakers) can bepumped up with air for cushioning. Whoknows? Maybe jet-propelled sneakerswill be next!Language Arts C) 88 )SkillsTutor

4UsageLesson 2CLong ago, the moon was a NativeAmerican boy living here on earth.(He/His) face was as radiant as the sun’s.The boy had a good-natured sister.(They/Theirs) lived together happily.Once Moon threw a big party for(them/their) friends. (He/His) told Sister,“(We/Our) guests need water. Pleasefetch (it/its) for (them/theirs).”This was no easy task. It was winter,and the snow was very deep. Nevertheless,the girl picked up (she/her) buckets andwent. When (she/hers) came back, therewas no place for (them/her) to sit.Sister said, “Brother, (I/mine) got thewater for our party guests. Now where isA Native American Legenda place for (me/my)?”Moon laughed. He shook (him/his)head. “There is no space for (you/your)to sit down. You will have to rest on(me/my) shoulders!”(He/His) sister was tired, but all atonce, she jumped onto (she/her) brother’sshoulders. She rests there still today. It isher shadow that dims Moon’s light.What about (they/their) friends?(They/Theirs) left the lively party ingroups and danced their way across thesky. Most of (them/theirs) are still thereas stars in the Milky Way.UsageLesson 3CScavenger hunts (is/are) a tradition inmy family. Every year, Dad (organizes/organize) one at Gran’s house. Each time,my cousins (expects/expect) to win.Dad makes lists describing theobjects we must find. Sometimes, we(has searched/have searched) for hours.Efficiency (is/are) the key. In the past,one object (has matched/have matched)more than one description.This year, the requirements (was/were)especially hard. The list called for thingsthat are soft, silver, warm, and round.My cousins raced about, but notme. I (was/were) sure there was onesimple answer.Each year, the list (contains/contain)hidden clues. Finding them (has required/have required) thinking more thanhunting. Those clues (stumps/stump)us every time. The answers (has fooled/have fooled) us because they are so obvious.This year (was/were) no different.My uncles looked for Gran’s locket.It (is/are) round and silver, just as the listcalled for. My aunts hunted for softthings. My cousins (was/were) frantic.I remained calm and thought hard.Then, I knew the solution. It was rightbefore us. Soft, warm, round, silverhairedGran (was/were) it!UsageLesson 4CYears ago, Mom (decorates/decorated)my brother’s bedroom. She (painted/will paint) everything yellow when shedid it. She (adds/added) flowers andbutterflies, too.Now my brother (wants/wanted)to change it. When he finishes, it(looked/will look) cool. Since he hasbecome a teenager, Juan (likes/liked)metallic blue. He (prefers/preferred)diagonal stripes and wild designs, too.Tomorrow, we will start. I will sand.Juan, however, will do all the paintinghimself. He (creates/will create) a spacemural on his ceiling after he has finishedeverything else. Life with a teenagercertainly can be colorful.Last fall, Juan (starts/started) collectingthings for his room. He (purchases/purchased) a spaceship-shaped lamp.At a garage sale yesterday, he (picked/will pick) up a bedspread with stars on it.Juan (expects/expected) to hang iton the wall after he paints the room.Now he (needs/needed) some brightcoloredposters. He (looks/will look) forsome at a flea market tomorrow.Dad (laughs/laughed) whenever Juandrags home something “new.” He(remembers/remembered) his own teenageyears whenever he sees Juan. I see Juanand wonder what junk I will find“beautiful” when I’m his age.SkillsTutor) 89 )Language Arts C

4UsageLesson 5CLast week my brother Ted (said/sayed)we should surprise Mom and Dad on theiranniversary with breakfast in bed. He(thought/thunk) cooking would be easy.Of course, neither of us had (done/did)it before.We (got/get) up early to start the feast.The day before, we had (made/maked)yeast rolls. Ted said he had (cut/cutted)the recipe in half. Instead, he haddoubled the flour. The result was thatwe (had/haved) rolls flatter than pancakes.I have (held/hold) paperweights thatwere lighter.“No problem,” said Ted. “We’llsmear them with jam and call themstrawberry tarts.”It turned out that our problems hadjust begun. We had (ranned/run) out ofcheese, so we (put/putted) peanut butterin the omelets instead. The omelets(grew/grown). Perhaps, if we had(beaten/beated) our eggs more, we wouldhave been successful.We brewed fresh coffee. We (meant/meaned) to measure it carefully, but wewere in a hurry. It (came/come) out likesludge. Also, I had (taken/took) thewrong box when I sprinkled powderedsugar on our “tarts.” It turned out to bebaking soda.So how was our parents’ anniversarybreakfast? Delicious. We all went toa restaurant.UsageLesson 6CAmazing Animal Facts is (interesting/more interesting) than any book I own. Eachdescriptive fact is (stranger/strangest) than theone before. I’ve learned (more/many) factsthan anyone I know.I learned that the blue whale is the(large/largest) of all animals. The whale’swhistle travels the (farthest/most farthest) distanceof all animal sounds as well.A giant squid has the (bigger/biggest)eyes of all. Its eyes are 15 inches wide, much(wide/wider) than a whale’s.The book says that pandas are the(most valuable/most valuablest) of allanimals. I think that every animal is priceless.Did you know a crab is the (slower/slowest) walker in the animal world? Itwalks at 3.5 mpy. That’s “miles per year!”Even a snail’s pace is (good/better)than that. A cheetah is the (best/most best)runner of all. At 60 mph, it is (fast/faster)than a horse. Some birds are even(more rapid/more rapider) than cheetahs.The falcon is the (swift/swiftest) bird ofall. It dives at 200 mph.Which animal eats the most food of all?A moth is the (most constant/constantest)eater in the wild. A moth larva eats86,000 times its own weight in twodays! I’m glad it’s not any (hungrier/more hungrier) than that. There mightnot be any food left for humans!UsageLesson 7CI love the sights and sounds of the cityon a summer night. The street lights glow(more soft/more softly) than they do inwinter. People stay up late, and they laugh(more easy/more easily) than during the day.My sister and I stand (silent/silently)at our dark window. We watch our neighbordance to a jazz song on her radio. She dances(well/good). We hear our parents talk (quiet/quietly) on the front stoop.My sister paints (well/good). On asummer night, she paints the moon (most careful/mostcarefully) of all. Of everything in thecity, it shines (most bright/most brightly).This is one of the best times in the city.I watch the city streets (most secret/most secretly) of all at four in the morning.With the city lights off, the moon lightsthe streets (more bright/more brightly). Isee a white cat looking (curious/curiously)at my window. He throws back his headand howls (musical/musically).At four o’clock, I write (well/good).I am more peaceful than I am during the day.I remember (more clear/more clearly) thanever the things I want to describe. I can dream(well/good), too. I dream (most frequent/mostfrequently) of all about places I’ll go one day.My parents discuss moving to the country, but Iwould miss city summer nights.Language Arts C) 90 )SkillsTutor

4UsageLesson 8CYou never know what you might find ifyou start digging. [Some gold minersfound that out a few years ago in Siberia.][While removing some soil, the miners’bulldozer had hit a big block of ice.] [Asthey looked inside the ice, they weresurprised by what they saw.] [The amazedminers were staring at an odd shape.]Sluicing the ice with water made theimage clearer. [An animal was frozenin the ice.][The creature resembled an elephant.][However, it had long fur and two fingersat the end of its trunk.] [The animal in theice was a woolly mammoth!][Mammoths had disappeared foreverby the end of the last Ice Age.] [Thisone had survived as a mummy, a wellpreservedbody.] Freezing had keptit undamaged. The mammoth was a baby,4 feet long and 4 feet tall. [Adultmammoths could reach 15 feet in height.][Ten-inch, shaggy hairs on its body hadkept it warm.] [The baby’s furry trunkstretched to 22 inches.][According to scientists, the mammothmummy is about 30,000 years old.] [It isone of the oldest mummies in the world.]What might be under the earth inyour backyard? A saber-toothed tiger?[You never know!]UsageLesson 9CRUN-ONFRAGMENTCOMPLETE[Perhaps you think Britishers andAmericans speak one language.] [We allspeak English.] [While we do share mostof our words.][Americans fill their cars with gasthe British call it petrol.] [An Americanfixing the car looks under the hood aBritisher looks under the bonnet.]A Britisher finds tools in the boot.[An American in the trunk.][When driving to Mom’s house usesthe highway.] [A Britisher goes to Mum’shouse he uses the motorway.] [AnAmerican hopes for Mom’s cookies.]A Britisher hopes for Mum’s biscuits.[The mum of your British friend is outof biscuits she offers chips.] [If you’rehoping for something crunchy, you’ll bedisappointed.] [Her chips are french friesAmerican chips are called crisps.] [Ofcourse, ta to her, which means thank you.][Later, you put on your jumper I meanyour sweater.] [Seeing that it is raining,offers his mak.] [His mum then fills theraincoat pockets with sweets.] Theyare candies.[Then you good-bye to your Britishfriend and his mum.] [They smile, wave,and call back, “Cheerio.”]UsageLesson 10CNobody was (ever/never) bored whenP.T. Barnum was around! There wasn’t(anything/nothing) he liked more thanbeing in the spotlight.Nobody anywhere (would/wouldn’t)dispute Barnum’s genius as a promoter.Born in 1810, he (was/wasn’t) never thequiet type. He didn’t like (any/none) ofhis dull jobs.He (could/couldn’t) scarcely wait toorganize his own shows. It (should/shouldn’t) have surprised nobody whenhe started a circus. Barnum traveled fromtown to town promoting “The GreatestShow on Earth.” He finally had found ajob that (was/wasn’t) hardly stuffy orboring!At first, Barnum’s circus didn’t use(any/no) trains or trucks. They paradedthrough town in horse-drawn wagons.People (could/couldn’t) hardly believetheir eyes. Most hadn’t (ever/never)seen a tiger!Barnum (would/wouldn’t) scarcelyrecognize a circus today. He (could/couldn’t) never have imagined thechanges. Tents (are/aren’t) hardly everused. Indoor arenas are the “big tops.”The opening parade doesn’t go (nowhere/anywhere) but in a big circle.Today’s circus isn’t (anything/nothing) like Barnum’s, but one thingparticularly would please him. Fiftypeople are employed just to promote it!SkillsTutor) 91 )Language Arts C

4UsageLesson 11CUsageLesson 12CMany of (we/us) have read the bookCharlotte’s Web. What do (we/us)know about its author, E. B. White?When (he/him) was young, he was noteager to go to school. Speaking in frontof his classmates terrified (he/him).Sometimes he was a lazy student. Inhis freshman year of college, (he/him)almost failed English.Still, White had always loved words.His older brother would let (he/him)play with his typewriter. When White’solder siblings moved away, he feltabandoned by (they/them). (He/Him)poked through what they had left behindand found a dictionary. To him, itscontents were magical.Dear Boomer,Thanks for your funny card! Yes, I’mtaking care of (myself/ourselves). It’s anarmy rule. We have to keep (myself/ourselves) fit.I was glad to hear Dad gave (hisself/himself) two days off work. I hopeMom takes some time for (herself/themselves), too.Little brother, are you taking care of(yourself/yourselves)? In your letter, yousaid Dad has been lecturing you. I knowyou wonder if he ever listens to (himself/themselves). Do Mom and Dad know thatthey repeat (theirselves/themselves)? I’mnot sure. All I’m sure of—now don’tmake a face—is that they love us.The dictionary encouraged White towrite. When (he/him) wrote Charlotte’sWeb, children and adults were eager toread it. (They/Them) loved Wilbur thepig and his spider friend. After White’sbook came out, 200 fans wrote (he/him)letters each week.Why did (he/him) write the book?White felt sorry for a pig that was doomedto die. At that same time, (he/him) noticeda gray spider. (She/Her) was so clever ather spinning, White worked (she/her) intohis story.For the children of his time and (we/us)now, White wove a story of friendship asstrong and magical as Charlotte’s web.Mom and Dad see us as images of(theirselves/themselves). They hold(theirselves/themselves) responsible forus. Eventually, we will have to answerfor (myself/ourselves). That’s what mysergeant keeps telling me. I have to listento others and then trust (myself/ourselves)to make good decisions.Boomer, try putting (yourself/yourselves) in Mom’s and Dad’s shoes.Dad has asked (hisself/himself) toremember when he was a kid. He wantsus to learn from his mistakes. Mom toldme she heard (herself/ourselves) talkingand realized that she sounded just like herparents. So hang in there. They love you.So do I, you goof.Love, JayUsageLesson 13CDear Stan,The girl we saw at all the dances(is named/are named) Meg. Dad andUncle Tim (keeps telling/keep telling)me how to meet her. My uncles and Dad(knows/know) I’m shy. In the last week,Uncle Lou, Uncle Tim, and Dad(has given/have given) me lots of advice.Yesterday, Uncle Tim said, “The girlsat my church (is/are) nice. The teens inour parish (makes/make) friends byworking together. Our spaghetti andmeatball supper (are/is) tomorrow. Whydon’t you come help?”So, today I go. When I arrive, a pot ofmeatballs (is waiting/are waiting) for me.I find myself serving lots of messy kids.Soon, meat and sauce (is/are) all overmy apron. The steam from the hot pots(is making/are making) me sweat. Thentwo girls and a boy (begins/begin) to fight.One of the kids (throws/throw) a fistful ofspaghetti. Tomato drips down my cheek.A white and sticky noodle (hangs/hang)from my ear. Friends of my uncle(laughs/laugh). Three girls in the line(stares/stare). Guess who?Meg, her sister, and a friend (is/are)quiet while I serve them. Then Meg’sfriend smiles the warmest smile I’ve everseen. She winks and hands me a wad ofnapkins. Now I have to talk to Meg. Howelse can I learn her friend’s name?Your friend, MikeLanguage Arts C) 92 )SkillsTutor

4UsageLesson 14CAt first, I thought my friend Ann wassilly. (She/They) wanted me to run forpresident. “I even have a slogan,” shesaid. “(He/It) is Peng for President.”I had never thought of myself, Peng,as a class leader. Still, I felt (I/we) coulddo more than Ron. As president, (he/it)hadn’t kept his promises.So Stu and Pat made posters for me.(He/They) used a penguin for mysymbol. Ann and I drew up a plan.Together, (I/we) polished my campaignspeech. (He/It) included ideas forbeautifying our school and tutoringyoung children. Ann said (she/it) wasconfident I could win.Then the campaign began. (He/It) wasexciting. I talked to kids (I/we) had nevermet before. (He/They) had a lot to say.Cafeteria food was their biggestcomplaint. (She/It) should be pizzaeveryday said my classmates.I called Ann. “The penguin postersare real cute,” I said, “but (he/they)should say something about pizza.”Ann listened. Then (she/they) said,“Stick to your ideas. They were good.”When I lost the election I felt bad, untilI saw Ann. (She/He) had a giant stuffedpenguin with a sign. (He/It) said, “Peng,my personal winner.”SkillsTutor) 93 )Language Arts C

4SpellingLesson 1Cp r e s s u r eef p e p s u r f a c ec r a x e ta i r p r a hr g a o e s n a t u r a ld r n e i g h b o r h o o d m ca y r r s i n a o uV i r g i n i a a e m a r r rk n t p r e l d o r rn g o h v n c o u r a g ee r l e c t u r e s d ns a ts e a r c h e f f o r tSpellingLesson 2Cs u p p o r ts h e ns t r e q u i r e b x oo e r c i a p p e a ru r m e o n c l mr e i c f m t t o ac h o i r a t m o s p h e r e r le r f r a r r ed i v o r c e e r i ir t e o ag e rp e r f o r maid e s i r e b a r e l ySpellingLesson 3Cp o i s o nph r e g i o nucs l v a i a sb i a f n a u y ca t o m p b r a c e l e t s an i o e i h e l m e t rd t o w e r e e o a e ba d n r g m a j o rg o t n ns e l d o m er p i l o tLanguage Arts C) 94 )SkillsTutor

4SpellingLesson 4CT e n n e s s e e r n o r m a l l ye u x e s el i c s p e m p h a s i s me t e i r c l ag g a l g e r v i t a m i nr u b l n s e z aa a l p e r m a n e n t e gp r e n t n a c eh a t u t r a rn r s y m p a t h yt e l e s c o p e ae b e n e f i tn e g a t i v e ls k e l e t o nSpellingLesson 5Cp o s s i b l ys i m i l a ri o p p o s i t eu n i f o r m s i rv i e n ai n c i d e n t n t r c i t i z e no i n s t r u m e n t al v v i o c i te s t i m a t e t d o c in s i u g a h a r m o n yt i v c n l na b s o l u t e e i al z lo x y g e n h y d r o g e nSpellingLesson 6Cd e b tocu n w r e c k h a l v e sn g n n s ac i r c u i t o t m o s q u i t o lq e h t e w l mu o d i s c i p l i n e e oe n r c h e nd i a l o g u e n d e s c e n tu u u a i gm g g b q r e c e i p tb h h l ut s c e n e r yySkillsTutor) 95 )Language Arts C

4SpellingLesson 7Ct r a f f i c a c c u r a t ec o o ao f f i c i a l c m pl l o m i s c pl i m u m u w o r r ye a s m n m c l oo c c u r t i m p o s s i b l e c l pt t o t t d e e ra n t e n n a i y i s g im o p a s s a g e ao p p o r t u n i t y t tt e s u c c e e dSpellingLesson 8Ct h ge o t s k y s c r a p e rw o o d l a n d u o h ah m s u e g t ne r o o m m a t e c a e y de a h h d n p ml w t b r o a d c a s t p e oc h e l o c l l w th a d w h e y r ha t n e m e a n w h i l el i f e t i m e a o t rr v c o c o n u t o ee d rt h r o u g h o u tSpellingLesson 9Ckce f f e c t e s b oo p r o f i t b o a r ds t e e l n e r eo e p l a q u ec o u n c i l l do et u p l a g u et h r o n e f qr s f g u e s tp r o p h e t e ew l c o r p sn t tLanguage Arts C) 96 )SkillsTutor

4SpellingLesson 10Ch u m a nc a p i t a l um r me x c e s s i p m o r a l ed t n r nm e t a l a c i p a c c e s so l s t a t i o n a r y or i p c e m ia c a p i t o l a i c o m m a n dl n l p e e op r o c e e d l d n lr i d l e e dySpellingLesson 11Cse x c e p t d e s e r tw l e nf o u r t h w o c l o s e se e t s v e i nv a i n s t r a i g h t c ec h t e o rc o u r s e h s t r a i ts i n c e r e rp b r a k e sf o r t h b r e a kSpellingLesson 12Cd l s p e e c h e si o s o aa s h m l s c r a t c h e sm y s t e r i e s m a so e l m i n f i r e w o r k sn s v e t g g td e r e s t a u r a n t s d r i v e r ss s g e a m oe e g t e e n a g e r s pa m b u l a n c e s e n e hc s t r ii s u m p i r e so p p o n e n t s e ss e l e v a t o r sSkillsTutor) 97 )Language Arts C

4SpellingLesson 13Cm i s u n d e r s t a n did s u n d o u b t e d l yi o n i ds b f n id i s a p p e a r o c sm l y d i s a g r e e d i s c o u n tp e i t r ua a u n u s u a l u r rt s g i n c r e d i b l e bi r r e g u l a r a c ae a t t nn i n c o m p l e t e ct e m i s b e h a v eSpellingLesson 14Cd g p s i n g u l a r mp r i s o n e r u ao r v o r p cp e e f r e c t a n g u l a r hu c r e l e r t il t n s e r t e na o o s m e m o r y i r er r r o e c i r c u l a ro r d i n a r y u i a yt l t wv o c a b u l a r y a o yr t e m p o r a r y el a b o r a t o r y y rSpellingLesson 15Cd a a r g u m e n ta p a r t m e n t u be v t i it r e a t m e n t e h e l p f u ls g l u x o i lh o r o n c r t na n e p o s s i b i l i t y r ep a e m k v t t e sp l m e i e e y a si i e n l r m ln t n t l s e l e c t r i c i t ye y t f i n ts u t t p a y m e n ts u c c e s s f u l yLanguage Arts C) 98 )SkillsTutor

4SpellingLesson 16Cp l a n n e da s s i g n e d x ac s t p p da t a i a c c u s t o m e d e o is t e e r i n g s u l l nt p i t h b l o ii p n e m b a r r a s s i n g e g nn e g r m t d y i n gg d r d e s c r i b i n g zu d t ep u n e x p e c t e de x h a u s t e d te e x p l a i n i n ga d m i t t e d dSpellingLesson 17Cr d i f f e r e n c ei n f l u e n c e m x p sn f a c a p p e a r a n c es u b s t a n c e i o e t qt r n n r i ua e t v i e en i n d e p e n d e n c e v n nc c n n n n i c ce b a l a n c e a i t c o e en e r e lc n a ei m p o r t a n c e c i n s u r a n c ee c ce s i l e n c eSpellingLesson 18Ch i l a r i o u s g e n e r o u suer e l i g i o u s d c rp e o m p r e v i o u sf i l n a o o ja c i t r i u ep m o m i s c h i e v o u s s ar o b o i n e o c le u v u o u l e n o r m o u s oc o n s c i o u s u o o o r ui o s u u u s e r i o u so u s s s ou s us n u m e r o u sSkillsTutor) 99 )Language Arts C

4SpellingLesson 19Cp o p u l a t i o ns o ri p s o r g a n i z a t i o nt e u c l di u r s o o u p i c dn a a p m c c r m o ev t t e x p l a n a t i o n p n td e c i s i o n o t i t r d en o o s s i o e x p r e s s i o nt n n i i o n c s t ti o t n t s i io n i i i o on o o o n nc o m b i n a t i o n n nSpellingLesson 20Ct m s c h o r u s ´ s gf h u c o m up a t i e n t s ´ i n e o it i i e d n t dh r c n u g c h ee s i t c i u e ´r m a s s i s t a n t ´ s j u r y ´ s´ a n s o e t ´s y ´ t r e t o u r i s t s ´c o m p a s s ´ s ´ r mr ´ s s s e n a t o r s ´´ ´ rs m e s s e n g e r ´ s´SpellingLesson 21Cm g r a p hp o l i t i c a l m oc i b ld i a m e t e r m l p i b io i l h o i cp c i o g e o m e t r ys m t h e r m o m e t e r l py e o o e o a o l hm t n s t g p g e o l o g yp e r i s c o p e c e r h y g sh i o r a y i io c p p c cn p e r i m e t e r p h y s i c i a n ay l lLanguage Arts C) 100 )SkillsTutor

4SpellingLesson 22Cm d p c a e da e d e s t r u c t i o n s u f f i c i e n tn p r n d f su e p s i e tf n e c a t s t c e ra u d i e n c e o r r a o t f uc e d i n s t r u c t o r i f ct n i c i c i i v i tu t c l f t s u e c ir u u i i f m i ve l s c o y d e p e n da i i n nf a c t o r o a ti n c l u d eSpellingLesson 23Cs p c ft c i r h e i g h te x t r e m e l y o g o a e nm m n b r r ep m i a a c ir e f e r e e u f b c e i g h t hr e s p o n s i b i l i t y ha r i c y e m ed e f i n i t e e c a r g u a r du s a n sg o v e r n m e n t t f o r e i g ne n i uc o mv a l u a b l e n e c e s s a r ySpellingLesson 24Cccj o c c a s i o n s o u v e n i re c m mw c p d e f i n i t e l yg e n i u s o e o ol r r t r or r a c c i d e n t a l l y sy e d h t a m e a n td e e i b sf s o c a l e n d a r gj u d g m e n t n e f an r e us a w h i l e t o u g hl i c e n s e y eSkillsTutor) 101 )Language Arts C

4SpellingLesson 22Awg e c om g i r l s ´ l m a n i m a l s ´o r u g e o c v bn l m o p n t e os ´ m l h k u n u r s e ´ st s h e a d q u a r t e r s ´ ´ se r f n y ´ w ´f r i e n d s ´ i t s s i b o y ´ s´ s s ´ ´ t os h s c yl i b r a r y ´ s p e a c h ´ ss ´ ´d a d d y ´ sSpellingLesson 23AF s g ie e n o u g h p i c n i c sb b c e a r lt o m o r r o w s p a d d r e s s au u n s p c u ng a d m e t a l r e a d yh r b e g i n n i n g pt y d e c ri d e w m i n u t ec h sf a v o r i t e W e d n e s d a ynnr e m e m b e rSpellingLesson 24Afwa c r o s s ol t C w o m a nv i l l a g e q h e i oo l u r t n c nt w t e l e v i s i o n k cp o l i c e a p s s g e v e r yw d l h t t s e v e r a la w o i m tr b a r g a i n o a w h i s t l ed y e n s es c r y s t a lLanguage Arts C) 102 )SkillsTutor

Assignment SheetsThe following are assignment sheets for SkillsTutor Language Arts C, which list the available activities. TheSkillsTutor management system (OTS) will monitor your lesson assignments and the activities your studentscomplete. However, it may be helpful to photocopy the assignment sheets to help you plan lesson assignments orto help your students keep track of the activities they complete.SkillsTutor) 103 )Language Arts C

5Language Arts C) 104 )SkillsTutor

5ActivityDateAssignedDateCompletedScore/ProgressCapitalization• Pretest on Capitalization1 The Pronoun “I,” Names, Initials, and Titles2 First Words in Sentences and Quotations3 Greetings and Closings in LettersQ1 Quiz on Lessons 1–34 Cities and Place Names5 Days, Months, Holidays, and Historical Events6 Books, Magazines, and Other Printed Material7 Schools, Institutions, and BusinessesQ2 Quiz on Lessons 4–78 Nationalities, Agencies, and Other Organizations9 Seasons, Compass Points, and Titles as Names10 School Courses, Languages, Countries, and PlanetsQ3 Quiz on Lessons 8–10• Posttest on CapitalizationPunctuation• Pretest on Punctuation1 End Marks After Sentences2 Periods After Initials and AbbreviationsQ1 Quiz on Lessons 1–23 Commas to Separate Dates and City and State Names4 Commas & Colons in Letter Greetings and Closings5 Commas and Colons to Separate Items in a ListQ2 Quiz on Lessons 3–56Commas with Introductory Phrases, Interrupting Phrases, andDirect Address7 Apostrophes: Contractions and PossessivesQ3 Quiz on Lessons 6–78 Quotation Marks Around TitlesSkillsTutor) 105 )Language Arts C

5ActivityDateAssignedDateCompletedScore/Progress9 Quotation Marks Around a Speaker’s Words10 Quotations at the Beginning of Sentences11 Quotations at the End of SentencesQ4 Quiz on Lessons 8–1112 Split Quotations13 Commas with Conjunctions and Dependent ClausesQ5 Quiz on Lessons 12–13• Posttest on PunctuationUsage• Pretest on Usage1 Nouns: Singular, Plural, and Possessive2 Pronouns: Singular, Plural, and PossessiveQ1 Quiz on Lessons 1–23 Verbs: Agreement with Simple Subjects4 Verbs: Past, Present, and Future Tenses5 Verbs: Irregular FormsQ2 Quiz on Lessons 3–56 Adjectives: Comparative and Superlative7 Adverbs: Comparative and SuperlativeQ3 Quiz on Lessons 6–78 Simple Subjects and Predicates9 Sentences: Complete, Fragment, and Run-On10 Double NegativesQ4 Quiz on Lessons 8–1011 Pronouns: Subject and Object12 Pronouns: Refl exive13 Verbs: Agreement with Compound and Interrupted Subjects14 Pronouns: Agreement with AntecedentsQ6 Quiz on Lessons 11–14• Posttest on UsageSpelling• Pretest on Spelling1 R-Controlled Vowels 1Language Arts C) 106 )SkillsTutor

5ActivityDateAssignedDateCompletedScore/Progress2 R-Controlled Vowels 2Q1 Quiz on Lessons 1–23 Schwa Sounds in Second Syllables4 Schwa Sounds in Medial Syllables 15 Schwa Sounds in Medial Syllables 2Q2 Quiz on Lessons 3–56 Silent Letters7 Double Consonants8 Compound WordsQ3 Quiz on Lessons 6–89 Homophones and Often-Confused Words 110 Homophones and Often-Confused Words 211 Homophones and Often-Confused Words 3Q4 Quiz on Lessons 9–1112 Plural Endings13 Prefi xes: in–, im–, ir–, dis-, mis–, and un–Q5 Quiz on Lessons 12–1314 Suffi xes: –ar, –ary, –er, –ery, –or, –ory, and –ular15 Suffi xes: –ity, –ment, –ful, and –ness16 Suffi xes: –ed and –ingQ6 Quiz on Lessons 14–1617 Suffi xes: –ance and –ence18 Suffi xes: –ous19 Suffi xes: –ionQ7 Quiz on Lessons 17–1920 Possessives21 Greek Roots22 Latin RootsQ8 Quiz on Lessons 20–2223 Spelling Demons 124 Spelling Demons 2Q9 Quiz on Lessons 23–24• Posttest on SpellingSkillsTutor) 107 )Language Arts C

Congratulations on choosing SkillsTutor, the results-oriented program thatprovides comprehensive basic skills reinforcement for Grade K - Adult learners.Master Core Academic Skills and Pass High Stakes Tests!SkillsTutor covers the core academic skills commonlyfound on state and national standardized tests. EachSkillsTutor module includes the following resources:Classroom Guide allows you to integrate theeducational content of the software into yourclassroom curriculum.Lesson Summaries describe the content covered inthe software. Information is provided by subjectand skill.Assignment Sheets list all lessons and tests. Usethese to plan your assignments and to help yourstudents keep track of work they've completed.Reproducible Worksheets offer students additionalpractice away from the computer.User Guide provides the information needed toinstall the program and instructions on setting upclasses, making assignments and generating reports.Reading Comprehension (Grades 2 - 8)Reading Vocabulary (Grades 3 - 8)Reading (Grade 6 - Adult)Writing (Grade 6 - Adult)Language Arts (Grades 3 - 8)Language (Grade 6 - Adult)Math (Grades 3 - 8)Basic Mathematics (Grade 6 - Adult)Intermediate Mathematics (Grade 6 - Adult)Science I (Grade 6 - Adult)Science II (Grade 6 - Adult)Information Skills (Grade 6 - Adult)Workforce Readiness (Grade 6 - Adult)SkillsTutor's easy-to-use instructionalapproach moves students toward masteryof the basics quickly and effectively.Diagnostic and Prescriptive pretests identify gapsin knowledge and customize lessons for the student.Basic Skills lessons focus on mastery of conceptswith examples and practice items.Quizzes test students' retention of lesson content.Thinking Skills Lessons help students apply theconcepts they've learned to real-life situations.Post-tests measure students' mastery andlearning growth.Need products for younger learnersor workforce transition programs?K-2 Learning MileStones teaches and reviews pre-reading and basicmath concepts and enhances critical thinking skills for K - 2 learners. Thisfun and interactive program provides immediate feedback, automaticscoring and reporting.Employability & Work Maturity Skills 2 helps youth and adult learnersbuild the skills they need to succeed in today's job market. Thisresearch-based program teaches learners how to find, obtainand keep a job.Work Based Learning assesses reading and math skills, identifiesdeficiencies, and prescribes lessons to improve skills. Lesson content isselected on the basis of each learner's vocational interestVisit www.SkillsTutor.com to view sample lessons,read effectiveness reports, access state standards correlationsand find out about additional products!10400 Little Patuxent Parkway,Suite 310 • Columbia, MD 21044Phone: 1.888.391.3245 • Fax: 1.888.391.3244E-Mail: skillstutor_info@hmco.com