Grammar F

Level F

Grammar and Writing

This book belongs to

Name Address Telephone School Teacher Grade

Grammar and Writing Written and Edited by: Yehudis Leitner, Fraydel Sharf, Ariella Klarfeld, Miriam Shulamis Eisemann, Sara Sampson Layout: Vladan Dojcinovic

Front cover: Mirko Zunic

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Level F

O INTR

DUCTION LETTE

R

Welcome to the Lighthouse Grammar and Writing Workbook!

Dear Educators, We are excited to introduce the Lighthouse Grammar and Writing Workbook, crafted to enhance your teaching with an innovative approach to mastering English. This workbook combines structured grammar lessons with practical writing exercises, providing a comprehensive and engaging resource for you and your students.

Each grammar section features clear explanations and easy-to-follow instructions, followed by writing activities, allowing students to apply their new knowledge. This approach bridges the gap between understanding grammar rules and using them effectively, developing their writing skills step by step for clearer and more creative communication.

Every lesson encourages the exploration of different writing styles while reinforcing essential grammar concepts. Our goal is to make teaching both enjoyable and impactful, equipping you with the tools to cultivate confident and proficient communicators in your classroom.

Thank you for choosing the Lighthouse Curriculum. We look forward to supporting you and your students on this journey to language mastery!

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Sincerely,

Lighthouse Grammar and Writing Level F

ISBN 978-1-972340-12-7

Lighthouse Curriculum 718.285.7100 • info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com ©Copyright 2025 Lighthouse Curriculum Inc. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, stored in a database and/or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. To obtain permission to use portions of material from this publication, please contact Lighthouse Curriculum.

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Level F

Table of Contents 1

1 Concrete and Abstract Nouns

10

2 A and An

12

3 Plural Forms

14

4 Common and Proper Nouns

16

5 Capitalization: Proper Nouns

18

6 Review: Nouns

20

UNIT

2

Verbs and Simple Sentences

7 Action Verbs

22

8 Forming Sentences

24

9 Subject and Predicate

26

10 Subject-Verb Agreement

28

11 Past Tense Verbs

30

12 Irregular Past Tense Verbs

32

13 Verb Tense Consistency

34

14 Review: Verbs and Simple Sentences

36

UNIT

3

Nouns

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UNIT

Nouns and Pronouns

15 Nouns as Direct Objects

38

16 Nouns as Indirect Objects

40

17 Pronouns

42

18 Pronoun–Antecedent Agreement & Clarity

44

19 Review: Nouns and Pronouns

46

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Level F

5

Table of Contents UNIT

4

20 Possessive Pronouns

48

21 Reflexive Pronouns (-self / -selves)

50

22 Intensive Pronouns

52

23 Pronoun Shifts

54

24 Review: More on Pronouns

56

UNIT

5

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6

Sentence Types

25 Capitalization: Sentences

58

26 Sentence Types

60

27 End Punctuation

62

28 Sentence Fragments

64

29 Run-On Sentences

66

30 Review: Sentence Types

68

UNIT

6

More on Pronouns

Adjectives and Adverbs

31 Adjectives

70

32 Proper Adjectives

72

33 Comparing with Adjectives

74

34 Adverbs

76

35 Comparing with Adverbs

78

36 Review: Adjectives and Adverbs

80

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Level F

7

Forms of Be and Voice

37 Past Forms and Helping Verbs

82

38 Forms of Be

84

39 Active and Passive Voice

86

40 Review: Forms of Be and Voice

88

UNIT

8

Combining Sentences

41 Combining Sentences: Subjects and Predicates

90

42 Possessive Nouns

92

43 Combining Sentences: Possessive Nouns

94

44 Combining Sentences: Who, Which, That

96

45 Who, Which, That Punctuation

98

46 Review: Combining Sentences

100

UNIT

9

More on Combining Sentences

47 Using FANBOYS

102

48 Independent and Dependent Clauses

104

49 Compound and Complex Sentences

106

50 Run-On Sentences

108

51 Review: More on Combining Sentences

110

UNIT

10

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UNIT

Abbreviations and Contractions

52 Abbreviations

112

53 Contractions

114

54 Review: Abbreviations and Contractions

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Level F

7

Table of Contents UNIT

11 Punctuation 55 Commas in a Series

118

56 Commas After Introductory Words

120

57 Commas After Introductory Groups of Words

122

58 Commas After Appositives and Interrupting Words

124

59 Semicolons

126

60 Colons

128

61 Review: Punctuation

130

UNIT

12 Quotations 62 Quotations

132

63 Direct Quotations

134

64 Direct Quotations: Punctuation

136

65 More on Direct Quotations

138

66 Review: Quotations

140

UNIT © Lighthouse Curriculum. Copying strictly prohibited.

13 Vocabulary Building

8

67 Prefixes

142

68 Suffixes

144

69 Synonyms

146

70 Antonyms

148

71 Roots

150

72 Denotation and Connotation

152

73 Review: Vocabulary Building

154

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Level F

UNIT

14 Word Usage 74 Homophones

156

75 Homographs

158

76 Compound Words

160

77 Review: Word Usage

162

UNIT

15 Dictionary Skills 78 Finding Words

164

79 Syllables

166

80 Pronunciation

168

81 Accent Marks

170

82 Parts of Speech

172

83 Definitions

174

84 Multiple Meanings

176

85 Review: Dictionary Skills

178

UNIT

86 Don’t and Doesn’t

180

87 Accept and Except, Good and Well

182

88 Learn and Teach, Rise and Raise

184

89 Affect and Effect, Lie and Lay

186

90 Most and Almost, Between and Among

188

91 Double Negatives

190

92 Unnecessary Words

192

93 Review: Common Usage Errors

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Level F

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16 Common Usage Errors

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Unit 1

Lesson 1

Nouns

Concrete and Abstract Nouns A concrete noun is a word that names a person, place, animal, or thing.

Examples: teacher, student, school, book, desk, dog

An abstract noun is a noun that names an idea, feeling, or quality.

You cannot see or touch an abstract noun.

Examples: honesty, courage, respect, responsibility, happiness The photograph brought back many happy memories. concrete noun

abstract noun

Underline the concrete nouns and circle the abstract nouns.

1.

Our classroom encourages creativity and teamwork.

2.

The principal praised the class for their honesty.

3.

Having confidence helps students succeed.

4.

The library is a quiet place.

5.

Your kindness made the teacher smile.

6.

Effort helped the child improve.

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Write C for concrete noun and A for abstract noun.

10

7.

courage

13. joy

8.

notebook

14. kindness

9.

success

15. desk

10. playground

16. fear

11. patience

17. honesty

12. backpack

18. mother

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Level F

Unit 1

Lesson 1

Paragraph Writing

Every strong paragraph has a clear structure. It begins with a topic sentence that tells what the paragraph is about. The body sentences develop the idea with details, examples, or events. The closing sentence brings the paragraph to a clear end.

Write a paragraph about a special moment.

Begin with a strong topic sentence, develop your idea in the middle, and close with a sentence that wraps it up. Include at least one abstract noun and underline every noun in your paragraph.

Let’s BRAINSTORM

What moment will you write about? • the first day somewhere new • a moment when something went unexpectedly well • a time when a plan changed at the last second • a small moment that turned out to matter • a time you surprised yourself • a moment shared with someone you care about • something ordinary that became unexpectedly interesting • a time you had to be brave

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Example: [ Topic Sentence] Last Tuesday, our class worked together on a surprise art project.

[Body] The desks had been moved into a circle, and a blank canvas sat in the center of the room. Nobody knew what would happen next, so our curiosity grew. Each student added one small part to the painting. [Closing Sentence] By the end, we had created something that showed the creativity of the whole class.

Abstract noun ideas: • worry • pride • relief • curiosity • excitement • courage • frustration • hope • confidence • gratitude • nervousness • joy • kindness •trust • patience • confusion

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Level F

11

Unit 1

Lesson 2

Nouns

A and An Use a before words that begin with a consonant sound.

Examples: a book, a history lesson, a uniform (y sound), a human

Use an before words that begin with a vowel sound.

Examples: an apple, an open door, an hour (silent h)

Listen to the sound at the beginning of the word, not just the letter.

Match each word or phrase to "a" or "an."

1.

hour •

2.

university •

3.

honest mistake •

4.

useful tool •

5.

amazing idea•

a an

• 6.

unusual idea

• 7.

science experiment

• 8.

difficult decision

• 9.

important document

• 10. electrical device

Fill in the blanks with “a” or “an.”

In 1903, Wilbur and Orville Wright flew

historic flight. They weren't scientists, but

they were brilliant mechanics. Building

airplane was

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brothers who owned On

unusual goal for two

ordinary bicycle shop.

cold winter morning in North Carolina, they prepared for their first flight. Orville

didn't wear lasted less than

pilot’s uniform; he wore

suit and tie. The first successful flight

minute, but it was

amazing event for the world. It only took

hour for the news to spread that humans could finally fly.

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Level F

Unit 1

Lesson 2

Informative Writing

Informative writing explains a topic clearly so the reader walks away knowing something they did not know before. It is not about sharing opinions — it is about giving the reader accurate, organized information they can actually use. One of the most common forms of informative writing is procedural writing, which explains how to do something step by step using sequence words like first, next, then, and finally.

Write a procedural paragraph explaining how to prepare for an important day or event.

Include at least four steps in order. Use at least four examples of a/an correctly in your writing and sequence words to clearly explain your topic.

Example: Preparing for a spelling bee takes practice and planning. First, find a quiet place and gather a notebook and a pencil. Next, write down the words you find most difficult. Then, practice saying each word out loud. Finally, review your notes one last time so you feel ready.

Let’s BRAINSTORM

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I am preparing for

What kind of event are you preparing for? • spelling bee • carnival • picture day • babysitting job • hike • book report • reunion • bake sale • school play • science fair • assembly • guest visit What tools or materials do you need? • dictionary • pen • notebook • tickets • booth • prizes • sweater • blanket • diaper bag • backpack • water bottle • map • signs • camera • glue • timer • microphone

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Level F

13

Unit 1

Lesson 3

Nouns

Plural Forms A singular noun names one. A plural noun names more than one.

Add -s to most nouns.

Change -f or -fe to -v and add -es.

Example: book → books

Example: wolf→ wolves

Add -es to nouns ending in s, sh, ch, x, or z.

Irregular plural nouns do not follow a rule.

Example: box → boxes

Change -y to -ies when a noun ends in a consonant + y.

Examples: c hild → children, mouse → mice, person → people, deer → deer

Example: city → cities

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Write the correct plural form.

1.

library

7.

brush

2.

fox

8.

wolf

3.

baby

9.

key

4.

knife

10. guess

5.

class

11. penny

6.

child

12. mouse

Circle the error and rewrite the word correctly.

13. Two deers were in the forest.

14. Three boxs were stacked near the door.

15. I purchased bags of cherrys at the fruit store.

16. Several leafs covered the sidewalk.

17. Several mouses live in the barn.

18. The wolfs howled at the moon.

19. The familys went on vacation together.

20. The chef sharpened all the knifes.

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Level F

Unit 1

Lesson 3

Argument Writing

In argument writing, you do more than share your opinion. You make a claim and support it with strong reasons. A claim is a position that someone could agree or disagree with, and it should be supported with clear reasons and evidence.

Think of two things that you can compare.

Write an argument paragraph stating a clear claim about which of two things is better or more effective. Support your claim with at least two reasons. Use at least three plural nouns in your writing and at least one irregular plural noun. Underline all the plural nouns in your paragraph.

(vs. = versus - against or comparing two different things)

Let’s BRAINSTORM

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Example: C ities vs. towns I think cities are more exciting than towns. Cities have tall buildings, busy streets, and bright lights. Families can visit museums and parks. Children see buses and trains every day. People from different countries live there.

For these reasons, I feel that cities are more exciting than towns.

What two things will you compare? • summer vs. winter • pizza vs. chicken • zoo vs. farm • grammar vs. math • board games vs. card games • pens vs. pencils • spoon vs. fork • sneakers vs. shoes What plural nouns can you include? • children • women • men • mice • boxes • cities • knives • wolves

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Level F

15

Unit 1

Lesson 4

Nouns

Common and Proper Nouns A common noun names a general person, place, thing, or idea.

Common nouns are not capitalized.

Examples: student, town, school, organization, holiday

A proper noun names a specific person, place, thing, or event.

Proper nouns are always capitalized.

Examples: Jane Smith, First Street, Statue of Liberty, Presidents’ Day

Circle all the common nouns and underline all the proper nouns.

1.

The teacher greeted John Doe at the door.

2.

Our class visited Main Street during the trip.

3.

The city held a parade on Independence Day.

4.

A tourist took pictures of the Empire State Building.

5.

The school closed early on Thanksgiving day.

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Each sentence has one or more capitalization errors. Rewrite the sentences correctly.

6.

My Friend sam met james at central park.

7.

The Class read about george washington in history.

8.

We visited the statue of liberty in new york city.

9.

Our Family traveled along fifth avenue to the empire state building.

10. Last summer, uncle mike drove us to niagara falls In canada.

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Level F

Unit 1

Lesson 4

Narrative Writing

A narrative is a story that tells what happens. It includes a beginning, middle, and end. In narrative writing, a strong opening helps the reader understand the story. It tells who is there, where the story happens, and what is going on. Without this information, the reader may feel confused before the story begins.

Write a paragraph describing one specific moment from your life.

Focus on setting the scene clearly — who you are with, where you are, and what is happening right now in that moment. Use both common and proper nouns to make your story feel specific and real.

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Example: It is a summer afternoon, and I am visiting New York City with my family. The park is full of trees, paths, and people enjoying the day.

Let’s BRAINSTORM

What moment will you write about? • the first day somewhere new • waiting for something important to begin • arriving at a place that matters to you • a quiet moment before something big happens • being somewhere with people you care about • a moment at school, at practice, or somewhere familiar

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Level F

17

Unit 1

Lesson 5

Nouns

Capitalization: Proper Nouns Proper nouns always begin with a capital letter.

Names of people and titles before names Examples: Sarah Cohen, President Lincoln, Dr. Max Green

Names of places Examples: Chicago, Lake Michigan, Main Street

Names of days, months, and holidays Examples: Sunday, January, Presidents’ Day

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Each sentence below has at least one capitalization error. Circle the errors.

1.

Last summer, my family traveled to niagara.

2.

Our teacher, mrs. gold, teaches history at roosevelt middle school.

3.

We studied the civil war during the week of presidents’ day.

4.

dr. johnson organized a free flu shot day on sunday.

5.

My cousin sam lives in boston, massachusetts, near the charles river.

6.

We read a book about abraham lincoln while visiting lincoln park.

7.

The principal announced that school will be closed on labor day.

8.

On monday, our class will visit the metropolitan museum with mr. harris.

Write C if it is correct. Write I if it is incorrect. If incorrect, rewrite it correctly.

9.

Jewish holidays

10. science class 11. lake erie 12. mrs. thompson 13. central park 14. fire station 15. pacific ocean 18

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Level F

Unit 1

Lesson 5

Editing

Editing is the process of fixing mistakes in writing. It includes correcting capitalization, spelling, and punctuation.

Write a messy event flyer.

Then, rewrite it using complete sentences and correct capitalization. Add one new sentence with an extra detail. Make sure to include at least one proper noun. Your final flyer should include 4–6 sentences.

Example: Before: Messy Flyer sunday play on sunday at lincoln middle school. come see it. 7pm

After: Corrected Flyer

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Before: Messy Flyer

After: Corrected Flyer The school play will take place at Lincoln Middle School on Sunday. Doors open at 6:30 PM, and the performance begins at 7:00 PM. Tickets are available at the main office.

Let’s BRAINSTORM

What event will your flyer be about? • school play • class trip • book fair • science night • art show • fundraiser • field day • award ceremony • open house • holiday party • assembly • competition • bake sale • community celebration • spelling bee • school election • graduation • talent show • craft fair

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Level F

19

Unit 1

Lesson 6

Nouns

Review Nouns A concrete noun is a word that names a person, place, animal, or thing.

An abstract noun is a noun that names an idea, feeling, or quality.

A singular noun names one. A plural noun names more than one.

To make a noun plural: Add -s to most nouns.

Add -es to nouns ending in s, sh, ch, x, or z.

Change -y to -ies when a noun ends in a consonant + y.

Change -f or -fe to -v and add -es.

Irregular plural nouns do not follow a rule.

A common noun names a general person, place, thing, or idea. Common nouns are not capitalized.

A proper noun names a specific person, place, thing, or event. Proper nouns are always capitalized.

Use a before words that begin with a consonant sound. Use an before words that begin with a vowel sound.

Underline all the concrete nouns and circle all the abstract nouns.

Our class went on a trip to a cultural center to learn about Native American life with great excitement. We saw a teepee and a fire pit © Lighthouse Curriculum. Copying strictly prohibited.

that filled us with wonder. The guide shared a story about Native American families and their wisdom. In one room, a drum and a woven blanket gave us a feeling of curiosity. At the end of the visit, we shared our ideas and felt respect for the Native Americans.

Write the plural form of each singular noun below.

20

1.

toy

5.

mouse

2.

lady

6.

baby

3.

knife

7.

fox

4.

watch

8.

loaf

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Level F

1.

Last summer, my friend mike and I visited paris and saw the eiffel tower.

2.

On monday, our class at lincoln middle school went to the smithsonian museum.

3.

My cousin ethan moved to canada and now lives in toronto near lake ontario.

4.

We read a book by ronald dahl at greenwood academy.

5.

During winter break, my family traveled to new york city and saw the statue of liberty.

Fill in the blanks with "a" or "an" to complete the story.

On

sunny morning, Sue found

was

old key and

“It looks like snack,

friend for help,

plan.

quiet street and saw

unusual door behind

key to open the door and found

ancient book and

answer to

mix of excitement and curiosity. She asked

and together, they made

Sue used

tree. Inside the box, there

small note. The note said, “Find

secret.” Sue felt

They walked to

strange box under

map. The map showed adventure!” Sue said with

bottle of water, and

tall fence.

hidden room. Inside, there was path to

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Circle the letters in the proper nouns that should be capitalized.

island.

smile. She packed

bag with

extra jacket. Soon, they were heading toward

exciting journey.

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Level F

21

Unit 2

Lesson 7

Verbs and Simple Sentences

Action Verbs An action verb tells what someone or something is doing.

Examples: r un, build, carry, write (actions you can see) think, decide, imagine, remember (actions you cannot see)

Underline the verb in each sentence.

1.

The students carried their books into the classroom.

2.

She opened the door quietly.

3.

The team built a model for the project.

4.

He packed his bag before leaving.

5.

We cleaned the room after the activity.

6.

The class lined up in the hallway.

7.

She wrote her answers carefully.

8.

They moved the desks into rows.

9.

The student completed the assignment early.

10. He raised his hand to ask a question. © Lighthouse Curriculum. Copying strictly prohibited.

Underline the verb you cannot see in each sentence.

11. She remembered the directions from class.

12. The student understood the question right away.

13. We believed the story was true.

14. The class imagined a different ending.

15. He wondered about the solution.

16. They planned their next steps carefully.

17. We realized our work was finished.

18. She pictured the answer clearly in her mind.

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Level F

Unit 2

Lesson 7

Narrative Writing

Strong narrative writing uses vivid action. Strong verbs show exactly what a character does, rather than using vague words like went, did, or got. Together, action verbs and mental verbs help the reader feel like they are inside the scene.

Write a narrative paragraph about the scene below.

You stay after school to finish a project. When you walk into the hallway, the lights are off, and the door of the classroom is locked.

Tell what you do and what you think. Include at least four action verbs and two mental verbs in your paragraph.

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Story Starter: I walked into the hallway and stopped when I saw the dark room. I pushed the door, but it would not open.

Let’s BRAINSTORM

What action do you take first? • What do you notice in the hallway? • What are you thinking while you wait?

• Do you feel worried, calm, frustrated, curious, determined, or brave? • How does the situation end?

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Level F

23

Unit 2

Lesson 8

Verbs and Simple Sentences

Forming Sentences A complete sentence has both a noun and a verb.

Example: Geese fly.

Write a noun to complete each sentence.

1.

runs.

2.

bark.

3.

flew.

4.

rang.

5.

swam.

6.

opened.

7.

starts.

8.

rolled.

9.

sang.

10.

danced.

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Write a verb to complete each sentence.

11. Students

.

12. Cars

.

13. Babies

.

14. Birds 15. He

24

. .

16. We

.

17. Rabbits

.

18. Flowers

.

19. Children

.

20. Friends

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Level F

.

Unit 2

Lesson 8

Argument Writing

Good argument paragraphs use complete, clear sentences so the reader can follow the writer’s thinking from the first sentence to the last. Each sentence should help prove why one choice is better than the other.

Read the “Would You Rather” questions below.

Choose one question, then write a persuasive paragraph explaining why you feel your choice is better. Support your opinion with at least two reasons. Every sentence must include both a noun and a verb. Underline the noun and circle the verb in each sentence.

Would you rather... give a speech or write an essay? paint a picture or act in a play? live in a treehouse or in a castle? live underwater or in outer space?

Let’s BRAINSTORM

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Example: I would rather live underwater. Fish swim all around the ocean. People could explore colorful coral reefs every day.

Noun ideas: • astronauts • fish • oceans • planets • families • rockets • submarines • stars • coral reefs • animals • divers • aliens • students • spaceships • sea creatures • branches • towers • ladders • kingdom • forest • balcony • royalty • staircase • guards • view • moat • nature • scientists Verb ideas: • swim • float • explore • travel • discover • live • breathe • see • enjoy • protect • study • visit • survive • observe • learn • climb • wonder • communicate • search • imagine

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Level F

25

Unit 2

Lesson 9

Verbs and Simple Sentences

Subject and Predicate A subject is who or what the sentence is about.

The main word in the complete subject of a sentence is usually a noun.

The predicate tells what the subject is or does.

The main word in the complete predicate of a sentence is usually a verb.

Example: The constructions workers completed the job for the day. complete subject

complete predicate

Draw a line to separate the complete subject and predicate in each sentence.

Then, write the main noun or verb.

1.

The Venus flytrap grows in wet soil where nutrients are hard to find.

verb/predicate 2.

The plant survives by catching insects instead.

verb/predicate 3.

Each leaf has tiny hairs on its surface.

noun/subject 4.

The trap closes when an insect touches the hairs more than once.

verb/predicate © Lighthouse Curriculum. Copying strictly prohibited.

5.

The leaf snaps shut in less than a second.

verb/predicate 6.

The trapped insect cannot escape easily.

noun/subject 7.

The plant slowly digests the insect for nutrients.

noun/subject 8.

This process helps the plant grow in poor soil.

verb/predicate 9.

Scientists studied the Venus flytrap for many years.

noun/subject 10. The discovery showed how plants can adapt in surprising ways. verb/predicate 26

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Level F

Unit 2

Lesson 9

Descriptive Writing

Descriptive writing helps the reader picture a person, place, or thing using clear details. It uses strong words that show what something looks, sounds, smells, tastes, or feels like.

Choose a busy place like a zoo, airport, school hallway, or park.

Write three complete sentences about that place.

Make sure each sentence has a clear subject and predicate.

Example: T he airport fills with travelers.

Families carry suitcases.

Airplanes take off from the runway.

1.

2.

3.

Now turn your three sentences into one descriptive paragraph. Add details, but make sure every sentence still has a clear subject and predicate.

© Lighthouse Curriculum. Copying strictly prohibited.

Example: The busy airport fills with travelers each morning. Families carry suitcases through long lines.

Airplanes take off from the runway every few minutes. The crowded terminal stays active all day.

Let’s BRAINSTORM

Which busy place will you write about? • zoo on a warm day • playground at recess • train station at rush hour • lunch room at school • amusement park with rides and crowds • doctor’s office waiting room • construction site during work • store on a busy day • airport • supermarket • parking lot at a big event

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Level F

27

Unit 2

Lesson 10

Verbs and Simple Sentences

Subject-Verb Agreement A verb must match its subject. This means the verb changes depending on who or what is doing the action.

A plain form verb is used in the present tense with plural nouns or pronouns. A plain form verb does not end in -s.

Example: His friends play ball too.

An -s form verb is used in the present tense with singular nouns or pronouns. An -s form verb usually ends in -s.

Example: Mike plays ball.

© Lighthouse Curriculum. Copying strictly prohibited.

Underline the subject. Circle the correct verb form.

1.

Every morning, the student (pack / packs) his bag for school.

2.

The boys (run / runs) to the bus stop every day.

3.

My brother (walk / walks) to school every morning.

4.

The teachers (meet / meets) in the hallway before class.

5.

The principal (announce / announces) the schedule each morning.

6.

The class (begin / begins) the lesson on time.

7.

The desks (line / lines) up neatly in rows.

8.

The notebooks (belong / belongs) to the students.

9.

Each child (need / needs) a pencil for the test.

10. The students (work / works) quietly during the test.

11. One student (raise / raises) a hand to ask a question.

12. Several students (finish / finishes) early.

13. Each group (share / shares) one answer with the class.

14. The students (review / reviews) their answers carefully.

15. The teacher (check / checks) homework before the bell rings.

16. The volunteers (clean / cleans) the classroom after the event.

17. Each team (present / presents) their project to the class.

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Level F

Unit 2

Lesson 10

Informative Writing

Informative writing explains a topic clearly by giving details about what it is and how it works. A strong informative paragraph begins with a topic sentence that tells the reader what the paragraph is about. The rest of the paragraph gives details that explain the topic.

Inform the students and parents in your school about a new Sunday program starting soon.

Create a name for the program. Begin with a strong topic sentence that tells the reader what it is and who it is for. Then explain what the program includes and how it works.

Make sure the subject-verb agreements are correct.

© Lighthouse Curriculum. Copying strictly prohibited.

Example: [Topic Sentence]The Sunday Cooking Club is an exciting new program for students who want to learn how to make simple meals. Students work in small groups. Instructors guide each group and show each step. Students learn to follow directions and prepare food together. The program helps students learn and enjoy cooking.

Let’s BRAINSTORM

What kind of program will you write about? • art lessons • music lessons • singing group • woodworking workshop • gymnastics practice • cooking club • science experiments • writing club • chess club • drama group • photography lessons • gardening • debate club • robotics club • dance class

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Level F

29

Unit 2

Lesson 11

Verbs and Simple Sentences

Past Tense Verbs A past tense verb tells about an action that already happened.

To make a verb past tense, follow these rules: •

Most verbs: add -ed

•

Example: j ump → jumped

•

Verbs that end in e: add only -d Example: m ove → moved

One-syllable verbs that end in a single vowel + a single consonant: double the last letter and add -ed

•

Verbs that end in a consonant + y: change y to i and add -ed Examples: c ry → cried worry → worried

Example: mop → mopped

Write each word in past tense form.

1.

plan

7.

drop

2.

carry

8.

stop

3.

continue

9.

grab

4.

record

10. finish

5.

study

11. hurry

6.

measure

12. talk

© Lighthouse Curriculum. Copying strictly prohibited.

Complete the story using the past tense verbs written above. their work before entering the dark tunnel. They

The miners

the maps and carried their tools inside. Once underground, they

the walls and

their notes.

Suddenly, a loud noise echoed through the tunnel. The crew and listened. One worker

his flashlight, and the light

flickered. For a moment, the tunnel felt completely silent. He quickly the flashlight and After several tense hours, the miners

30

working. their work.

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Level F

Unit 2

Lesson 11

Narrative Writing

A personal narrative tells a story about something that happened in your life. It includes events in order and strong transition words to help the reader follow the events clearly from beginning to end.

Write about a time when a simple plan changed unexpectedly.

Describe what happened first, what changed, and how it ended. Use past tense verbs and three transition words. Underline the transition words.

Let’s BRAINSTORM

© Lighthouse Curriculum. Copying strictly prohibited.

Example: Last week, my partner and I planned to build a model volcano for our science project. First, we gathered our supplies and mixed the clay after school. The next day, we carefully carried it to class and set it on our desk. Just before it was time to present, part of the volcano started to fall apart. Suddenly, everything changed. Feeling nervous, we decided to explain our project without the model.

What moment will you write about? • class party that moved indoors • performance that was delayed • hike that turned rainy • project that failed at first • birthday cake that fell • trip that was canceled • power outage at home • lost backpack • missed bus • broken bicycle • weather that ruined an outdoor event Transition word ideas: • first • then • next • after that • suddenly • just before • at that moment • by the time • as soon as • in the end • looking back • finally • before long • without warning

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Level F

31

Unit 2

Lesson 12

Verbs and Simple Sentences

Irregular Past Tense Verbs Some verbs do not form the past tense using the normal rules. These are called irregular verbs.

Examples: g o → went, see → saw, take → took, give → gave, find → found, write → wrote, begin → began, leave → left, eat → ate, run → ran, speak → spoke, bring → brought, buy → bought, teach → taught, feel → felt, choose → chose

© Lighthouse Curriculum. Copying strictly prohibited.

Match the verb to the irregular past tense verb.

1.

eat

•

• began

2.

run

•

• chose

3.

speak

•

• ate

4.

begin

•

• felt

5.

choose •

• ran

6.

bring

•

• taught

7.

buy

•

• left

8.

teach

•

• brought

9.

feel

•

• bought

10. leave

•

• spoke

Write the past tense of the verb written in ( ) to complete the sentences.

11. Yesterday, the class (go) 12. She (see) 13. The teacher (give)

a mistake on her paper. clear directions.

14. We (take)

notes during the lesson.

15. He (find)

the answer after thinking carefully.

16. The students (write)

32

on a field trip.

their responses quietly.

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Level F

Unit 2

Lesson 12

Narrative Writing

A mystery tells about something strange or unknown. It includes clues and events that help explain what happened. It often builds curiosity and leads to a solution.

Read the story starter and continue the mystery.

Write 6–8 sentences describing what happened next and how the mystery was solved. Use irregular past tense verbs in your writing.

© Lighthouse Curriculum. Copying strictly prohibited.

Story Starter: Last night, I heard a strange noise coming from the hallway.

I got out of bed and went to the door. When I opened it, I saw something move near the stairs.

Let’s BRAINSTORM

Who or what did you see? • Did you run, hide, or speak? • Did someone come or leave? • What clues did you notice? • How did you solve the mystery? • How did you feel at the end?

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Level F

33

Unit 2

Lesson 13

Verbs and Simple Sentences

Verb Tense Consistency Verb tense shows when something happens. Keep the same verb tense in a sentence unless the time changes.

Past: already happened Present: happening now Future: will happen (Future always uses will + base verb.)

Example: The class the project. past–started, present–start/starts, future–will start

Read the sentences and write the correct past, present, and future of the word given.

1.

walk - A. Yesterday, the class

to the park.

B. Every morning, the students

quietly to class.

C. Tomorrow, the group 2.

to the museum. notes.

take - A. Earlier today, the students B. During every lesson, the class

notes.

C. Next time, the group 3.

C. Later, the class

© Lighthouse Curriculum. Copying strictly prohibited.

an error.

find - A. Yesterday, the group B. Often, he

4.

notes again.

mistakes quickly. the solution. quietly.

begin - A. Last class, the lesson B. Usually, class

at the same time.

C. Tomorrow, the activity 5.

early. shelters from stone.

build - A. Long ago, people B. Today, workers

strong houses.

C. In the future, engineers 6.

safer structures. quickly.

grow - A. Last spring, the plants B. Each year, the garden C. Soon, the tree

34

larger. new leaves.

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Level F

Unit 2

Lesson 13

Informative Writing

Compare and contrast is a helpful strategy in informative writing. It shows how two ideas, objects, or time periods are alike and different. Writers use this strategy to help readers understand a topic more clearly and completely.

Write an informative paragraph explaining how something has changed over time.

Compare what it was like in the past to what it is like now. Then explain how you think it may be in the future. Use correct verb tense for each part of your paragraph.

Example: Y ears ago, people built houses using simple tools and basic materials. Today, people use machines and strong materials to build homes more quickly and safely. In the future, I believe people will build houses that can change shape, adjust their temperature, and even clean themselves. Building homes continues to change as new ideas grow.

Past:

© Lighthouse Curriculum. Copying strictly prohibited.

Present:

Future:

Let’s BRAINSTORM

What will you write about? • traveling from place to place • learning in school • communicating with others • cooking meals • making clothes • doing daily work • playing games • using tools • staying healthy • getting information • finding directions • listening to music • growing food • preserving memories

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Level F

35

Unit 2

Lesson 14

Verbs and Simple Sentences

Review Verbs and Simple Sentences An action verb tells what someone or something is doing.

A past tense verb tells about an action that already happened.

A complete sentence has both a noun and a verb.

•

Most verbs: add -ed

•

Verbs that end in e: add only -d

•

ne-syllable verbs that end in a O single vowel + a single consonant: double the last letter and add -ed

•

erbs that end in a consonant + y: V change y to i and add -ed

•

I rregular verbs: do not form the past tense using the normal rules

•

The subject is who or what the sentence is about.

•

The predicate tells what the subject is or does.

A verb must match its subject.

•

A plain form verb is used in the present tense with plural nouns or pronouns. A plain form verb does not end in -s.

•

An -s form verb is used in the present tense with singular nouns or pronouns. An -s form verb usually ends in -s.

Verb tense shows when something happens. Keep the same verb tense in a sentence unless the time changes.

Fill in the blanks with the correct verb form. up early because he [has / had]

Yesterday, John [wake / woke] © Lighthouse Curriculum. Copying strictly prohibited.

busy day. He [feel / felt]

excited and a little nervous. His dad [pack / packed]

his lunch while John [carry / carried] Soon, they [leave / left]

his books from his room.

the house.

Now, at school, his teacher [hand / hands]

out a project and [try / tries]

explain the directions clearly. John [listen / listens] [hope / hopes]

project, he (will fix/ fixed)

hard.

his project. When he has completed his any mistakes before turning it in. John knows

that he (will enjoy/ enjoyed)

36

to

carefully and

to do well. During class, he [study / studies]

Tonight, John (plan /will plan)

John [smile / smiles]

a

making the project. as he [think / thinks]

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about his busy day.

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Level F

Read the sentences and write the correct past, present, and future of the word given.

1.

play - A. Yesterday, we

a game in class.

B. Every afternoon, the boys

outside.

C. Tomorrow, we 2.

a new game. a quick breakfast.

eat - A. This morning, I B. Every day, we C. Later, we

3.

lunch at noon. dinner together. a story.

write - A. Last night, I B. In class, we

in our journals.

C. Tomorrow, we

a report.

Draw a line to separate the complete subject and predicate in each sentence.

Circle the main noun and box the main verb in each sentence.

The bright star shines in the dark night sky.

5.

A large telescope helps scientists study distant planets.

6.

The powerful rocket launches into space with a loud roar.

7.

An experienced astronaut travels to the space station.

8.

The small satellite orbits the Earth every day.

9.

The full moon glows above the quiet town.

© Lighthouse Curriculum. Copying strictly prohibited.

4.

10. The distant planet spins slowly.

Write each word in past tense form.

11. cook

16. skip

12. smile

17. clean

13. clap

18. dance

14. fry

19. paint

15. copy

20. slip Lighthouse G R A M M A R A N D W R I T I N G

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Level F

37

Unit 3

Lesson 15

Nouns and Pronouns

Nouns as Direct Objects A direct object is a noun or pronoun that receives the action of the verb.

It answers the question “what?” or “whom?” after an action verb.

Example: He kicked the ball. Kicked what? → ball (ball=direct object)

Circle the direct object of the underlined verb.

1.

The student carried the backpack.

2.

The teacher checked the homework.

3.

The team solved the problem.

4.

The class completed the assignment.

5.

The scientist examined the sample.

6.

The miners discovered the tunnel.

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Underline the verb, then circle the direct object.

7.

The boy opened the door.

8.

The students watched the experiment.

9.

She brought a pencil.

10. The class read the article.

11. The team built a model airplane.

12. The teacher gave a quiz.

13. He wrote a report.

14. The workers repaired the bridge.

15. The farmer planted fresh seeds in the field.

16. The playful dog chased the bright red ball across the yard.

17. The young chef prepared a large meal for the guests.

18. The carpenter built a table for the kitchen.

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Level F

Unit 3

Lesson 15

Argument Writing

A strong argument needs more than a claim. It needs reasons and evidence. A reason tells why your claim is true. Evidence gives facts, details, or examples that support your reasons. Together, they make your argument stronger.

Write a paragraph that includes a clear claim.

Students spend a lot of time learning school subjects, but there are many important life skills that are not always taught. Choose one subject or life skill you think should be taught in every sixth grade classroom. Give two reasons for your claim and include evidence for each reason.

Example: R eason: Schools should teach cooking skills because students need to know how to prepare healthy meals. Evidence: People who can cook can make simple foods at home instead of always buying fast food.

My claim:

Reason 1:

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Evidence:

Reason 2:

Evidence:

Let’s BRAINSTORM

What forgotten subject will you argue for? • cooking and nutrition • note-taking • logic • public speaking • environmental studies • first aid and health • architecture • critical thinking and problem solving • time management • conflict resolution • practical home skills (repairs, budgeting, organizing) • communication skills (listening and writing) • decision making • study skills • meal planning

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Level F

39

Unit 3

Lesson 16

Nouns and Pronouns

Nouns as Indirect Objects An indirect object is a noun that tells to whom or for whom something is done.

It comes after an action verb and usually appears before the direct object.

Examples: H e gave a gift. (gave what? A gift - direct object) He gave Ben a gift. (to whom? Ben - indirect object)

Underline the indirect object. Circle the direct object.

1.

The teacher handed the student the paper.

2.

She told her friend the news.

3.

The coach showed the team the plan.

4.

The clown gave the child a balloon.

5.

The principal gave the class an award.

6.

The guide taught the group the rules.

7.

He offered the guest a seat.

8.

The librarian read the children a story.

9.

She bought her sister a gift.

© Lighthouse Curriculum. Copying strictly prohibited.

10. He wrote his parents a letter.

11. Bill left the birds a few crumbs.

12. She baked her family a cake.

13. The speaker told the audience the story.

14. The trainer taught the lion a new trick.

15. He explained his idea to the group.

16. The pilot gave the passengers instructions.

17. The artist painted her friend a picture.

18. The guide handed the tourists a map.

19. He offered the customer a refund.

20. The farmer fed the animals their food.

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Level F

Unit 3

Lesson 16

Narrative Writing

Writers use indirect objects to make actions clearer. In a story scene, this helps readers follow what one character gives, sends, tells, or shows to another character.

Write a short scene about a secret delivery mission.

A character must give, send, show, or tell something to someone else, but the mission should not be simple. There may be an obstacle, a mix-up, or an unexpected reaction.

Your scene should clearly show who is doing the action, what is being given or shared, and who receives it.

Let’s BRAINSTORM

© Lighthouse Curriculum. Copying strictly prohibited.

Example: L ee carried a small package across the busy office to give to Mr. Johnson.

A "Wet Floor" sign blocked the hallway, so Lee had to take a longer route.

When he arrived, two people stood at the desk, and he was not sure who Mr. Johnson was. Lee hesitated for a moment before spotting a name tag on one of the men. He carefully handed the package to Mr. Johnson, who looked up in surprise. Mr. Johnson examined the package slowly and then smiled, clearly pleased by the unexpected delivery.

What will your secret delivery mission involve? • secret note to a friend • message passed through many students • delivery during class • surprise gift to a teacher • mistaken identity • hidden object in a book • passing something under a desk • giving instructions to a teammate • delivering something important before time runs out • someone refusing the delivery • someone giving the wrong item • a chain of people passing one object • a final surprise at the end • the delivery given to the wrong person

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Level F

41

Unit 3

Lesson 17

Nouns and Pronouns

Pronouns A pronoun is a word that replaces a noun.

Subject pronouns replace nouns that do the action.

I

you

he

she

it

we

they

Example: Sam and I worked together. → We worked together.

Object pronouns replace nouns that receive the action. me

you

him

her

it

us

them

Example: The teacher called the student. → The teacher called her.

Circle the correct pronouns.

Today in class, (I / me) learned how paper was invented. The teacher explained the history to (us / we) and (we / us), listened carefully. Long ago, people in China wrote on heavy materials like bamboo and silk, but (they / them) needed something lighter.

A man named Cai Lun worked on this problem, and (he / him) tested many ideas. Cai Lun collected plant fibers and mixed (they / them) with water. After that, (he / him) pressed the mixture into thin sheets. When the sheets dried, (he / him) examined (they / them) carefully. Cai Lun brought the paper to the emperor and showed (he / him) how it worked.

The emperor liked the invention and praised (he / him) for the result. © Lighthouse Curriculum. Copying strictly prohibited.

When the lesson ended, the teacher reminded (us / we) that paper changed the world and told (us / we) to remember the story. If (you / your) look around today, (you / your) will see all types of paper. My friend shared a colored piece of paper with [I/me]. (It / her) had a design on the border.

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Level F

Unit 3

Lesson 17

Informative Writing

In informative writing, strong details come from real sources. An interview is one of the best ways to gather specific information that only an expert can provide — details a reader could not easily find anywhere else. It explains information clearly through a conversation.

Write a short interview between an interviewer (yourself) and a person or group.

Make sure: • The interviewer asks clear and focused questions • The guest gives detailed answers • You use pronouns to avoid repeating names Example: I nterviewer: Why did the team start the neighborhood clean-up?

Team Member: We wanted to improve our community.

Interviewer: How did people respond?

Team Member: They thanked us and encouraged us to continue.

Interviewer: Guest: Interviewer: Guest: Interviewer:

© Lighthouse Curriculum. Copying strictly prohibited.

Guest: Interviewer: Guest: Interviewer: Guest:

Let’s BRAINSTORM

Who will you interview? • a parent • a teacher • a classmate who has lived somewhere else • someone with an interesting job • a doctor • a community member • a family elder • a local business owner What might they know about? • a skill they have learned • a place they have lived • work they do every day • a challenge they have overcome • a tradition they keep • something they have built or created

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Level F

43

Unit 3

Lesson 18

Nouns and Pronouns

Pronoun–Antecedent Agreement & Clarity An antecedent is the noun that a pronoun refers to.

Example: The student forgot his notebook. (‘student’ is the antecedent of ‘his’)

✏ Tip: When you see a pronoun, look for the noun before it. That noun is the antecedent.

Circle the antecedent that can replace the pronoun shown in bold.

1.

The student forgot the notebook because he rushed.

2.

One student hurried because he was late.

3.

Our teacher repeated the rule after she noticed confusion.

4.

Several players cheered because they won.

5.

My dog wagged its tail happily.

6.

The book fell, and it slid across the floor.

7.

Our librarian read the story she was asked to read.

8.

Some boys relaxed after they finished.

9.

This question was difficult, but it was answered.

© Lighthouse Curriculum. Copying strictly prohibited.

10. Her teacher waited until she saw silence.

11. Many girls agreed because they planned together.

12. My paper was missing, but it was found.

13. The students lined up when they were called.

14. The nurse checked the chart before she spoke.

15. Helpful classmates stayed because they cared.

16. The cat jumped when it heard a sound.

17. Close friends laughed because they understood.

18. One answer was clear, and it made sense.

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Level F

Unit 3

Lesson 18

Narrative Writing

In narrative writing, clear and consistent pronouns help sentences sound smoother. Strong writers make sure every pronoun connects clearly to a specific noun.

A short story starter was written, but the pronouns are confusing.

Rewrite the sentences so the reader always knows exactly who is being described. Then add 2-3 new sentences to finish the story off.

Make sure to include a clear concluding sentence (or two) that wraps up the story by showing how the problem is resolved and how the characters feel at the end.

Story starter: Lea and Jane were setting up for the school assembly. She carried the box while she arranged the chairs.

This made her feel rushed, so she asked her to help her finish it. When she didn’t respond right away, she started doing it herself.

© Lighthouse Curriculum. Copying strictly prohibited.

Example: Before:

She carried the box while she arranged the chairs.

After: Lea carried the box while Jane arranged the chairs.

Let’s BRAINSTORM

How can you make the story clearer and more complete? • who is doing each action • what each person says or does next • how the situation gets resolved • what problem they are trying to solve • how they work together • how each character feels • how the story ends on a positive note

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Level F

45

Unit 3

Lesson 19

Nouns and Pronouns

Review Nouns and Pronouns A pronoun is a word that replaces a noun.

Subject pronouns - I, you, he, she, it, we, they Object pronouns - me, you, him, her, it, us, them A direct object is a noun or pronoun that receives the action of the verb.

It answers the question “what?” or “whom?” after an action verb.

An indirect object is a noun that tells to whom or for whom something is done.

It comes after an action verb and usually appears before the direct object.

An antecedent is the noun that a pronoun refers to.

Add the correct pronouns to complete the story.

Lee and Sam were working on a science project during class. Lee carried a pile of heavy books across the room, and

(he / him) walked beside Sam to help

set everything on the table. When

(they / them) arrived, Sam thanked

(he / him) for carrying the books. Lee smiled and said that

(he / him) was

glad to help because the project was important.

A few minutes later, their teacher, Mr. Carter, came over to check on the group. He asked © Lighthouse Curriculum. Copying strictly prohibited.

(they / them) how the project was going. project to Mr. Carter. Then Lee added,

(They / Them) explained the

"(We / Us) just completed the notes from our

research." Mr. Carter looked impressed and told

(they / them) to

continue the good work.

During the next part of class, Sam said

(us / we) must

cut out pictures for the poster. Lee picked up the scissors and gave (they / it) to Sam. He told Sam

(you / me) will cut and

(I / me) will paste.

At the end of class, Sam said

(he / him) would finish coloring the

poster at home that night. Lee agreed and reminded

(he / him)

to bring the project back the next morning so they could present it to the class.

46

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Level F

Underline the direct objects and circle the indirect objects.

1.

I gave my friend a book.

6.

I bought my sister a gift.

2.

She wrote her teacher a letter.

7.

She handed her students new assignments.

3.

We made our mom a card.

8.

She read the children a fun story.

4.

He told his brother a story.

9.

I wrote my cousin a card.

5.

They showed the class their project.

10. He baked his family a cake.

Circle the correct pronoun to complete each sentence. Then underline the antecedent that can replace the pronoun.

11. The dogs barked because (it / they) heard a noise.

13. The book fell, and (it / they) landed on the floor.

14. The girls laughed because (she / they) thought it was funny.

15. The nurse checked the chart before (we / she) spoke.

16. The cat hid because (it / they) was scared.

17. The students cheered when (they / it) won the game.

18. I saw Sue at the store and waved to her (him/her).

© Lighthouse Curriculum. Copying strictly prohibited.

12. The boy ran fast because (he / she) was late.

19. My friends and I arrived early, and the teacher greeted us (us/we) at the door.

20. The bird flew away when (they / it) heard a sound.

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Level F

47

Unit 4

Lesson 20

More on Pronouns

Possessive Pronouns Possessive pronouns show who something belongs to.

These possessive pronouns come before a noun: my

your

his

her

its

our

their

Example: This is my notebook.

These possessive pronouns take the place of a possessive phrase: mine

yours

his

hers

ours

theirs

Example: This is my notebook. → This is mine.

Cricle the correct possessive pronoun.

1.

This is (my / mine) pencil.

2.

That backpack is(her / hers).

3.

These are (their / theirs) books.

4.

Is this (your / yours) folder?

5.

The dog wagged (its / it’s) tail.

6.

The red lunchbox is (his / him).

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Write a possessive pronoun to replace the words in parentheses.

7.

The notebooks are

8.

That desk is

. (my desk)

9.

The idea was

. (her idea)

. (the students’ notebooks)

10. The backpacks are 11. The jacket is

. (their backpacks) . (his jacket)

12. The classroom is

. (our classroom)

13. The seat near the window is 14. The answers were 15. The lunches are 48

. (your seat) . (Mrs. Smith's answers) . (our lunches)

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Level F

Unit 4

Lesson 20

Narrative Writing

A strong conclusion does more than just end the story. It reminds the reader why the story mattered and leaves them with something to think about. It connects back to the main idea of the story without adding new information.

Write a narrative paragraph about a character who receives something they did not want, only to realize later on, that it turned out to be exactly what they needed.

End with a strong conclusion that reflects on what the gift truly meant. Use at least three possessive pronouns and underline each one.

Let’s BRAINSTORM

What unwanted gift will your character receive? • a book • a hobby they were pushed into • a piece of advice they ignored at first • a responsibility they did not choose • a skill they were forced to learn • a trip they did not want to go on • a job or chore that turned out to teach them something • an old pet

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Example: O n her birthday, Emma opened the last gift and frowned. It was a plain brown journal, and it did not feel special at all. For two weeks, she left it on her shelf. Then one hard night, she opened it and wrote down her thoughts. Soon, the journal became hers, a quiet place for feelings she could not say out loud. Looking back, she understood that her grandmother had given her somewhere to go to write her feelings. That gift, as it turned out, was the most useful thing she had ever owned.

Strong conclusion phrase ideas: • looking back now • what they did not know then was • it turned out that • in the end • that was the moment they understood • none of it made sense until • what had seemed like nothing had become • and that, more than anything else, was what stayed with them

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Level F

49

Unit 4

Lesson 21

More on Pronouns

Reflexive Pronouns (-self / -selves) A reflexive pronoun is used to tell about people or things doing something by themselves or to themselves. myself, yourself, himself, herself, itself, ourselves, yourselves, themselves Example: Noah taught himself a new skill.

Circle the correct reflexive pronoun in each sentence.

1.

I packed the bag (myself / themselves).

2.

David taught (himself / itself) how to juggle.

3.

You should check (ourselves / yourself) before leaving.

4.

We introduced (ourselves / yourself) at the meeting.

5.

Sara corrected (ourselves / herself) right away.

6.

The students helped (themselves / ourself) to extra paper.

7.

The machine shuts off by (itself / themselves).

8.

You should give (himself / yourself) enough time to finish.

9.

She reminded (herself / themselves) to bring her homework.

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Write a reflexive pronoun to complete each sentence.

10. Ethan hurt

during practice.

11. The cat scratched

on the door.

12. I reminded

to bring my homework.

13. You should treat

with respect.

14. The workers protected 15. We prepared

for the test.

16. Miriam taught

how to bake bread.

17. Boys, you should be proud of 18. He built the model 50

from the rain.

for trying so hard. without any instructions.

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Level F

Unit 4

Lesson 21

Narrative Writing

Strong characters are developed through both actions and thoughts. Writers show what a character does on the outside and what the character feels on the inside. Reflexive pronouns can help show a character thinking, reacting, or pushing through a challenge.

The story below tells what happens, but it does not show enough of the character’s inner thoughts.

Rewrite the story by adding reflexive pronouns to show what John is thinking or feeling.

Then add 3–4 more sentences to continue the story.

Story: John stood at the front of the room, holding the paper. John looked at the audience and took a deep breath. John began reading but paused after the first sentence.

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What might John be thinking or feeling in this moment? • nervous about speaking • worried about making a mistake • trying to stay calm • reminding himself what to do • encouraging himself to keep going

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Example: John told himself to stay calm, as he looked at the audience and took a deep breath.

What could John say to himself? • tell himself to stay calm • remind himself to speak clearly • encourage himself to keep going • not give up • remind himself that he is well prepared What might happen next? • he continues reading • he makes a mistake and fixes it • he gains confidence • the audience reacts • he finishes and feels proud of himself • the microphone doesn't work

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Level F

51

Unit 4

Lesson 22

More on Pronouns

Intensive Pronouns An intensive pronoun is used to add emphasis. It tells us that someone did something personally or without help.

Intensive = extra, you can remove it, and the sentence still makes sense.

Example: Maya herself solved the problem. (You can remove "herself.")

Maya solved the problem herself. (You can remove "herself.")

Reflexive = needed for the sentence to make sense.

Example: Maya blamed herself. (You need "herself.")

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Underline the intensive pronoun in each sentence.

1.

The principal greeted the visitors at the door himself.

2.

I myself saw what happened.

3.

The class itself chose the theme for the project.

4.

The teacher carried the boxes herself.

5.

You can check the answer key yourself.

6.

The team themselves designed the poster.

7.

We planned the whole event ourselves.

8.

The author signed the book himself.

Write ‘R’ if the bold pronoun is reflexive and ‘I’ if it is intensive.

9.

Jacob taught himself to organize his looseleaf.

10. The principal himself called the parents.

11. I reminded myself to submit the paper.

12. The cat cleaned itself after eating.

13. The workers themselves built the shelf.

14. Leah blamed herself for losing the sheet.

15. The students themselves decorated the hallway.

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Level F

Unit 4

Lesson 22

Argument Writing

A strong argument also needs clear organization. Reasons and evidence should be placed in a logical order so the reader can easily follow the writer’s thinking. When ideas are organized clearly, each reason connects smoothly to the evidence that supports it, making the argument easier to understand and more convincing.

You are applying for a role in an upcoming school project or event.

Write a persuasive paragraph explaining why you are the right person for the job. Build your argument with clearly organized reasons and evidence. Use at least two intensive pronouns for emphasis.

Let’s BRAINSTORM

What role will you argue for? • team leader • event planner • class representative • project organizer • group spokesperson • problem solver • creative director • timekeeper • researcher • chief editor

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Example: I am the right person to lead this project, and I can prove it. I myself have organized two class events this year, and both ran without a single problem.

The principal agrees that I did an amazing job. I understand what the role demands, and I have the skills to meet every one of those demands. For these reasons, I am confident that I am the strongest choice for this role.

Strong conclusion phrases: • in conclusion • in summary • as you can see • clearly • it is clear that • this shows that • this proves that • that is why • for these reasons • in the end • overall • the facts show that • now you can see why • the case could not be clearer • taken together, these points show that • the evidence makes clear that • anyone who considers these reasons will see that • based on the evidence

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Level F

53

Unit 4

Lesson 23

More on Pronouns

Pronoun Shifts Pronouns are words that replace nouns. A pronoun shift happens when mixing different pronouns in a sentence.

Person shift: Example: I ncorrect: I walked to the store, and then you bought a drink.

Correct: I walked to the store, and then I bought a drink.

Number shift: singular → plural Example: I ncorrect: He went outside, and they played ball.

Correct: He went outside, and he played ball.

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Underline the pronoun that does NOT match the rest of the sentence. Then, write the correct pronoun.

1.

I finished my homework, and then you can relax.

2.

Sara cleaned her desk, and then they put the books away.

3.

We practiced the words, and then he took the quiz.

4.

Josh packed his bag, and then they left the house.

5.

The cashier gave me the receipt, and they thanked her.

6.

Tom and Jake cleaned their room, and then he went outside.

7.

A student came late, and we got a late note.

8.

Josh unpacked his lunch, and they began to eat.

Circle the correct word in the parentheses.

9.

I brought my lunch, and then (I / you) sat down to eat.

10. We planned the trip, and then (we / he) checked the map.

11. Leah finished her work, and then (she / they) handed it in.

12. We cleaned the tables, and then (we / she) stacked the chairs.

13. The boys lined up, and then (they / you) waited quietly.

14. A customer should keep (mine / their) receipt in a safe place.

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Level F

Unit 4

Lesson 23

Informative Writing

A conclusion gives informative writing a strong ending by reminding the reader of the main ideas. It helps tie the information together and leaves the reader with a clear understanding of the topic.

Read the paragraph below.

Rewrite the paragraph with correct, consistent pronoun use. Then add a strong concluding sentence.

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Abraham Lincoln was the sixteenth president of the United States. He led the country during one of its most difficult periods, and they worked tirelessly to keep the nation together. Lincoln believed that all people deserved to be free. She signed the Emancipation Proclamation in 1863, which declared that enslaved people in Confederate states were to be set free. It also led the Union through the Civil War, making difficult decisions that shaped the future of the country. People across the nation looked to them for leadership during a time of great uncertainty.

Conclusion:

Let’s BRAINSTORM

Strong conclusions: • return to the main idea • explain why the subject matters • end with what the reader should take away • avoid introducing new information • leave the reader feeling knowledgable and informed

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Level F

55

Unit 4

Lesson 24

More on Pronouns

Review More on Pronouns Possessive pronouns show who something belongs to.

These possessive pronouns come before a noun: my

your

his

her

its

our

their

These possessive pronouns take the place of a possessive phrase: mine

yours

his

hers

ours

theirs

A reflexive pronoun is used to tell about people or things doing something by themselves or to themselves. myself, yourself, himself, herself, itself, ourselves, yourselves, themselves An intensive pronoun is used to add emphasis. It tells us that someone did something personally.

Intensive = extra, you can remove it, and the sentence still makes sense.

A pronoun shift happens when mixing different pronouns in a sentence.

Circle the correct possessive pronouns to complete the story.

Last Sunday, Bill, Henry, and Joe went on a nature hike to learn about how animals survive in the wild. Joe packed (his / theirs) backpack with snacks and water, while Bill brought (his / him) notebook to write down facts. They got to the forest and found some interesting © Lighthouse Curriculum. Copying strictly prohibited.

birds. Joe noticed some bird tracks and said they might be (his / theirs), but Bill wasn’t sure.

As they kept hiking, they talked about how animals use their surroundings to stay safe. Bill explained that some animals change the color of (their / theirs) fur or skin to blend in. Joe added that others protect (their / theirs) babies by hiding them carefully.

When they stopped for lunch, Joe said, “I think this water bottle is (mine / my).”

Bill replied, “No, that one is (mine / my), but this one is (yours / your).” Henry added, “Let’s just share—these snacks are (our / ours).” Before eating, Henry shared (his / my) sandwiches with the group, and they all thanked him. Joe said, “I like (our / ours) teamwork today—it makes the hike more fun!” Bill smiled and said, “Yes, this success is (our / ours).”

Before heading home, the boys made sure all the supplies were packed.

Joe checked that everything in the backpack was (his / him). They were proud of (their / theirs) teamwork and excited to go on another hike soon.

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Level F

Write ‘R’ if the bold pronoun is reflexive and ‘I’ if it is intensive.

1.

The chef himself prepared the special dish.

2.

Marissa taught herself how to play guitar.

3.

We challenged ourselves to read ten books.

4.

The team themselves cleaned up the field.

5.

He reminded himself to bring his lunch.

6.

The director herself announced the winners.

7.

The children entertained themselves during recess.

8.

You yourself said it was a good idea.

9.

The mayor himself opened the new museum.

10. She pushed herself to finish the project.

Make a check if the sentence the correct pronouns. Make an X if there is an incorrect pronoun switch in the sentence.

12. She packed her bag, and then you walked out the door.

13. They practiced all week, and then they performed on stage.

14. We studied for the test, and then she went to get a snack.

15. He cleaned his room, and then they organized his desk.

16. You forgot your pencil, and then you borrowed one from a friend.

17. I raised my hand, and then he asked the question.

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11. I finished my homework, and then I played outside.

18. She read the instructions, and then she completed the assignment.

19. We lined up quietly, and then we walked to the lunchroom.

20. They finished the game, and then I put away the ball.

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Level F

57

Unit 5

Lesson 25

Sentence Types

Capitalization: Sentences A sentence begins with a capital letter.

Example: Cows live on farms.

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Circle the letter in each sentence that should be capitalized. Then, rewrite the words with capital letters on the lines.

1.

my brother plays ball after school.

2.

yesterday, we visited the science museum.

3.

the dog barked loudly at the mail carrier.

4.

our class read a novel about survival.

5.

the students worked quietly during the test.

6.

my favorite subject is history.

7.

the storm moved across the town quickly.

8.

last week, we visited our cousins.

9.

the teacher explained the homework clearly.

10.

my cousin brought snacks to the picnic.

11.

the campers built a fire near the lake.

12.

tomorrow, our team will practice after lunch.

Add a first word to each sentence. Remember to include correct capitalization.

58

13.

summer I went to camp almost every day.

14.

likes to eat strawberry ice cream.

15.

are very big animals.

16.

sometimes cry a lot.

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Level F

Unit 5

Lesson 25

Informative Writing

In informative writing, formal style makes your writing sound trustworthy. Formal writing avoids casual language, uses precise words, and follows capitalization rules carefully.

You have been asked to write a short entry for a school newspaper.

Choose any person, place, animal, or invention that interests you and write an informative paragraph that sounds authoritative and trustworthy. Use formal language throughout, and be sure to begin every sentence with a capital letter.

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Example: T he giant panda is one of the most recognizable animals in the world. It lives primarily in the mountain forests of central China, where it spends most of its day eating bamboo. Conservation efforts over the past several decades have helped increase its population significantly. The giant panda remains an important symbol of wildlife protection.

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What will your entry be about? • a famous inventor • an endangered animal • a natural wonder • a historical event • a country or city • a scientific discovery • an ancient civilization • a remarkable accomplishment • a record-breaking structure • a powerful natural event • a unique animal

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Level F

59

Unit 5

Lesson 26

Sentence Types

Sentence Types A statement tells information.

Example: The experiment worked exactly as planned.

A question asks something.

Example: What time does the assembly begin?

An exclamation shows strong feelings or excitement.

Example: That was the best ending ever!

A command gives a direction or instruction. It can also be an exclamation.

Examples: P lease close the window.

Close the window!

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Write “S” for statement, “Q” for question, “E” for exclamation, or “C” for command.

60

1.

Please line up quietly by the door.

2.

The bank closes at four o’clock.

3.

Did you remember to bring your permission slip?

4.

That performance was incredible!

5.

Take out your notebook and pencil.

6.

How did you solve that problem?

7.

Watch out for the wet floor!

8.

We will start the test after lunch.

9.

Can you explain your answer?

10.

I can’t believe we won the game!

11.

I didn’t expect the room to be so quiet.

12.

What an amazing science project!

13.

Please put your homework in the basket.

14.

The field trip is scheduled for next Friday.

15.

What a beautiful rainbow!

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Level F

Unit 5

Lesson 26

Narrative Writing

Writers don't just describe what happens; they also control how a story feels by choosing different kinds of sentences. Each sentence type does a different job, and strong writers choose them on purpose.

Write one short scene using different kinds of sentences.

Include at least one statement, one question, one command, and one exclamation. Each sentence should fit naturally into the moment.

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Example: T he hallway was completely empty. Where had everyone gone? “Stay close and don’t make a sound,” Ben whispered. We hurried toward the exit, but the door would not open. Check the other side! A loud bang echoed behind us. We were trapped!

Let’s BRAINSTORM

What type of scene will you write? • power outage at home • storm starting suddenly • something lost and found • arriving late somewhere • waiting for an answer • unexpected visitor • hearing strange noises • emergency announcement • weather changing fast • argument starting • surprise moment • confusion turning into action • moment of danger • urgent decision • warning shouted • relief afterward

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Level F

61

Unit 5

Lesson 27

Sentence Types

End Punctuation End punctuation is the mark that comes at the end of a sentence to show that the sentence is finished.

A statement ends with a period.

Example: The experiment worked exactly as planned.

A question ends with a question mark.

Example: What time does the assembly begin?

An exclamation ends with an exclamation point.

Example: That was the best ending ever!

A command can end with a period or an exclamation point.

Examples: F inish your work before the bell.

Watch out!

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Write “S” for statement, “Q” for question, “E” for exclamation, or “C” for command. Put the correct punctuation mark at the end of each sentence.

62

1.

Please close the window

2.

The class trip was exciting

3.

What time does the play start

4.

Watch out for the puddle

5.

I can't believe we won

6.

Did you finish your homework

7.

The dog slept by the fireplace

8.

Turn off the lights before leaving

9.

That roller coaster was amazing

10.

Where did you put my backpack

11.

The flowers bloomed in the spring

12.

Please hand in your papers quietly

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Level F

Unit 5

Lesson 27

Argument Writing

A strong argument needs a strong conclusion. The conclusion restates the claim and reminds readers why the reasons matter. It should bring the argument to a clear, convincing end.

Write an argument paragraph convincing your reader how a free day should best be spent.

Use at least three different sentence types with correct end punctuation. Make sure your final 2–3 sentences form a strong conclusion.

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Example: The best way to spend a free day is by being outdoors with family or friends. Fresh air and exercise help people feel happier and healthier. Why stay inside all day when there is so much to explore? Outdoor activities also create fun memories. In conclusion, spending time outside is a meaningful and enjoyable way to use a free day. For these reasons, outdoor activities are the best choice!

Let’s BRAINSTORM

How should a free day be spent? • being outdoors • reading • spending time with family • creating art • helping the community • exploring somewhere new • cooking or baking • learning something new • relaxing at home • being active • visiting a place you love • doing something creative • hiking

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Level F

63

Unit 5

Lesson 28

Sentence Types

Sentence Fragments A complete sentence tells a full thought. It has a subject and a predicate.

A sentence fragment is incomplete. It may be missing a subject, a predicate, or a complete idea.

Missing subject: who or what

Example: Ran down the hallway. → The boy ran down the hallway.

Missing predicate: what happens

Example: The class after lunch. → The class played after lunch

Missing a complete thought: what happens next

Example: After the bell rang. → After the bell rang, the class went out to play.

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Write S if the sentence is missing a subject, P if a predicate is missing, I if it's an incomplete thought, or C for a complete sentence.

64

1.

Ran to the door as the bell rang.

2.

The class listened carefully.

3.

Because the map was confusing.

4.

The players on the field.

5.

Finished the test early.

6.

While the teacher explained the rules.

7.

The hallway felt unusually quiet.

8.

After the storm ended.

9.

Walked quietly into the room.

10.

The experiment on the table.

11.

When the timer finally rang.

12.

The students packed up their materials.

13.

The librarian returned all the books to the shelf.

14.

Discovered an old note tucked inside the desk.

15.

The folder on the windowsill.

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Level F

Unit 5

Lesson 28

Narrative Writing

Sequence shows the order in which events happen. Good writers arrange ideas carefully, using transition words so the reader can clearly follow what happens first, next, and last.

Below are six sentence fragments about the same story.

Rewrite each fragment as a complete sentence. Put the sentences in an order that shows a clear sequence of events.

Add your own sentences to help the storyline flow.

Sentence Fragments: Before leaving the classroom Because something was missing The students searched their desks While the teacher waited patiently After the problem was solved At the end of the day

Let’s BRAINSTORM

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Write your revised story below. Include at least five of the sentence fragments.

What will you add to complete the story? • a forgotten item • a small problem • looking for something • waiting • fixing a mistake • what happens next • how it ends • feelings (worried, relieved, calm) • getting ready to leave • a simple solution • a detail about how the room looks • a funny or unexpected twist Transition word ideas: • first • then • next • after that • suddenly • just before • at that moment • by the time • as soon as • in the end • looking back • finally • before long • without warning • meanwhile

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Level F

65

Unit 5

Lesson 29

Sentence Types

Run-On Sentences A sentence begins with a capital letter and ends with a period, question mark, or exclamation point.

When sentences are missing correct punctuation or capitalization, it creates a run-on sentence.

Example: R un on: the wind blew hard the leaves covered the sidewalk Corrected: The wind blew hard. The leaves covered the sidewalk.

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Rewrite each run-on sentence correctly. Add capital letters and ending punctuation.

66

1.

the students entered the classroom the teacher handed out the assignment

2.

my sister baked cookies the kitchen smelled amazing

3.

the bus arrived late everyone waited quietly outside

4.

we planted flowers in the garden the bees flew around them

5.

the baby fell asleep the house became very quiet

6.

the librarian organized the shelves several books were out of place

7.

the rain stopped the sun appeared in the sky

8.

our class visited the museum we learned about ancient Egypt

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Level F

Unit 5

Lesson 29

Editing

Strong writers first edit their work for correct sentence structure, punctuation, and capitalization before improving the content. Without these basic corrections, sentences can become confusing run-ons, and readers may not understand where one idea ends and the next begins.

Read the run-on paragraph below.

Rewrite the paragraph correctly by adding capital letters and end punctuation where needed. Each sentence should be written on its own line. Then, add two new sentences of your own to complete the paragraph.

Example: B efore: the rain started suddenly everyone ran inside After: The rain started suddenly. Everyone ran inside.

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yesterday our class planted flowers in the school garden the teacher gave everyone a small shovel some students carried watering cans the soil was dry from the hot weather a few flowers bent in the wind everyone worked carefully during the afternoon

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What sentence will you add as your extra detail? • a description of the setting • how a character felt • what happened next • a sound or smell in the scene • what someone said • how it all ended • a detail about the weather • a character's reaction • something surprising • what was seen or heard nearby

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Level F

67

Unit 5

Lesson 30

Sentence Types

Review Sentence Types The capital letter at the beginning of a sentence shows that a new idea is starting.

Types of sentences and end punctuation: : •

A statement tells information and ends with a period.

•

A question asks something and ends with a question mark.

•

An exclamation shows strong feeling and ends with an exclamation point.

•

A command gives a direction or instruction and can end with a period or an exclamation point.

A complete sentence tells a full thought. It has a subject and a predicate.

A sentence fragment is incomplete. It may be missing a subject, a predicate, or a complete idea.

A run-on sentence is a sentence that never seems to end. When sentences are missing correct punctuation or capitalization, it creates a run-on sentence.

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Circle the letters that should be capitalized.

1.

the great wall of china was built to protect against northern invasions.

2.

during one powerful dynasty, trade along the silk road connected china to the west.

3.

farmers in ancient china grew rice in flooded fields called paddies.

4.

at first, I thought the silk road was one path, but I discovered it was a network of trade routes.

5.

the yellow river was central to early chinese civilization and provided water for farming.

Write “S” for statement, “Q” for question, “E” for exclamation, or “C” for command.

Then, add the correct punctuation mark at the end of each sentence.

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1.

The students finished their assignment before the bell rang

2.

Have you ever visited a museum with ancient artifacts

3.

I can't believe we won the championship

4.

Turn to page forty-two and read the first paragraph

5.

The cafeteria serves lunch from eleven to one o'clock

6.

Watch out for the ice on the sidewalk

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Level F

Write a check for complete sentences and an ‘X’ for sentence fragments. For all fragments, write “S” if it's missing a subject, “P” if it's missing a predicate, and “I” if it's an incomplete thought.

1.

The students gathered in the auditorium for the assembly.

2.

Ran quickly down the hallway before the bell rang.

3.

Our teacher explained the instructions before we started the quiz.

4.

The exhausted student after a long day of classes.

5.

The librarian organized the books on the shelves carefully.

6.

Finished the entire project without any help from anyone.

7.

We practiced our presentation three times before the final day.

8.

The young scientist with a brand new microscope.

9.

My classmates and I worked together to solve the problem.

10.

Even though the weather outside was.

Rewrite each run-on sentence correctly.

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11. the dog chased the ball it rolled across the yard

12. we finished our art project the paint needed time to dry

13. the bell rang the students packed their backpacks

14. dad started the campfire everyone gathered around it

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Level F

69

Unit 6

Lesson 31

Adjectives and Adverbs

Adjectives An adjective is a word that describes a noun or a pronoun.

It tells what kind, which one, or how many.

Examples: the old bridge a curious student three notebooks

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Underline the adjective in each sentence.

1.

Honeybees live in large groups called colonies.

2.

A large hive provides shelter for bees.

3.

Each colony has one queen bee that lays eggs.

4.

Bees collect sweet nectar from flowers.

5.

The nectar is stored in small honeycomb cells.

6.

These cells are made from soft wax produced by the bees.

7.

Over time, the nectar becomes thick honey.

8.

Honeybees use special dances to share information.

9.

The waggle dance shows the exact location of food.

10. Bees have short lifespans, often living weeks.

11. During warm months, bees collect food regularly.

12. In the winter, the bees form a tight cluster.

13. This cluster helps keep the hive warm during winter.

14. Honeybees play an important role in pollinating crops.

15. Honeybees have fuzzy bodies that help collect pollen.

16. Bees perform different jobs throughout their lives.

17. Bees use their strong wings to travel between flowers.

18. A hive can produce sweet honey during the summer.

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Level F

Unit 6

Lesson 31

Narrative Writing

Sensory details help readers picture what is happening in a story. Writers use the five senses (sight, sound, smell, taste, and touch) to make their writing more clear, interesting, and real.

Close your eyes and picture a place you know well.

Can you put the reader there without telling them where it is? Can you make them feel it? Write one descriptive paragraph about a place you know well. Focus on describing nouns clearly using adjectives. Include details from at least two different senses.

Let’s BRAINSTORM

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Example: T he narrow road twisted through a dark forest. Tall trees blocked the light, and the cold air felt sharp against my face.

What place will you write about? • school cafeteria at lunch • bedroom early in the morning • backyard on a summer day • school hallway between classes • kitchen while dinner is cooking • playground at recess • living room on a rainy day • grandparent's house • car on a long drive • park on a weekend Sense prompts: • What does it look like? What does it sound like? Does it have a smell? What does the air feel like on your skin? Do you taste anything? What is the first thing you would notice if you walked in?

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Level F

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Unit 6

Lesson 32

Adjectives and Adverbs

Proper Adjectives A proper adjective is formed from a proper noun.

Proper adjectives begin with a capital letter.

Proper noun

Proper adjective

Examples: America → She studied American history.

France → We ate French food for dinner.

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Underline the proper adjective. Circle the letters that should be capitalized.

1.

The american flag has stars and stripes.

2.

Pizza is a popular italian food.

3.

The egyptian pyramids are thousands of years old.

4.

We learned about roman soldiers in history class.

5.

The chinese Great Wall is visible from space.

6.

african elephants are the largest land animals.

7.

The jewish calendar follows the lunar cycle.

8.

The greek alphabet uses different letters than English.

9.

european countries use many different languages.

10. The atlantic Ocean separates continents.

11. The shop sells handmade turkish rugs.

12. The students visited a famous french museum.

13. canadian winters can be very cold.

14. The recipe uses fresh mexican ingredients.

15. japanese gardens are calm and beautiful.

16. She wore a colorful spanish dress.

17. We read a classic russian story.

18. The students learned about australian wildlife.

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Level F

Unit 6

Lesson 32

Argument Writing

In argument writing, formal style signals to the reader that your claim deserves to be taken seriously.

You believe there is one place on Earth that every person should see.

It might be an ancient wonder, a special landscape, or a city that has shaped history. Write a persuasive paragraph to argue that one specific place in the world is worth visiting, more than any other. Use at least one proper adjective, capitalize it correctly, and maintain a formal tone throughout.

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Example: N ew York City is the most important place on Earth to visit. This American city, with its famous skyline, amazing museums, and streets filled with people from every corner of the world make it unlike any other place on Earth.

What place might you argue for? • The Great Wall of China • New York City • the Grand Canyon • the Egyptian pyramids • London • Jerusalem • Niagara Falls • the Amazon rainforest • Rome • the Eiffel Tower • Mount Everest • Washington D.C. • Statue of Liberty • The Grand Canyon Proper adjectives to use: Egyptian • French • Chinese • Roman • African • Australian • Indian • Hawaiian • Arctic • English • American • Amazonian • Arizonan • Israeli

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Level F

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Unit 6

Lesson 33

Adjectives and Adverbs

Comparing with Adjectives Adjectives can be used to compare two or more things.

Comparative – compares two things, usually add -er Examples: That road is longer.

Superlative – compares three or more things, usually add -est Examples: Those roads are the longest.

Spelling Rules: Final double consonant → if the word ends with a single vowel + single consonant, double the final consonant before adding -er or -est: big → bigger → biggest Ends in consonant + y → change y to i and add -er or -est happy → happier → happiest Many syllables → use more and most instead of adding endings: beautiful → more beautiful → most beautiful

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Write the correct comparing form of the adjective given.

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1.

My sleeping bag is (warm)

2.

Setting up the tent alone was the (difficult)

3.

The hike back to camp was (long)

4.

This campsite is the (quiet)

5.

Cooking over the fire was (challenging)

6.

That trail is the (steep)

7.

The air feels (fresh)

8.

Sleeping on the mat is (comfortable)

9.

This spot by the trees is the (shady)

area at the campsite.

10. Carrying water uphill was the (tiring)

part of the hike

than the thin blanket. task of the trip. than the morning walk. place we stayed. than cooking at home. one on the map. near the lake than near the road.

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than sleeping on the ground.

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Level F

Unit 6

Lesson 33

Argument Writing

A strong argument does not just state that one thing is better than another. It shows the reader how much better and in what way. Using comparative adjectives to say that one option is more reliable, less disruptive, or far more effective than another gives the reader a clear reason to agree with your claim.

Are you more productive when the sun rises or after it sets?

Some people come alive the moment the sun rises. Others do their best thinking long after it has set. Write a persuasive paragraph about whether humans are more productive, more creative, or more fully themselves during the day or at night. Underline every comparative adjective in your paragraph.

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Arguments for the day: • sunlight helps the brain feel more awake and ready • it is easier to focus when you have just woken up and are rested • having a set schedule during the day helps you get more done • working during the day means help is more readily available when you need it • the body naturally has more energy earlier in the day • mornings offer a fresh start

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Example: T he night is a more productive and more focused time for creative work than the day. The world is quieter after dark, which means the mind is freer to focus on what matters most.

Arguments for the night: • it is quieter at night, so it is easier to concentrate • there are fewer interruptions once the day is over • some people feel more relaxed and creative when the pressure of the day is gone • the night feels calmer and less rushed • it is easier to think clearly when everything around you has slowed down • there are no meetings, errands, or distractions

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Unit 6

Lesson 34

Adjectives and Adverbs

Adverbs Adverbs are words that describe verbs, adjectives, or other adverbs. They tell how, when, where, or to what extent an action happens. Many adverbs end in -ly.

Examples: how? → slowly, when? → later, where? → outside, to what extent? → very

Underline the adverbs.

1.

The teacher spoke clearly during the lesson.

2.

The students finished early that day.

3.

The cat jumped inside when it started raining.

4.

The instructions were very helpful.

5.

The class lined up quickly after the bell rang.

6.

We will meet later in the afternoon.

7.

The puppy followed closely behind its owner.

8.

The hikers rested there near the trail sign.

9.

She was almost finished with her work.

10. The audience listened carefully to the speaker. © Lighthouse Curriculum. Copying strictly prohibited.

Write an adverb to complete each sentence.

11. (how) The student explained the answer

.

12. (when) We will begin the test

.

13. (where) The children looked

for the missing book.

14. (to what extent) He was 15. (how) The dog barked

confident about his decision. at the stranger.

16. (when) My family will leave for vacation

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Level F

Unit 6

Lesson 34

Narrative Writing

Character development means showing how a character changes during a story. Strong writers do not simply say that a character became braver, calmer, or more confident. They show the change through the character’s actions, choices, and reactions.

Choose one situation where a character had to push through a challenge.

Write a paragraph that follows the character from beginning to end.

Use adverbs to show how, when, where, and to what extent their actions changed over time, so that the reader can feel the difference between who they were at the start and who they were by the end.

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Example: A t first, Ben worked slowly and spoke quietly, unsure of himself.

Gradually, ideas came more easily, and he participated more actively in the group. By the end, he contributed confidently and had almost completely forgotten to be afraid.

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What situation will your character face? • learning an instrument • joining a new team • practicing a speech • working on a group project • training for a race • studying for a hard test • learning to cook • trying a new skill in art class • performing in front of an audience • solving a difficult problem • standing up for someone • going to a new school • moving to a new neighborhood

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Level F

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Unit 6

Lesson 35

Adjectives and Adverbs

Comparing with Adverbs Adverbs can be used to compare two or more actions.

Comparative – compares two things •

add -er for short adverbs

•

use "more" for adverbs with more than one syllable

Examples: H e is faster than his brother.

Jim is more careful than Sam.

Superlative – compares three or more things •

add -est for short adverbs

•

use "most" for adverbs with more than one syllable

Examples: H e is the fastest in his class.

Jim is the most careful camper.

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Read each set of adverbs and label the form with “C” (comparative) or “S” (superlative).

1.

most carefully

more carefully

2.

faster

fastest

3.

earliest

earlier

4.

better

best

5.

more quietly

most quietly

6.

hardest

harder

7.

most clearly

more clearly

8.

later

latest

9.

sooner

soonest

Underline the adverb. Label it as "C" (comparative) or "S" (superlative).

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1.

Sara spoke Spanish more fluently than her classmates.

2.

Of all the runners, Noah ran the fastest.

3.

The baby slept more peacefully after she played.

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Level F

Unit 6

Lesson 35

Informative Writing

Strong informative writing presents information in a way that is easy for the reader to follow. Details are grouped logically, ideas build on each other, and nothing feels out of place. When comparing two subjects, organizing those details carefully is especially important so the reader can follow each point clearly.

Write an informative paragraph comparing two animals.

Use at least three comparative adverbs to show how the animals differ, and organize your details so the comparison is easy for the reader to follow.

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Example: T he cheetah and the falcon are both amazing animals. They move in different ways. The cheetah is quicker on the ground, while the falcon dives more swiftly through the air. The cheetah also navigates sharp turns more smoothly than the falcon.

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Which two animals will you compare? • shark and eagle • dolphin and elephant • owl and snake • elephant and penguin • wolf and octopus • crocodile and giraffe • polar bear and camel • octopus and tiger • hummingbird and horse • penguin and kangaroo • giraffe and seal • lion and turtle • bat and whale • butterfly and rhinoceros • cheetah and sloth • snail and falcon • gorilla and peacock • crab and parrot

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Level F

79

Unit 6

Lesson 36

Adjectives and Adverbs

Review Adjectives and Adverbs An adjective is a word that describes a noun or pronoun.

It tells what kind, which one, or how many.

A proper adjective describes a noun and is formed from a proper noun. Proper adjectives begin with a capital letter.

Adjectives can be used to compare two or more things.

Comparative – compares two things (add -er or use "more") Superlative – compares three or more things (add -est or use "most") Adverbs are words that describe verbs, adjectives, or other adverbs. They tell how, when, where, or to what extent an action happens. Many adverbs end in -ly.

Adverbs can be used to compare two or more actions.

Comparative – compares two things (add -er or use "more") Superlative – compares three or more things (add -est or use "most")

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Underline the adjectives. Circle the adverbs.

1.

The tired student carefully reviewed her detailed notes for the important exam.

2.

The ancient structure was remarkably preserved despite the harsh conditions.

3.

She quietly entered the crowded room and found a comfortable seat.

4.

The serious judge listened quietly to the complete explanation.

5.

The bright sun rapidly disappeared behind the thick, gray clouds.

6.

He confidently presented his original idea to the entire class.

7.

The small team surprisingly finished earliest among all the competing groups.

8.

The powerful river slowly carved through the rocky landscape over many years.

9.

She gracefully moved across the polished stage during the final performance.

10. The curious scientist confidently recorded every significant observation.

11. The young artist carefully painted the tiny details.

12. The heavy rain suddenly flooded the narrow street.

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Level F

Rewrite the following sentences with correct capitalization for proper adjectives.

1.

We ordered thai food from a restaurant downtown.

2.

The students learned about egyptian mummies during their history unit.

3.

We saw chinese lanterns hanging above the street.

4.

The class studied american landmarks last week.

5.

Our class tasted different european cheeses during the food fair.

6.

The final debater sounded

7.

Ancient Chinese civilization developed major civilizations.

8.

The second experiment produced the first attempt.

9.

That was the

(confident) than the first one. (early) than many other

(accurate) results than

(strange) theory our class has ever learned.

10. The revised draft was submitted.

(clear) than the original one he

11. Of all the authors, her reasoning was the 12. The weather in the north was

(convincing). (harsh) than in the south.

13. The speaker’s final point was the Lighthouse G R A M M A R A N D W R I T I N G

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Complete each sentence with the correct comparative or superlative form of the adjective or adverb in parentheses.

(bold) claim in the debate. |

Level F

81

Unit 7

Lesson 37

Forms of Be and Voice

Past Forms and Helping Verbs Some verbs have two different past forms.

One form is used alone.

Example: I spoke to Sarah today.

The other form is used with helping verbs like has, have, had, and forms of be.

Example: I had spoken to Sarah before class started.

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Write the correct verb form to complete each sentence.

1.

Yesterday, she

2.

By the time we arrived, they had

3.

He

4.

She has

5.

I

6.

I have

7.

The librarian has

8.

She

(gave / given) her neighbor a handmade card yesterday.

9.

He

(threw / thrown) the ball across the park as hard as he could.

(ate / eaten) her lunch before the bell rang. (ate / eaten) all the food.

(did / done) his homework as soon as he got home. (did / done) her best work this semester. (saw / seen) my best friend at the park last Sunday. (saw / seen) many amazing things. (gave / given) helpful advice to many students this week.

10. Nobody could believe how far he had 11. He

(sang / sung) a solo at the play last week.

12. By the end of the show, he had

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(threw / thrown) it.

(sang / sung) three different songs.

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Level F

Unit 7

Lesson 37

Narrative Writing

Narrative writing often shows different time frames to help the reader understand when events happen. Past actions can be used to show what was already completed in the story or even before the main action of the story began.

Write a narrative paragraph where someone starts something and discovers that important events had already happened.

Use at least four helping verbs (has, have, or had) plus past verbs.

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Example: B y the time Mark walked into the kitchen, his brother had eaten the last piece of cake. The dishes had been washed, the lights had been turned off, and the room was quiet. Mark stared at the empty plate and realized the party had ended without him.

Where does the character arrive? • a classroom • a kitchen • a workshop • a contest • a camp • a store • an art room • a friend's house • a library • a garden What had already happened before the character got there? Think about things that were finished, moved, cleaned, eaten, built, repaired, lost, found, or changed. How does the character react when he realizes he missed it? What does the character wish had been different?

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Level F

83

Unit 7

Lesson 38

Forms of Be and Voice

Forms of Be The verb be has different forms depending on who the subject is and when it happens.

Present: am - used with the pronoun I is - used with singular subjects are - used with plural subjects and the pronoun you Past: was - used with singular subjects were - used with plural subjects and the pronoun you been - used with helping words like have, has and had

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Fill in each blank with the correct form: am, is, are, was, were, been.

1.

I

2.

The sky

3.

The roads

4.

The students

5.

The hallway

6.

We

7.

The teacher has

8.

Right now, my backpack

9.

The windows

ready to go inside before the bell rings.

(am /is)

gray all morning.

(are /was)

(are / was)

(am/are)

14. She has 15. I

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noisy during dismissal.

careful on the icy steps. (been / was)

(was / are) (am/is) (been / was)

in the classroom.

cold to the touch. calm during the announcement. busy during recess. inside for recess all week.

excited to go on the class trip.

(been/was)

(been/was)

patient all day.

(is/are)

(was / were)

11. The playground 12. The class has

excited about the snow.

(was / are) (was / been)

10. The principal

13. I

slippery yesterday.

(were / are)

my best friend for years.

nervous before the performance.

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Level F

Unit 7

Lesson 38

Argument Writing

A strong argument shows how each reason connects to the claim. Linking words and phrases help the reader follow the argument clearly. They can show that a reason is being added, explained, contrasted, or connected back to the main point.

Write an argument paragraph taking a clear position on the statement below.

Do you agree or disagree with the statement? Why or why not? Use at least two linking words or phrases to connect your reasons to your claim, and use at least two different forms of be correctly.

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Arguments for failure: • it makes people think more deeply • it helps people become stronger and keep trying • it shows what needs to improve • it helps people learn their limits • the lessons from failure can last a long time • it forces you to try a different approach • it prepares you better for future challenges Arguments for success: • it builds confidence to keep going • it shows that a person is on the right path • success can lead to even better results • it teaches what works well and should be done again

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The statement: F ailure is a more valuable teacher than success.

Linking words and phrases to use: • first • next • also • another reason is • for example • in fact • because of this • as a result • in conclusion • on the other hand • this shows that • this means that • one important point is • a good example of this is • plus • another thing is • most importantly • for all of these reasons • while this may be true • even so

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Level F

85

Unit 7

Lesson 39

Forms of Be and Voice

Active and Passive Voice Active voice: The subject does the action.

Example: The students built a model.

Passive voice: The subject receives the action.

Example: A model was built by the students.

Clue: Passive voice often uses forms of be.

Example: A ctive: The librarian found the missing book.

Passive: The missing book was found by the librarian.

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Label each sentence as A (active) or P (passive).

1.

The class created a display about the light bulb.

2.

The display was created by the class.

3.

Omar wrote the introduction card.

4.

The introduction card was written by Omar.

5.

Ben carried the poster boards.

6.

The poster boards were carried to the hallway.

7.

The students placed the labels carefully.

8.

The labels were placed in straight lines.

Rewrite each sentence in the opposite voice.

9.

Passive → Active: The timeline was made by the boys.

10. Passive → Active: The pictures were chosen by Jack.

11. Active → Passive: Max organized the facts.

12. Active → Passive: The group finished the project.

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Level F

Unit 7

Lesson 39

Informative Writing

Strong informative writing often explains not just what happened, but why it happened and what resulted from it. This is called cause and effect. The cause is the reason something happened, and the effect is the result. Informative writers also make a choice about voice.

Both active and passive voice are useful tools, but they feel very different for the reader.

You are a reporter covering a major local event.

Write the report twice, once in active voice and once in passive voice. Each version should be 4–5 sentences and include one clear cause-and-effect relationship that explains why something happened and what result followed.

Active Voice Report: Example: H eavy rain flooded Main Street, so the police closed the road.

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Passive Voice Report: Example: M ain Street was flooded by heavy rain, so the road was closed.

What event will you report on? • a school fundraiser • a power outage • a record-breaking storm • a traffic accident • a community celebration • a building fire • a surprise visit from a local figure • a science fair win • a road closure • a new playground opening • a missing pet found Cause and effect words to use: • as a result • because of this • which caused • which led to • due to • therefore • consequently • this meant that • since • because • following this • after this

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Level F

87

Unit 7

Lesson 40

Forms of Be and Voice

Review Forms of Be and Voice Some verbs have two different past forms.

One form is used alone.

The other form is used with helping verbs like has, have, had, and forms of be.

The verb be has different forms depending on who the subject is and when it happens.

Present: a m - use with the pronoun I is - use with singular subjects are - use with plural subjects and the pronoun you Past: was - use with singular subjects were - use with plural subjects and the pronoun you been - use with helping words like have, has, and had Active voice: The subject does the action.

Passive voice: The subject receives the action.

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Circle the verbs and underline the helping verbs.

1.

The students have written a detailed report about ancient civilizations.

2.

The map had been drawn before the explorers set out on their journey.

3.

Our class has chosen a topic for the science fair project.

4.

The rules have been explained clearly by the teacher.

5.

She had finished her homework before dinner was ready.

6.

The trophy has been placed on the shelf in the main hallway.

7.

They have taken notes during every lesson this week.

8.

The experiment had been completed before the bell rang.

9.

We have seen significant changes in the data over time.

10. The building has been constructed near the center of town.

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Level F

Fill in each blank with the correct form: am, is, are, was, were, been.

1.

Right now, the classroom

completely silent during the exam.

2.

Yesterday, the hallways

crowded with students after the assembly.

3.

The project has

4.

Today, the students

5.

Last week, the science fair

6.

The posters have

7.

Now, I

8.

The books

displayed in the main office since Monday. excited about the field trip. held in the gym. hanging on the walls all month. ready to present my report to the class.

Label each sentence as A (active) or P (passive).

9.

The principal announced the new school rules.

10.

The new school rules were announced by the principal.

11.

The students submitted their essays before the deadline.

12.

The essays were submitted to the teacher on time.

13.

The librarian organized the books by genre.

14.

The books were organized into neat sections.

15.

The classroom was cleaned by the students after school.

16.

The children cleaned the classroom after school.

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Level F

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placed back on the shelf after reading time.

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Unit 8

Lesson 41

Combining Sentences

Combining Sentences: Subjects and Predicates Two sentences can sometimes be combined by joining the subjects (who or what the sentence is about) with the word and.

Example: T he teacher smiled. The principal smiled. → The teacher and the principal smiled.

Two sentences can sometimes be combined by joining the predicates with the word and.

Example: T he student opened his notebook. The student wrote the date. → The student opened his notebook and wrote the date.

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Join the subjects.

1.

The baker worked. The cook worked.

2.

The cashier waited. The customer waited.

3.

The nurse arrived. The doctor arrived.

4.

The mailman knocked. The delivery man knocked.

Join the predicates.

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5.

The student checked his work. The student fixed mistakes.

6.

The guard watched the door. The guard held a clipboard.

7.

The baker measured the flour. The baker mixed the dough.

8.

The janitor swept the floor. The janitor emptied the trash.

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Level F

Unit 8

Lesson 41

Argument Writing

Now it’s time to put all the parts of argument writing together! A strong argument must include a clear claim stating your position, strong reasons supporting your claim, examples or pieces of evidence for each reason, and a closing sentence restating your position.

Write an argument paragraph about the most productive way of completing a task. Is it by working with others or by working alone.

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If you are arguing that working TOGETHER is more effective: • teammates and partners • share and divide responsibilities • catch and correct each other's mistakes • brainstorm and build on ideas together • motivate and push each other forward • combine and apply different strengths • plan and execute more efficiently • encourage and support each other through difficult moments

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You must support your claim with at least two clear reasons. Write at least three sentences with combined subjects or combined predicates to strengthen your argument.

If you are arguing that working ALONE is more effective: • focus and concentrate without distractions • control and manage your own pace • make and apply your own decisions • develop and trust your own ideas • avoid and eliminate miscommunication • plan and complete work on your own schedule • take and own full responsibility • set and meet your own personal standards

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Level F

91

Unit 8

Lesson 42

Combining Sentences

Possessive Nouns A possessive noun shows ownership.

Use a possessive when you mean ‘belongs to.'

Singular possessive: add ’s Example: the boy’s backpack

Plural possessive ending in s: add ’ Example: the boys’ backpacks

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Write the correct possessive form.

1.

the student / notebook

2.

the teacher / desk

3.

the boys / coats

4.

the girls / lockers

5.

the principal / office

6.

the coaches / whistles

7.

the doctor / tools

8.

the nurses / uniforms

9.

the driver / car

10. the drivers / schedules 11. the librarian / cart 12. the librarians / carts 13. the baker / apron 14. the bakers / aprons 15. the cat / bowl

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Level F

Unit 8

Lesson 42

Informative Writing

Now it’s time to put all the parts of informative writing together! A strong piece of informative writing must include a clear topic sentence that introduces the topic and information, organized and relevant facts, concepts and examples, precise and specific vocabulary to explain the topic, and a concluding sentence that wraps up your explanation.

Choose a setting and write an informative paragraph explaining the roles and responsibilities of the people who work there.

Use possessive nouns throughout to show ownership of tools, spaces, and responsibilities. Your goal is to teach your reader something clear and interesting about how this place actually functions.

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Example topic sentence: In a hospital, every worker's role is carefully designed to keep patients safe and the building running smoothly.

Let’s BRAINSTORM

What setting do you know a lot about? • a school • a fire station • a grocery store • a house • an amusement park • a doctor’s office • an airport • a veterinary clinic • a camp • a museum • a farm • a bakery • a police station • a post office • a zoo • a train station

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Level F

93

Unit 8

Lesson 43

Combining Sentences

Combining Sentences: Possessive Nouns Sometimes you can combine two sentences by changing one sentence to the possessive form and using it with the predicate from the other sentence.

Example: J onah has a jacket. The jacket is warm. → Jonah’s jacket is warm.

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Rewrite the sentences using the correct possessive forms.

1.

The student has a notebook. The notebook is new.

2.

The teacher has a desk. The desk is neat.

3.

The dog has a leash. The leash is red.

4.

The boys have a team. The team is ready.

5.

The principal has a rule. The rule is important.

6.

The girls had a project. The project is finished.

7.

The baker has an apron. The apron is clean.

8.

The nurses have a station. The station is busy.

9.

The driver has a map. The map is folded.

10. The clerk had a stamp. The stamp is missing.

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Level F

Unit 8

Lesson 43

Argument Writing

A persuasive letter is written to convince someone to agree with your opinion or take action. Writers use clear reasons, examples, and strong details to support their ideas and persuade the reader.

You've noticed a real problem in your school.

Let’s BRAINSTORM

Dear

,

Sincerely,

,

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Write a persuasive letter to your principal asking for one specific improvement to your school.

You must support your request with at least two clear reasons. Include combined sentences with possessives using at least one plural possessive.

What improvement do you want to argue for? • more hooks in the hallway • clearer hallway signs • better supply storage • quieter transitions • a neater book system • a better place for backpacks • a better lost-and-found routine • more seating in the lunchroom • longer lunch periods • more books in the library • better lighting in the classrooms • longer recess • cleaner bathroom facilities • more outdoor seating areas • a water bottle filling station • a school garden

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Level F

95

Unit 8

Lesson 44

Combining Sentences

Combining Sentences: Who, Which, That When combining sentences: Who and that are used for people.

Which and that are used for things.

Examples: T he man works in the office. He helps students.

The man (who or that) works in the office helps students.

The bag was on the chair. It fell down.

The bag (which or that) was on the chair fell.

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Combine the sentences using “who”, "which," or "that."

96

1.

The dog is friendly. It lives next door.

2.

The students worked hard. They finished the project early.

3.

The car is fast. It has new wheels.

4.

My grandmother is kind. She bakes cookies every Sunday.

5.

The library is quiet. It is on Main Street.

6.

The teacher is patient. She explains every step.

7.

The bridge is old. It crosses the river.

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Level F

Unit 8

Lesson 44

Narrative Writing

Now it’s time to put all the parts of narrative writing together. A strong piece of narrative writing must include a clear introduction that explains the context, descriptive details to narrate the experiences and/or events, and a concluding sentence that reflects on and closes the narration.

Think about a specific moment that had a real impact on you.

Write a personal narrative about an impactful moment in your life. Use who, which, and that clauses to describe the people, objects, and details that made that moment unforgettable.

Let’s BRAINSTORM

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Example introduction: I still remember the day when I dropped the glass trophy that I had worked so hard to win.

What kind of moment will you write about? • a competition • a performance • an important conversation • a surprising win or loss • a mistake that taught you something • a moment of courage • an unexpected event • a time you stood up for something • a moment when you felt proud • a time something did not go as planned • receiving important news • meeting someone who changed your perspective • trying something for the first time • a moment of failure that led to growth

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Level F

97

Unit 8

Lesson 45

Combining Sentences

Who, Which, That Punctuation Use that for important details. Important details don’t need commas.

Use which for extra details. Commas are needed before and after the extra details.

Example: M y bike is fast. + It has new red tires. that (important detail – tells us exactly which bike): My bike that has new red tires is fast. which (extra detail – just adds more info about the bike): My bike, which has new red tires, is fast.

Who can be used for important details (no commas) or extra details (with commas).

Example: T he student who forgot her homework had to stay in at recess. (important → tells us which student) My teacher, who has worked here for ten years, knows everyone by name. (extra → we already know which teacher)

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Add commas if they are needed. If no commas are needed, leave the sentence as it is.

1.

The cookies that were burnt in the oven smelled terrible.

2.

My best red toy which is three years old still works perfectly.

3.

The student who raised her hand answered the question correctly.

4.

Our school which was built in 1962 just got a new gym.

5.

The shoes that I bought yesterday are already too small.

6.

My best friend who moved to Texas last year called me yesterday.

7.

The book that won the award was very long.

8.

The Statue of Liberty which stands in New York Harbor was a gift from France.

9.

The man who fixed our roof did an excellent job.

10. My only grandfather who served in the Navy tells great stories.

11. The backpack that fell off the bus was returned the next day.

12. The Grand Canyon which is over a mile deep attracts millions of visitors each year.

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Level F

Unit 8

Lesson 45

Informative Writing

A travel brochure is a type of informative writing that teaches readers about a place and encourages them to visit it. Informative travel brochures include clear descriptions, important facts, and interesting details that help readers understand what makes the location special.

Create a travel brochure for a town, park, museum, country, or other interesting location.

Write 8–10 sentences describing what visitors can see and do there.

Include at least four sentences with who or which clauses, using commas correctly when the information is extra, but not when it is necessary.

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Example: T he art museum, which displays beautiful paintings, attracts many visitors each year. Our tour guide, who has worked there for fifteen years, shared many interesting facts.

Let’s BRAINSTORM

What place are you describing? • What attractions would visitors enjoy? • Which details are necessary to identify a place? • Which details are extra information? • What makes the location special? • What sights, sounds, or activities should be included? • What is something a visitor should not miss while they are there? • What is one fact about this place that might surprise a visitor?

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Level F

99

Unit 8

Lesson 46

Combining Sentences

Review Combining Sentences When combining sentences:

•

Who is used for people.

•

Two sentences can sometimes be combined by joining the subjects with the word and.

•

Which is used for things.

•

That is used for people or things when the detail is important to the sentence.

Two sentences can sometimes be combined by joining the predicates with the word and.

When using who or which:

•

•

If the information is necessary and tells the reader exactly which thing or person, no comma is needed.

•

If the information is extra, and the reader already knows which thing or person, a comma is used to separate it from the rest of the sentence.

A possessive noun shows ownership.

Singular possessive: add ’s Plural possessive ending in s: add ’ Sometimes you can combine two sentences by changing one sentence to the possessive form and using it with the predicate from the other sentence.

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Combine these sentences by joining the subjects or predicates.

100

1.

The firefighter rushed in. The police officer rushed in.

2.

The cat slept. The dog slept.

3.

The artist sketched a portrait. The artist painted a mural.

4.

The child built a tower. The child knocked it down.

5.

The teacher spoke. The principal spoke.

6.

The brother laughed. The sister laughed.

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Level F

Combine the sentences using possessives.

1.

The girl has a backpack. The backpack is heavy.

2.

The boy has a bicycle. The bicycle is blue.

3.

The artist has a brush. The brush is old.

4.

The chef has a knife. The knife is sharp.

5.

The baby has a toy. The toy is soft.

6.

The musician has a guitar. The guitar is shiny.

7.

A scientist discovered a new planet. She studied the stars for years. (who)

8.

We visited an Egyptian museum. It had ancient artifacts from Egypt. (which)

9.

The storm knocked down a tree. It blocked the road. (that)

10. I met a traveler. He had been to six continents. (who)

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Combine the sentences using who/which/that and add commas when needed.

11. They built a bridge. It connects the two islands. (that)

12. She found a painting. It was hidden in the attic. (which)

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Level F

101

Unit 9

Lesson 47

More on Combining Sentences

Using FANBOYS Conjunctions are words that connect two words, phrases, or sentences.

FANBOYS are conjunctions used to connect ideas: For, And, Nor, But, Or, Yet, So Each of the FANBOYS conjunctions is used in a different way: •

for = reason

•

and = adds

•

nor = adds a negative choice

•

but / yet = contrast

•

or = choice

•

so = result

If you join two complete sentences, use a comma + FANBOYS. Examples: I t was late, so we went home.

I wanted to go, yet I stayed.

She did not call, nor did she visit.

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Write the best FANBOYS word to complete each sentence. Add commas where needed.

1.

The road was icy

2.

I did not forget the assignment

3.

The plan sounded simple

4.

We could eat at home

we can have lunch with the neighbors.

5.

He practiced every day

he wanted to improve.

6.

The bag was heavy

I carried it anyway.

7.

I wanted to help

8.

The lights flickered

the room stayed bright.

9.

You can write in pen

you can write in pencil.

we drove slowly.

it was hard to do.

I did not know how.

10. The class was noisy

the teacher waited calmly.

11. She studied hard

102

did I ignore it.

she wanted a good score.

12. She purchased chicken

she prepared supper.

13. He doesn’t like apples

does he like pears.

14. He can speak Spanish

he can write in Spanish.

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Level F

Unit 9

Lesson 47

Argument Writing

A strong argument is like a chain because every reason must connect to the claim, and every idea must connect to the next. You have already practiced building those connections across sentences. FANBOYS conjunctions let you build them inside sentences too, joining two thoughts so that the reader cannot miss the relationship between them.

Write an argument paragraph taking a clear position on the statement below.

Use at least five different FANBOYS conjunctions to connect ideas within your sentences, and make sure each one makes the relationship between your claim and your reasons clearer.

Let’s BRAINSTORM

Arguments for: • community service builds empathy and responsibility • it connects students to their community • it teaches real-world skills that cannot be learned in a classroom • it gives students a sense of purpose and accomplishment • it exposes students to people and places outside their everyday experience • communities benefit from the extra help students provide

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Statement: Community service should be required for all middle schoolers.

Arguments against: • students already have heavy workloads and limited free time • forcing service may make it feel less meaningful • not all students have equal access to transportation or opportunities • some families may need students at home after school • it could create stress

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Level F

103

Unit 9

Lesson 48

More on Combining Sentences

Independent and Dependent Clauses An independent clause can stand alone as a sentence.

Example: The students finished their project.

A dependent clause cannot stand alone. It begins with a word such as; because, when, after, before, if, although, since, while.

Example: Because the students finished their project

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Write “I” if it is an independent clause and “D” if it is a dependent clause.

1.

The cake smelled delicious.

2.

Because the road was icy

3.

While the teacher was speaking

4.

I finished my homework early.

5.

The birds flew across the sky.

6.

Before the game started

7.

Our class won the reading contest.

8.

If we leave now

9.

Since the rain stopped

10. The dog barked loudly.

11. The students lined up quietly.

12. Although the test was difficult 13. After the game ended 14. My brother plays the guitar.

15. When the bell rang 16. We cleaned the classroom after lunch.

17. Because the dog barked loudly 18. The baby fell asleep quickly.

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Level F

Unit 9

Lesson 48

Informative Writing

You learned that in cause and effect, the cause is the reason something happened, and the effect is the result. Every good decision has a cause and an effect that follows it.

Write an informative paragraph teaching a younger student how to handle a busy week.

Explain the choices they should make and what will result from each one. Make sure all of your sentences are independent clauses (and not dependent clauses).

are

Let’s BRAINSTORM

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Example: Y ou should make a schedule for your busy week. A good schedule helps you finish your work on time. You should also get enough sleep each night. Good sleep gives you more energy for school and activities.

What advice do you have for younger students? • planning ahead • keeping materials organized • starting early • staying calm • asking for help • finishing on time • handling distractions • learning from mistakes • making a to-do list • setting goals for each day • leave time for editing Cause and effect words to use: • as a result • because of this • which means that • which leads to • therefore • consequently • this prevents • so that • for this reason • due to this

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Level F

105

Unit 9

Lesson 49

More on Combining Sentences

Compound and Complex Sentences Compound sentences are two complete thoughts (independent clauses) joined together where each part can stand alone as its own sentence. Use a comma + FANBOYS. Example: I finished my work, and I cleaned my desk.

Complex sentences are one complete thought (independent clause) + one incomplete thought (dependent clause) joined together.

If the dependent clause comes first, use a comma.

Example: When the bell rang, the class began.

If the dependent clause comes last, no comma (usually).

Example: The class began when the bell rang.

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Write “CD” if it is a compound sentence and “CX” if it is a complex sentence.

1.

We waited quietly, and the teacher opened the door.

2.

Because the floor was wet, we walked carefully.

3.

I wanted to leave, but I stayed to help.

4.

We can sit here, or we can stand outside.

5.

The dog barked when the mail arrived.

6.

Although the task was difficult, she kept trying.

7.

The sun set, and the air cooled down.

8.

We stayed inside because the wind was strong.

9.

If you finish early, you may read quietly.

10. I studied the map, but I still missed the turn.

11. Before the storm arrived, we moved the chairs inside.

12. I forgot my lunch, so my friend shared hers with me.

13. The baby cried when the music became too loud.

14. We practiced for weeks, and we performed well at the play.

15. Although the path was steep, the hikers reached the top.

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Level F

Unit 9

Lesson 49

Grammar Based Writing

Grammar-based writing practice is a focused way to build the skills that make writing stronger. Instead of writing freely, the focus is on one specific grammar rule at a time so it can be learned and used correctly and confidently. The goal is to build good habits that carry into all writing.

Make a compound sentence out of each pair of sentences below. Combine each pair of sentences below into either a compound or complex sentence using the joining word that best completes the sentence.

1.

Ann forgot her notebook. She borrowed paper from a friend.

2.

The rain stopped. We went outside to play.

3.

Jordan studied for the test. He felt confident during class.

4.

The dog barked loudly. The baby stayed asleep.

5.

The bell rang. Students hurried to class.

6.

I cleaned my room. My cousins came over.

7.

The team practiced every day. They improved quickly.

8.

Sara wore a jacket. The weather was cold.

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Make a complex sentence out of each pair of sentences below.

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Level F

107

Unit 9

Lesson 50

More on Combining Sentences

Run-On Sentences A run-on sentence can happen when two complete thoughts are joined incorrectly.

Example: R un-on: I finished my homework I went outside.

(This is a run-on because both parts could either be sentences on their own or combined correctly using a FANBOYS.)

To fix the run-on: I finished my homework. I went outside. (split to be two sentences) I finished my homework, so I went outside. (combined correctly using a FANBOYS)

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Read each sentence. If it is a run-on, rewrite it correctly. If it is correct, write ✓.

108

1.

A map helps people find places it shows roads and landmarks.

2.

People use maps when they travel.

3.

Some maps show mountains and rivers other maps show cities and towns.

4.

A street map can help drivers find directions.

5.

Long ago, people made maps by hand today many maps are digital.

6.

Maps can help hikers stay on the right trail.

7.

Without maps, travel would be more confusing people could get lost easily.

8.

Maps are useful tools for many people.

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Level F

Unit 9

Lesson 50

Narrative Writing

Writers can change the feeling and style of their writing by choosing different details, words, and sentence structures. The same event can sound calm, exciting, serious, or stressful depending on how the writer describes it.

Choose one situation.

Write it twice: once as a smooth, easy experience, and once as a stressful, difficult one. Each version should be 5–6 sentences long. Ensure you have no run-ons in your writing!

Example: ( Smooth version) I walked to the front, and I smiled at the class. Because I practiced, I felt ready. I spoke clearly and finished calmly.

(Stressful version) I walked to the front. I was nervous.

I was shaking. When everyone looked at me, I forgot my words. My hands shook, and I rushed to finish.

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Smooth version:

Stressful version:

Let’s BRAINSTORM

What situation will you write about twice? • arriving at school • starting a group project • taking a test • presenting in front of the class • trying something new • working on an art project • waiting for big news • preparing for a performance • going somewhere unfamiliar • meeting someone new

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Level F

109

Unit 8

Lesson 51

More on Combining Sentences

Review More on Combining Sentences Conjunctions are words that connect two words, phrases, or sentences.

FANBOYS are conjunctions used in different ways: • • • • • •

for = reason and = adds nor = adds a negative choice but / yet = contrast or = choice so = result

An independent clause can stand alone as a sentence.

A dependent clause cannot stand alone. It begins with a word such as; because, when, after, before, if, although, since, while.

Compound sentence: Two complete thoughts joined together where each part can stand alone as its own sentence (use comma + FANBOYS) Complex sentence: One complete thought (independent clause) + One incomplete thought (dependent clause) joined together (If the dependent clause comes first, use a comma. If it comes last, no comma (usually).)

A run-on sentence can happen when two complete thoughts are joined incorrectly.

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Write a ✓ if the FANBOYS conjunction is used correctly. Write an ✕ if it is incorrect.

1.

I wanted to go outside, but it started to rain.

2.

She finished her homework, or she went to bed early.

3.

We can walk to the park, or we can ride our bikes.

4.

He was tired, so he stayed up all night playing video games.

5.

I studied for the test, so I felt confident.

6.

She likes apples, yet she ate one for a snack.

7.

I didn’t bring a jacket, for I thought it would be warm.

8.

He wanted to play, nor he joined the team.

9.

I was hungry, so I made a sandwich.

10. She doesn’t like coffee, yet she prefers tea instead.

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Level F

Label each sentence as CD (compound sentence) or CX (complex sentence).

1.

I packed my lunch, and I grabbed my backpack.

2.

The team practiced hard, and they won the game.

3.

When the bell rang, the students rushed into the hallway.

4.

She wanted to buy the book, but she didn’t have enough money.

5.

While my brother practiced piano, I finished my homework.

6.

Although it was raining, we still went on our field trip.

7.

He finished his chores, so he could play a game.

8.

If the bus is late, we will call the school.

9.

Because I forgot my homework, I had to explain it to my teacher.

Read each sentence. If it is a run-on, rewrite it correctly. If it is correct, write ✓.

11. The dog barked loudly it woke everyone up.

12. Students study for tests every week.

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10. I can help you study, or you can work with a partner.

13. I finished my homework I played a game.

14. The sun rises in the east.

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Level F

111

Unit 10

Lesson 52

Abbreviations and Contractions

Abbreviations Abbreviations are shortened forms of words. Abbreviations begin with capital letters if they stand for proper nouns and end with a period.

Note: If a sentence ends with an abbreviation, do not add a second period. The abbreviation’s period counts as the end of the sentence.

Common Examples: T itles: Mr., Mrs., Prof., Dr. Days: Sun., Mon., Tues., Wed., Thurs., Fri., Sat. Months: Jan., Feb., Mar., Apr., Aug., Sept., Oct., Nov., Dec. Addresses: St., Ave., Blvd., Rd., Dr. States (postal): NY, NJ, PA (no periods!)

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Add the correct abbreviations, capitalization, and punctuation.

112

1.

i met mrs garcia on monday in september

2.

dr lewis will visit our class on thursday, in december

3.

mr jones lives in new york on oak street

4.

the form is due on tuesday, april 3

5.

dr chen works on maple avenue, in new jersey

Write the correct abbreviations for each word below.

6.

October -

10. Road -

7.

Street -

11. New Jersey -

8.

New York -

12. April -

9.

Wednesday -

13. Doctor -

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Level F

Unit 10

Lesson 52

Informative Writing

Strong informative writing has its information organized so that the reader can find and understand it easily. Tools such as headings, labels, and tables help the reader find information quickly and understand it clearly. When a piece of writing is well organized, the reader never has to work hard to follow it.

Imagine you are writing the program for two upcoming events at your school.

First, fill in the table below with the details of each event using abbreviations wherever you can. Then use your table to write an informative paragraph that tells the reader everything they need to know about both events.

Event 1 =

Event 2 =

Organized by Day Month

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Location

Let’s BRAINSTORM

What events will you write about? • science fair • art show • book fair • sports day • school play • bake sale • talent show • open house • awards ceremony • graduation ceremony • fundraiser

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Level F

113

Unit 10

Lesson 53

Abbreviations and Contractions

Contractions A contraction combines two words. An apostrophe (’) shows where letters are missing.

Examples: do not → don’t, I am → I’m, they are → they’re, we will → we’ll

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Draw a line to match each contraction with the correct word pair.

114

1.

don’t

•

• we are

2.

I’m

•

• she will

3.

we’ll

•

• do not

4.

they’re

•

• I will

5.

can’t

•

• is not

6.

it’s

•

• I am

7.

you’re

•

• has not

8.

he’s

•

• we will

9.

she’ll

•

• they are

10. we’re

•

• it is

11. isn’t

•

• you are

12. didn’t

•

• cannot

13. I’ll

•

• did not

14. won’t

•

• he is

15. hasn’t

•

• will not

16. she's

•

• you will

17. that's

•

• she has

18. couldn't •

• I have

19. I've

•

• that is

20. you'll

•

• could not

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Level F

Unit 10

Lesson 53

Narrative Writing

A journal entry lets the narrator speak in a personal, natural voice. A strong beginning helps the reader understand who is speaking, what life looks like for that narrator, and what is on the narrator’s mind.

Write a journal entry introducing yourself as the narrator.

Tell the reader who you are, what your life looks like right now, what you care about, and what is on your mind today. Use at least six contractions and underline each one.

Example: D ear Journal, I'm not sure I've ever actually kept a journal before, but here I am. My name is Esther, and I'm in sixth grade at a new school that's bigger than anything I've ever seen. I don't know everyone yet, but I'm starting to figure out who's who.

Let’s BRAINSTORM

What will you tell the reader about yourself? • where you are right now • what school feels like this year • something you are looking forward to • something you are nervous about • a person who matters to you • something you are good at • something you are still figuring out • what you want this year to look like • something that made you laugh recently • a goal you are working toward

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Dear Journal,

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Lesson 54

Abbreviations and Contractions

Review Abbreviations and Contractions Abbreviations are shortened forms of words. Many abbreviations begin with capital letters and end with a period.

A contraction combines two words. An apostrophe (’) shows where letters are missing.

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Circle the correct choice.

1.

The meeting is on (Mon. / mon / mon.)

2.

I (dont / don’t) want to forget my notes.

3.

He's meeting (mr / Mr. / MR.) Davis.

4.

They (won’t / wont) be late.

5.

My cousin lives in (NJ. / N.J. / NJ).

6.

The appointment is on (Tues / Tues./ tues.).

7.

He spoke to (dr / Dr. / DR.) Lee.

8.

We’re traveling in (oct / Oct. / OCT.)

9.

She lives on Pine (st / St. / ST.)

10. I (cant / can’t) find my keys.

11. They (arent / aren’t) ready yet.

12. He (doesnt / doesn’t) like coffee.

13. She (hasnt / hasn't) called yet.

14. The package arrived on (fri / fri. / Fri.) 15. We (wouldnt / wouldn't) miss it for anything.

16. The address is on Grant (ave / Ave. / AVE.) 17. He (didnt / didn't) finish his homework.

18. I (shouldnt / shouldn't) stay up too late.

19. The event is in (jan / Jan. / JAN.)

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Write the correct abbreviations.

1.

Monday

2.

Thursday

3.

January

4.

September

5.

Doctor

6.

Mister

7.

New York

8.

Street

9.

Avenue

10. Road

Rewrite the word pairs as contractions.

11. do not 12. cannot

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13. let us 14. I am 15. you are 16. they have 17. she is 18. we will 19. has not 20. could not 21. I have 22. they are

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Lesson 55

Punctuation

Commas in a Series A series is three or more words, phrases, or ideas listed together in a sentence. A comma is placed between every item in a series.

Example: We packed pencils, paper, folders, and notebooks.

Underline each word that should have a comma after it.

1.

We brought tape glue scissors and markers.

2.

The hallway was quiet calm and clean.

3.

The recipe needs sugar butter eggs and vanilla.

4.

She carried pencils crayons markers and paint brushes.

5.

We need rulers notebooks calculators and erasers.

6.

The art room has clay paper glue and scissors.

7.

The message was short clear and urgent.

8.

He studied math science history and reading.

9.

The teacher called out steps timing and order.

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10. We saw a hat a scarf and gloves on the bench.

11. The bag held a book a pencil a folder and a snack.

12. The soup was warm thick and filling.

13. The garden had roses tulips daisies and sunflowers.

14. He felt tired hungry and ready to go home.

Be creative! Fill in the missing words and add commas where needed.

15. We need paper pens and a

.

16. We saw dolphins turtles pelicans and

at the beach.

17. At the picnic, we ate apples

sandwiches and chips.

18. We shopped for eggs flour and 118

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Unit 11

Lesson 55

Informative Writing

Informative writing comes in many forms, and a recipe is one of the most practical. A recipe gives the reader everything they need to create something successfully: a list of ingredients, clear steps in order, and enough detail so that nothing is left to guesswork.

Write an informative recipe paragraph for a food or drink of your choice.

Begin with a topic sentence that introduces what you are making and why someone would want to make it. Then list your ingredients and walk through each step in order. Include at least three with correct comma placement in each series.

Let’s BRAINSTORM

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Example: T his simple hot chocolate recipe is the perfect drink for a cold afternoon. You will need milk, cocoa powder, sugar, and a pinch of salt. First, pour the milk into a small pot and warm it over a low heat. Next, add the cocoa powder, sugar, and salt, and stir everything together until smooth.

What will your recipe be for? • a smoothie • a sandwich • a salad • pancakes • guacamole • lemonade • pasta • a fruit salad • grilled cheese • overnight oats • a milkshake • trail mix Commas in a series to practice: • ingredients listed together • kitchen tools listed together • steps listed in order • descriptive words grouped together • toppings or extras added at the end

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Lesson 56

Punctuation

Commas After Introductory Words A comma is used after an introductory word such as yes, no, well, or suddenly when it starts a sentence.

Example: Yes, I brought the correct form.

Underline each word that should have a comma after it. Add a comma.

1.

Well I think we should try again tomorrow.

2.

Suddenly the dog barked loudly outside.

3.

Yes I checked my name on the paper.

4.

No I did not take your folder.

5.

Yes my brother can help with the project.

6.

Suddenly the lights flickered once.

7.

No the store was already closed when we arrived.

8.

Well I guess we should double-check.

9.

Well this puzzle is harder than I expected.

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10. Suddenly the rain started pouring down.

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11. Well nobody expected the answer to be so simple.

12. No the package has not arrived yet.

13. Suddenly a loud knock came from the other side of the door.

14. Yes, the meeting has been moved to Monday.

Be creative! Fill in the missing words and add commas where needed.

15.

the crowd began cheering loudly.

16.

I can’t stay late.

17.

that explains the mix-up.

18.

I did hear the thunder during the storm.

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Unit 11

Lesson 56

Argument Writing

A strong argument can start with a clear, confident statement. This is a good strategy for sharing a strong opinion in argument writing. It helps show the reader exactly where you stand right away.

Do you agree or disagree with the statement below?

Write an argument paragraph responding to the statement. Begin your paragraph with Yes or No, followed by a comma, and then your claim. Support your position with at least two clear reasons and end with a strong conclusion.

Statement: Students should be allowed to listen to music while they work in class.

Let’s BRAINSTORM

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Example: Y es, students should absolutely be allowed to listen to music while they work in class. When students choose the right kind of music, it helps them block out distractions and they get more done in less time.

Arguments for yes: • music helps block out distractions • calm music reduces stress • students work at their own pace, and music helps them stay in it • many adults listen to music while working Arguments for no: • music can be distracting for some students • lyrics pull attention away from reading and writing tasks • it makes it harder for teachers to get students' attention

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Lesson 57

Punctuation

Commas After Introductory Groups of Words When a sentence starts with an introductory group of words, a comma usually comes right after it.

Examples: W hen the bell rang, the class grew quiet.

Before we left, we checked the list.

Add commas where needed.

1.

When the door opened the room went silent.

2.

After the meeting ended we packed away our papers.

3.

Although I was ready I waited for the signal.

4.

If you find the note bring it to the office.

5.

Before the quiz began the teacher gave directions.

6.

While we were lining up someone called my name.

7.

Because the floor was wet we walked slowly.

8.

When I looked down I saw a torn envelope.

9.

After I checked the pocket I felt a folded paper.

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10. If the message is wrong tell the secretary.

11. Since the lights were off we used flashlights.

12. While the play was happening the audience stayed quiet.

13. Before the bell rang everyone put away their materials.

14. Although the box was heavy she carried it to the front.

15. When the announcement was made the hallway went silent.

16. If the drawer is locked ask the teacher for the key.

17. Since we finished early we had time to review our work.

18. After the storm passed the sky turned bright orange.

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Unit 11

Lesson 57

Narrative Writing

In narrative writing, clear descriptions of events help the reader follow exactly what is happening and in what order.

A student accidentally arrived at school an hour early.

Write a narrative paragraph (8–10 sentences) in which the student discovers something about the building or the people in it that most students never see. Include at least four sentences that begin with an introductory phrase followed by a comma.

or

Let’s BRAINSTORM

What might the student discover? • a teacher practicing a musical instrument alone in a classroom • a janitor who knows every secret about the building • a room that is never open during the school day • a view from a window that nobody else has ever noticed • an old trophy or photograph that raises more questions than it answers • a stray animal that has made its home somewhere in the school

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Example: A fter the long walk to school, she realized the building was completely empty.

Introductory phrases to start sentences with: • Before anyone else arrived • Walking down the empty hallway • After turning the corner • Without meaning to • Standing completely still • Looking through the window • Having never been there so early • Just as the sun appeared • With nobody else around • After a few minutes of silence • Hearing a sound from down the hall

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Lesson 58

Punctuation

Commas After Appositives and Interrupting Words Sometimes a sentence includes extra information in the middle. Commas separate the information so the main idea stays clear.

An appositive renames a noun. If it’s extra information, put commas around it.

Example: Mr. Levin, the main speaker, arrived early.

Interrupting words like however, therefore, in fact, and of course need commas.

Example: The note, however, was not meant for me.

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Add commas where needed.

1.

The secretary Mrs. Hale answered quickly.

2.

The envelope however had no name.

3.

My friend Jonah the fastest runner waited by the door.

4.

Our plan of course was not perfect.

5.

This hallway the longest one in the building felt endless.

6.

The paper in fact was signed.

7.

Their teacher Mr. Green gave a warning.

8.

The message therefore seemed serious.

9.

The jacket my black one was missing.

10. The delivery man however didn’t remember who sent it.

11. The note in fact had been there all along.

12. Our principal Mr. Davis made the announcement.

13. The answer however was not what anyone expected.

14. My neighbor the one with the red car waved from across the street.

15. The decision therefore was made without anyone asking us.

16. The clock the old one on the wall stopped at noon.

17. Her answer of course was completely correct.

18. The librarian Ms. Park found the missing book.

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Unit 11

Lesson 58

Narrative Writing

You have already practiced building a character through their actions, words, and details.

Now it is time to add a new grammar tool that makes character writing sharper and more precise. Sometimes a sentence includes extra information in the middle, and commas can set that information off so the main idea stays clear.

Write a narrative paragraph from the perspective of someone meeting a new friend or relative for the first time.

Develop this person as a character through the small details you notice. Include at least two appositives and at least two interrupting words, and use commas correctly around each one.

Let’s BRAINSTORM

What will you write about? • a cousin visiting for the first time • a new friend from a club or activity • a relative you only heard stories about • someone you met at a family gathering • a pen pal you finally meet in person • a neighbor who becomes a friend • a friend of a friend you are introduced to • someone you meet on a trip • a relative from another country you are meeting for the first time

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Example: M y cousin Lily, a quiet girl with paint-stained fingers, walked through the door and smiled warmly. She was, in fact, exactly the kind of person my mother had described.

What details will you include? • what they look like • how they introduce themselves • a habit or gesture you notice right away • something they say or do • how the meeting feels • a small detail that stands out • what you notice first • how the conversation starts • how you feel Interrupting words to use: • however • therefore • in fact • of course • instead • after all • it seemed • I noticed • without warning • on the other hand • curiously • as I later realized • to be honest

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Lesson 59

Punctuation

Semicolons A semicolon ( ; ) can join two complete sentences that are closely related. It can also be used before words like however, therefore, and in fact when those words connect two complete sentences.

Examples: I reached the office door; it was already locked.

It looked like my sweater; however, it was a different color.

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Add semicolons where needed.

1.

I checked my backpack it was empty.

2.

The hallway was silent the lights were still on.

3.

I found the envelope it had no return name.

4.

The bell rang no one moved.

5.

The message felt urgent it was written in a rush.

6.

I looked under my desk nothing was there.

7.

The folder was missing the signed page was inside it.

8.

I wanted to ask questions I stayed quiet.

9.

The secretary glanced at the paper her face changed.

10. The door was unlocked the room felt colder than usual.

11. The window was open the curtains moved slowly.

12. She read the note twice however, something did not add up.

13. The chair was pulled out someone had been sitting there recently.

14. I reached for the handle therefore, I was the first one to know.

15. The lights flickered once in fact, it had happened before.

16. Nobody answered however, the room was not empty.

17. I recognized the handwriting in fact, I had seen it just that morning.

18. The clock had stopped therefore, no one knew how long it had been there.

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Unit 11

Lesson 59

Argument Writing

Argument writing appears in many real-world formats, including book reviews. A book review makes a clear claim about whether a book is worth reading and supports that claim with specific reasons and evidence from the text.

Write a book review paragraph about a book you have read.

State your claim clearly in your opening sentence, support it with at least two specific reasons, and end with a conclusion that tells the reader whether or not they should read the book.

Use at least two semicolons correctly throughout your review.

Let’s BRAINSTORM

What makes a strong book review claim? • this book is worth reading because • this book changed the way I think about • this is the kind of story that stays with you • this book is overrated because • this is not the right book for everyone, but • anyone who enjoys this type of story should read it

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Example: Wonder by R.J. Palacio is one of the most important books a middle schooler can read; it deals with themes that every student will recognize from their own life.

Semicolon sentence starters: • the writing is strong; the story is even stronger • the story surprised me; however, • the characters feel real; in fact, • the plot is slow at first; therefore, • I expected one thing; instead, • this book stays with you; even • the ending felt rushed; still,

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Lesson 60

Punctuation

Colons A colon ( : ) is used to introduce a list, an explanation, or a key detail. A complete sentence must come before the colon.

Examples: I checked three places: my desk, my bag, and the shelf.

There was only one problem: the name was spelled wrong.

Add colons where needed.

1.

I had one goal return the paper before anyone noticed.

2.

The plan had three steps read, discuss, and revise.

3.

One detail stood out the envelope had no name.

4.

The warning was short do not open it.

5.

I noticed two problems the page was missing, and the stamp was crooked.

6.

The choice was simple tell the truth or stay quiet.

7.

I finally understood the mistake I had the wrong folder.

8.

The list was clear a jacket, a note, and a key.

9.

There was one reason I felt nervous the office door was open.

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10. The message explained everything the papers were switched on purpose.

11. I packed everything I needed my notebook, a pencil, and a snack.

12. There was one thing missing the final page.

13. She brought three supplies markers, glue, and scissors.

14. The sign gave a clear warning keep out.

15. We had two choices leave now or wait for help.

16. The note contained one word wait.

17. She needed three things a key, a map, and a flashlight.

18. The answer was finally clear someone had been there before us.

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Unit 11

Lesson 60

Informative Writing

A biography is a form of informative writing that tells the story of a real person's life. A strong biography does not just list facts. It explains who the person is, what they achieved, and why their life is worth knowing about.

Write a biography paragraph about a real person you admire.

Introduce who they are, explain what they achieved, and tell the reader why their life matters. Use at least one colon correctly.

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Example: G eorge Washington is one of the most important people in American history for a simple reason: he helped create a new country. He led the American army during the Revolutionary War and later became the first president of the United States. His leadership helped shape the nation's future.

Who will you write about? • a scientist • a historical leader • a grandparent • an inventor • an activist • an explorer • a writer • a mathematician • someone from your own community Ways to use colons in a biography: • to introduce a list of achievements • to spotlight a defining quality • to introduce a key moment or turning point • to explain the significance of something • to introduce a quote or fact that proves your point • to present the lasting impact they had made

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Lesson 61

Punctuation

Review Punctuation We use commas (,): •

between every item in a series (three or more words, phrases, or ideas listed together in a sentence)

•

after an introductory word such as yes, no, well, or suddenly when it starts a sentence

•

after an introductory group of words at the beginning of a sentence

•

to set off extra information in the middle of a sentence •

An appositive renames a noun. If it’s extra information, put commas around it.

•

Interrupting words like however, therefore, in fact, and of course often need commas.

A semicolon ( ; ) can join two complete sentences that are closely related. It can also be used before words like however, therefore, and in fact when those words connect two complete sentences.

A colon ( : ) is used to introduce a list, an explanation, or a key detail. A complete sentence must come before the colon.

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Add the missing commas.

1.

Sam packed pencils notebooks markers and folders for school.

2.

The campers hiked through forests crossed rivers and climbed hills.

3.

Yes I finished my homework before dinner.

4.

Suddenly the lights flickered during the storm.

5.

After the game ended the players shook hands.

6.

Before the bell rang the students lined up quietly.

7.

My brother a talented artist painted the mural.

8.

Mrs. Lopez our science teacher organized the field trip.

9.

The test however was easier than we had expected.

10. The class project in fact won first place at the fair.

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Add the missing semicolons.

1.

The storm moved closer the wind shook the windows.

2.

It was getting dark outside the neighbors turned on their lights.

3.

I opened the treasure chest gold coins sparkled inside.

4.

The campfire faded everyone gathered more wood.

5.

The game ended late we hurried back home.

6.

The power went out the entire street became dark.

7.

The hikers reached the summit the view was incredible.

8.

My camera battery died I could not take pictures.

9.

The baby began to cry her mother picked her up immediately.

10. The train finally arrived passengers rushed onto the platform.

Add the missing colons.

11. She carried only three things a flashlight, a map, and a compass.

12. The instructions were easy to follow mix the ingredients and bake for twenty minutes.

14. He had a simple plan leave early and avoid traffic.

15. The sign gave a clear warning keep out of the construction area.

16. We packed everything we needed blankets, snacks, and water bottles.

17. I realized the truth the story had been exaggerated.

18. The recipe required two spices cinnamon and nutmeg.

19. My grandfather shared one piece of advice always be honest.

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13. There was one problem nobody remembered the code.

20. The ending surprised everyone the missing necklace was hidden in the attic.

21. She had one goal finish the race before sunset.

22. The drawer contained three items a key, a letter, and a photograph.

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Lesson 62

Quotations

Quotations Quotations are used in writing to show what someone says.

A direct quotation shows someone’s exact words and uses quotation marks.

Example: Ben said, “This envelope wasn’t here before.”

An indirect quotation reports the idea of what someone says instead of the exact words and does not use quotation marks.

Example: Ben said that the envelope wasn’t there before.

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Label each quotation D (direct) or I (indirect).

1.

“Don’t open that yet,” warned Mr. Adler.

2.

Mike said that the envelope looked different than usual.

3.

“I saw someone place it on the desk,” said Sam.

4.

The secretary explained that deliveries sometimes get mixed up.

5.

“This isn’t addressed to our room,” said Ben.

6.

John said that he didn’t touch anything.

7.

“Bring it to the office,” said Mr. Adler.

8.

David asked, “Should we tell the principal?”

9.

The librarian said that labels sometimes fall off.

Rewrite each direct quotation as an indirect one.

10. “I found it near the window,” said Ben.

11. Mike said, “The seal looked broken.”

12. "We should check the hallway first," said Mr. Adler.

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Level F

Unit 12

Lesson 62

Narrative Writing

In narrative writing, dialogue is the conversation between characters. It moves the plot forward, reveals how characters feel, and shows the relationship between the people speaking.

Write a narrative paragraph about two strangers waiting together at a bus stop.

Through their conversation, the reader should learn something about who each person is and why they are there. Use at least four indirect quotations to report what each character says.

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What might bring your two strangers to the bus stop? • one is heading to a job interview • one is visiting someone they have not seen in years • one is moving to a new neighborhood • one is traveling somewhere for the first time • one is going somewhere for the last time • one is heading to a meeting, the dentist, or a friend • one is coming home from a trip • one is resting on the bench

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Example: A n older man sat down on the bench next to a young boy who had been waiting for almost thirty minutes. He told him that the number seven bus was always late on Thursdays. The young boy said that he had no idea and that this was his first time taking this route.

What might they talk about? • how late the bus is • where they are each going • something they notice around them • something one of them says that surprises the other • a piece of advice that one of them did not ask for but needed to hear • about their very good day • about their very bad day • a memory that one of them shares • the weather • things they like to do

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Lesson 63

Quotations

Direct Quotations Direct quotes need to be formatted in a specific way.

Quotation marks “ “ go around the exact words someone says.

Example: Sarah said, “Everyone should come to my house today.”

The first word inside the quotation marks is capitalized.

Example: Jane said, “This is my favorite flavor!”

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Add quotation marks to the following sentences.

1.

Maya said, This recipe does not look right.

2.

Who made all this mess? demanded Grandma.

3.

Set it down on the counter, said Chef Rivers.

4.

Nobody touch that batter! warned the chef.

5.

Are we ready to start cooking? asked Leo.

6.

Nobody went near it, insisted Maya.

7.

How much time is left on the timer? asked Leo.

8.

Stay right here, said Chef Rivers.

Circle the letters that should be capitalized.

9.

Dad asked, “did you finish your homework yet?”

10. “we should bring jackets,” Sam reminded his friends.

11. The teacher announced, “tomorrow is our field trip.”

12. “please clean your desk before lunch,” Susan said.

13. Mark whispered, “i can’t find my notebook.”

14. “can you help me carry these books?” Ben asked.

15. Grandpa said, “the garden looks beautiful this year.”

16. Jane said, “my favorite subject is science.”

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Unit 12

Lesson 63

Editing

When editing writing that includes dialogue, writers must check that quotation marks surround the exact words spoken and that the first word inside the quotation marks is always capitalized. Without these corrections, the reader cannot tell what is actually being said or who is saying it.

Read the paragraph below.

Rewrite it correctly by adding capital letters and quotation marks where needed. Then, add at least three new sentences of your own.

Paragraph: yesterday, the class arrived at the garden. mr. hill said, grab your tools. everyone picked up a shovel. a student asked, where should we start? mr. hill pointed to the far corner. he said, we will begin planting over there. another student shouted, i found the seeds!

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Example: y esterday, the class arrived at the garden. mr. hill said, grab your tools.

Corrected: Yesterday, the class arrived at the garden. Mr. Hill said, "Grab your tools."

Let’s BRAINSTORM

What will you add? • something a character notices • a question someone asks • a reaction to what just happened • something surprising that is said out loud • a character sharing how they feel • something to wrap up the moment • what the class discovers as they start working

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Lesson 64

Quotations

Direct Quotations: Punctuation In quotations, the punctuation always comes before the quotation marks.

Example: Ben said, "The weather is perfect today."

A comma is used to separate a quotation from the rest of the sentence.

Examples: “ Bring it here,” said Mr. Adler.

Sam said, “I like eating ice cream.”

When a direct quotation is a question or exclamation and comes first in a sentence, use a question mark or exclamation mark instead of a comma.

Examples: “ What time does the bus come?” asked Bill.

“Watch out!” shouted Jane.

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Add quotation marks and the correct punctuation.

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1.

Sarah said I forgot my library book

2.

Please close the door Mom called from the kitchen

3.

Jake asked Can we work together on the project

4.

The teacher announced Great job on your presentations

5.

I am excited for the class trip Emily said

6.

Dad asked Did you feed the dog this morning

7.

We should start our homework now Luke said

Circle the correctly punctuated direct quotations.

8.

A "Where did you find it," asked Emma.

B "Where did you find it?" asked Emma.

9.

A "Get down from there!" yelled Mr. Smith.

B "Get down from there," yelled Mr. Smith.

10. A "The door was already open", said Jake.

B "The door was already open," said Jake.

11. A "Is that the last one?" wondered Amy.

B "Is that the last one," wondered Amy.

12. A "I already checked," said Sara.

B "I already checked" said Sara.

13. A "Where did you find it," asked Ben.

B "Where did you find it?" asked Ben.

14. A "Put it back on the shelf!" said Mr. Hill.

B "Put it back on the shelf"! said Mr. Hill.

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Level F

Unit 12

Lesson 64

Informative Writing

In informative writing, one of the most powerful ways to share information is to include the exact words of someone who knows the topic well. A direct quotation uses a person's exact words inside quotation marks, and it adds seriousness to your writing because it shows the reader that a real expert said this.

You have just finished interviewing an expert on a topic of your choice.

Write an informative paragraph sharing what you learned. Use at least three direct quotations from your expert to support the information you are presenting. Make sure each one is punctuated correctly.

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Example: M rs. Johnson, a school counselor, answered some of the most common questions students have about dreams.

She explained, "Dreaming happens during the deepest stage of sleep, when your brain is actually very active."

Let’s BRAINSTORM

What kind of expert might you interview? • a scientist • a doctor • a nature researcher • a seamstress • a lawyer • a teacher • a librarian • a chef • a musician • a historian • an architect • a builder

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Level F

137

Unit 12

Lesson 65

Quotations

More on Direct Quotations When a speaker tag interrupts the quotation: •

Use quotation marks around the exact words

•

Use commas to separate the parts.

•

The second part of the quote starts with a lowercase letter unless it begins a new sentence.

Examples: “ This envelope,” said Mr. Adler, “should go to the office.”

“I didn’t touch it,“ said Ben, “but I saw it on the desk.“

Add quotation marks and punctuation to each sentence.

1.

I finished my homework said Emma but I left it at home

2.

The projector is broken said Mr. Smith so we will read instead

3.

I sat here yesterday said Jake next to the window

4.

This textbook said Amy belonged to my sister

5.

We should be quiet said Mr. Smith until everyone is seated

6.

I didn't write this said Tom but I recognize the handwriting

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Rewrite each example as one sentence with the speaker tag interrupting the quote.

138

7.

Sue: I packed my lunch

Sue: but I forgot my drink

8.

Mr. Johnson: Open your books

Mr. Johnson: and turn to page twelve

9.

Jamie: I checked my bag

Jamie: and it was not there

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Level F

Unit 12

Lesson 65

Narrative Writing

You already know that dialogue is the conversation between characters and that it brings a story to life. Including direct quotations makes a story feel realistic because it includes the words each character actually says.

Write a narrative paragraph about a character who receives a phone call they were not expecting.

Through what the character says and how they say it, show the reader exactly what kind of call this is. Use at least three interrupted quotations and punctuate each one correctly.

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Example: S am was doing homework when his phone rang. He picked it up, walked to the other room, and closed the door. "This is not a good time," he said slowly, "but go ahead."

Let’s BRAINSTORM

What kind of phone call is your character receiving? • a call with surprising good news • a call from someone they have not heard from in a long time • a call that changes their plans completely • a call that answers a question they have been wondering about • a call they have been dreading • a call that turns out to be nothing like they expected • someone with the wrong number

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Level F

139

Unit 12

Lesson 66

Quotations

Review Quotations Quotations are used in writing to show what someone says.

A direct quotation shows someone’s exact words and uses quotation marks.

Direct quotations need to be formatted in a specific way.

•

Quotation marks “ “ go around the exact words someone says.

•

The first word inside the quotation marks is capitalized.

•

Punctuation goes inside the quotation marks.

When a speaker tag interrupts the quotation: •

You still use quotation marks around the exact words.

•

You use commas to separate the parts.

•

The second part of the quote starts with a lowercase letter unless it begins a new sentence.

An indirect quotation reports the idea of what someone says instead of the exact words and does not use quotation marks.

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Label each quotation D (direct) or I (indirect).

1.

“We should check the lost and found first,” suggested Maya.

2.

Ethan explained that the classroom door was already open.

3.

“I heard a strange noise in the hallway,” said Lee.

4.

Sofie said that the science project was missing a part.

5.

“Please return your books by Friday,” reminded the librarian.

6.

Neil explained that he had finished the assignment at home.

7.

“Can someone help me carry these boxes?” asked Mrs. Smith.

8.

Ava said that the team practiced every afternoon after school.

9.

“This puzzle is much harder than I expected,” complained Noah.

10. Sarah said that her friend had taught her how to play chess.

11. Hannah explained that she had already read the book.

12. “We need to finish our poster before lunch,” reminded Carl.

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Add quotation marks and the correct punctuation.

1.

Sarah said We should look under the table

2.

Why are the lights off asked Daniel

3.

Mrs. Clark said Finish this for homework tonight

4.

Emma shouted Watch out for the puddle

5.

Did you hear the announcement asked Tim

6.

Olivia said I left my backpack in the classroom

7.

Please line up quietly said the teacher

8.

Noah asked Can we leave after lunch

9.

Mr. Jones said Please open your books to page twelve

10. Lily whispered I think someone is at the door

Add quotation marks and the correct punctuation.

11. I checked my locker said Jane but I can't find my notebook 12. The lights were already off said Sam when I entered the room 13. We should ask the teacher said Sarah before we leave

15. This backpack said Ben does not belong to our class 16. Please stay seated said Mrs. Smith until we stop 17. I finished my project said David but I forgot to bring it 18. The office is closed said Kate so we will come back later 19. We could go to the park said Leo if the rain stops in time

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14. I heard a loud crash said Joe near the science lab

20. I already told you said Mrs. Brown the test is on Friday

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Unit 13

Lesson 67

Vocabulary Building

Prefixes A prefix is a letter or group of letters added to the beginning of a word to change its meaning.

Common prefixes: un-

not → unsafe

not safe

re-

again → redo

do again

pre-

before → preview

view before

mis-

wrong/bad → misjudge

wrongly judge

dis-

not/opposite of → dislike

not like

over-

too much → overdone

done too much

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Circle each prefix, then write the meaning of each underlined word.

1.

The bridge is still unfinished.

2.

Ben rechecked his work before handing it in.

3.

We met for a pretest review before the quiz.

4.

Mike misread the directions and made a mistake.

5.

John disagreed with the answer and explained why.

6.

The backpack was overfilled, and the zipper broke.

7.

Sam felt unfairly blamed for the mix-up.

8.

The class reopened the discussion after lunch.

9.

The player misplaced the form and had to look again.

10. They warned us not to overreact.

Add a prefix to the base word to make a word that fits the meaning.

11. not safe:

safe

12. check again:

check

13. view before:

view

14. wrongly understand: 15. not agree: 142

understand

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Level F

Unit 13

Lesson 67

Narrative Writing

A diary is a personal form of narrative writing where the writer records their thoughts, feelings, and experiences from their own point of view. A diary entry uses an informal voice and is addressed to the diary itself.

Imagine that you are a young person living in colonial America.

Write a diary entry about a day in your life during this time period. Underline the prefixes in the five words below, and then work to include all five in your diary entry. uncomfortable, reappear, misunderstand, uncertain, disagree Example: Dear Diary, Today was one of the most uncomfortable days I can remember since we arrived in the settlement. Father and I disagree about whether it is safe to travel to the market before the first frost.

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Dear Diary,

Let’s BRAINSTORM

What might you write about in your colonial diary? • a long day of chores before the harvest • a disagreement in the family about a big decision • a stranger passing through the settlement • the first frost arriving earlier than expected • a market day that did not go as planned • news arriving from a faraway place • something disappearing and then reappearing • a new purchase

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Unit 13

Lesson 68

Vocabulary Building

Suffixes A suffix is a group of letters added to the end of a word to change its meaning.

Common suffixes: -less

without → fearless

without fear

-ful

full of → wonderful

full of wonder

-er / -or

a person who → worker

a person who works

-ly

in a ___ way → gracefully

in a graceful way

-al

related to → musical

related to music

-ion

an action or process → construction

the process of constructing

© Lighthouse Curriculum. Copying strictly prohibited.

Add a suffix to the underlined base word to make a word that fits the meaning.

1.

the action of protecting

2.

full of joy

3.

a person who teaches

4.

in a quiet way

5.

without fear

6.

full of care

7.

related to music

8.

a person who plays

9.

without hope

10. in a kind way 11. a person who paints 12. full of peace 13. the act of correcting 14. related to nation 15. without a home 16. in a slow way

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Level F

Unit 13

Lesson 68

Argument Writing

An advertisement is a message designed to persuade people to buy, use, or support something. An advertisement is really a type of argument writing. It makes a claim, gives reasons to support it, and tries to persuade an audience to agree.

You are designing a print advertisement for a made-up product of your choice.

Let’s BRAINSTORM

What could your product be? • a snack that never goes stale • a backpack that organizes itself • a pen that never runs out • a pillow that helps you fall asleep instantly • a jacket that adjusts to any temperature • a drink that makes you feel amazing • a gadget that finds anything you lose • a soap that smells like your favorite place • shoes that clean themselves after every step

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Your ad must include a product name, a visual design, and a written paragraph that convinces the reader to buy it. Use at least four words with suffixes, and underline each one.

Words with suffixes that work well in advertisements: • effortless • sugarless • spotless • limitless • powerful• flavorful • helpful • beautiful • protector • cleanser • energizer • supporter • naturally • perfectly • instantly • sensational • professional • original • innovation • satisfaction

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Level F

145

Unit 13

Lesson 69

Vocabulary Building

Synonyms Synonyms are words with similar meanings.

Example: Walk has many synonyms, but each one feels different: stroll (relaxed), march (firm), shuffle (slow).

Choose words from the list to create sets of three synonyms.

finish

angry

1.

small

2.

furious

3.

bright

4.

complete

end

clever

tiny

little

smart

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Write a synonym that can replace the bolded word in each sentence.

5.

Ben offered to assist his friend with the heavy box.

6.

The teacher said, “Please start now.”

7.

The room became quiet when the principal entered.

8.

Mike ran fast to catch the bus.

9.

Sam tried to fix the torn paper with tape.

10. John gave a quick reply to the question.

11. David did not notice the missing name at first.

12. Joe had to choose between two options.

13. Robert felt worried before the test began.

14. The package was huge, not small at all.

15. Lisa felt happy when she got her test back.

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Level F

mad

Unit 13

Lesson 69

Editing

Good writers do not just fix mistakes. They also look for places where their writing could be stronger, more interesting, or more precise. Swapping out a weak word for a stronger one can completely change how a piece of writing feels to the reader.

Read the two paragraphs below.

Each one uses boring, overused words that have been underlined. Rewrite each paragraph using synonyms to help the writing become stronger. Add two sentences of your own to each paragraph. #1: The dog was big and nice. It walked into the room and went to the corner. The dog looked at everyone and then sat down. It was a good dog, and everyone liked it.

Let’s BRAINSTORM

Synonym ideas: • enormous • gentle • strolled • headed • glanced • settled • obedient • adored • fierce • swept in • deafening • sprinted • slammed • terrified • endless • massive • friendly • padded • drifted • surveyed • devoted • admired • violent • rolled in • roaring • bolted • secured • anxious • dragging • towering • warm • approached • studied • curled up • loyal • appreciated • brutal • howling • pounding • rushed • latched • uneasy • stretched • broad • welcoming • crept • crossed • observed • calm • welcomed • severe • arrived • thunderous • driving • darted • pulled shut • shaken • alarmed • fearful

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Level F

© Lighthouse Curriculum. Copying strictly prohibited.

#2: The storm was bad, and it came quickly. The wind was loud, and the rain was heavy.

People ran inside and closed their windows. Everyone was scared, and the night felt long.

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Unit 13

Lesson 70

Vocabulary Building

Antonyms Antonyms are words that have opposite meanings.

Example: inflate and deflate

Draw lines to create pairs of opposites.

1.

arrive

•

• lend

2.

borrow

•

• exclude

3.

forward •

• identical

4.

include

• leave

5.

different •

•

• backward

Fill in an antonym from the box that best completes each sentence.

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empty hard

dim reduce

inside find

silent generous

6.

The message was loud at first, but then it became

7.

The image was clear, not

8.

We should increase the number, not

9.

The class waited outside, not

.

. it. .

10. I prefer to sleep on a soft pillow, not on a

one.

11. The hallway felt crowded at first, but then it became 12. The path was wide, not

.

.

13. Did you lose your paper? I can help you

it.

14. The stingy person was selfish, not 15. The light was bright, not

148

blurry narrow

. .

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Level F

Unit 13

Lesson 70

Informative Writing

A guide is a type of informative writing that gives the reader clear, organized information about a topic so they can understand it better or use it in a practical way. Strong guides present information in a way that is easy to follow and easy to remember.

Write two short guides side by side, each one describing the opposite extreme of the same topic.

Let’s BRAINSTORM

What might your two opposite guides be about? • the hottest and coldest places on Earth • the loudest and quietest animals • the fastest and slowest creatures • the largest and smallest insects • the brightest and darkest places • the wettest and driest places • the tallest and shortest trees in the world • the most crowded and most empty places • the most complex and most simple machines

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Each guide should be 5-6 sentences long. Use at least three antonym pairs across your two guides and underline each one.

Antonym pairs ideas: • ancient and modern • loud and quiet • vast and tiny • fast and slow • hot and cold • light and dark • wild and tame • rough and smooth • crowded and empty • deep and shallow • simple and complex • strong and delicate • wet and dry • common and rare • dangerous and harmless • high and low • noisy and peaceful • bold and shy • smooth and bumpy • happy and sad • narrow and wide

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Level F

149

Unit 13

Lesson 71

Vocabulary Building

Roots A root is the main part of a word that carries meaning. Knowing common Greek and Latin roots can help you unlock vocabulary.

Example: tele (far) + phone (sound) = telephone (sound from far away)

Common roots: bio = life chron = time

tele = far auto = self

graph = write/draw port = carry

tract = pull spect = see

dict = say/speak micro = small

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Circle the roots in each word (some have two!). Then write the meaning of each root.

1.

portable

2.

inspect

3.

autograph

and

4.

biography

and

5.

predict

6.

microscope

7.

transport

8.

chronological

9.

telephone

and

10. automatic 11. dictate 12. tractor 13. biology 14. spectator 15. microbe 16. porter

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Level F

Unit 13

Lesson 71

Narrative Writing

An autobiography is a piece of writing in which a person tells the true story of their own life.

You can decode this word using roots we learned: auto means self, bio means life, and graph means write. So an autobiography is quite literally a person writing about their own life.

Write an autobiographical paragraph about yourself.

Let’s BRAINSTORM

What will you include in your autobiography? • where you were born • where you grew up • your family and people who care about you • life changing events • your view of the world • a skill or interest you have worked on • challenges you overcame • what makes you unique • goals for the future

© Lighthouse Curriculum. Copying strictly prohibited.

Tell the reader who you are, where you come from, what matters to you, and what you hope for. Use words that contain roots from the list below and underline each root within the words you choose.

Common Roots: • bio • tele • graph • tract • dict • chron • auto • port • spect • micro Root word ideas: • biography • biology • telescope • automatic • autograph • paragraph • photograph • export • import • reporter • distract • tractor • respect • dictionary • predict • microphone • microwave

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Level F

151

Unit 13

Lesson 72

Vocabulary Building

Denotation and Connotation Denotation is the dictionary meaning of a word.

Connotation is the feeling or idea a word makes people think of, beyond its basic meaning. Words can have positive, negative, or neutral feelings attached to them.

Example: H ome and house both refer to a place where someone lives, but home feels warmer and more comforting.

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Choose the word with the more positive connotation to complete each sentence.

152

1.

Susan was a very finished her work on time.

2.

The teacher described Carlos as discussions.

3.

Ben was projects.

4.

Sarah gave an

5.

The cabin felt warm and

6.

Emma was

7.

The old house looked

8.

Jake was known for being

9.

Mrs. Lee praised the class for being during the test.

(responsible / bossy) student who always

(confident / arrogant) during class

(helpful / nosy) when guiding younger students with their

(energetic / wild) speech at the school assembly. (cozy / cramped) during the snowstorm. (determined / stubborn) and never gave up during practice. (creepy / mysterious) at night. (friendly / pushy) to everyone in the class. (respectful / obedient)

10. The boy made a

(risky / brave) choice when he told the truth.

11. The garden looked

(damp / fresh) in the morning sunlight.

12. Ethan was with his science group.

(cooperative / controlling) when working

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Level F

Unit 13

Lesson 72

Descriptive Writing

A writer can describe the exact same thing in two completely opposite ways simply by choosing different words, without changing a single fact.

Imagine you are a real estate agent describing the same house to two very different clients.

Write two descriptions of the exact same house, one using words with positive connotations to make it sound wonderful, and one using words with negative connotations to make it sound unpleasant.

Example: Positive:This charming cottage sits on a quiet, tree-lined street full of warmth.

Negative: This cramped, old house sits on a dead-end street with nothing going on.

Positive Version:

Let’s BRAINSTORM

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Negative Version:

Positive connotation words: • charming • cozy • intimate • welcoming • sun-filled • peaceful • lovingly maintained • warm • bright • full of potential • homey • timeless • well-loved • inviting Negative connotation words: • cramped • outdated • neglected • dark • suffocating • worn down • overgrown • stuffy • faded • run down • decaying • cluttered • bare • patchy • creaking • shadowy

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Level F

153

Unit 13

Lesson 73

Vocabulary Building

Review Vocabulary Building A prefix is a letter or group of letters added to the beginning of a word to change its meaning.

A suffix is a group of letters added to the end of a word to change its meaning.

Synonyms are words with similar meanings.

Antonyms are words that have opposite meanings.

A root is the main part of a word that carries meaning. Knowing common Greek and Latin roots can help you unlock vocabulary.

Denotation is the dictionary meaning of a word.

Connotation is the feeling or idea a word makes people think of, beyond its basic meaning.

Words can have positive, negative, or neutral feelings attached to them.

Underline the prefixes and circle the suffixes.

1.

fearless

4.

dislike

7.

gracefully

2.

redo

5.

worker

8.

construction

3.

musical

6.

preview

9.

mistreat

© Lighthouse Curriculum. Copying strictly prohibited.

Complete each sentence by adding a prefix or suffix from the box below.

154

—ion (action/process) 10. The dog was

un— (not)

—ful (full of)

re— (again)

happy because it was left alone all day.

11. The teacher asked us to

write our essays because they were too short.

12. The construct

of the new bridge took three years.

13. She was thank

for her friend's help.

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Level F

Write a synonym for the word in bold.

1.

The angry customer complained.

2.

He told a funny joke.

3.

The test was difficult.

4.

The puppy was very tiny.

Write an antonym for the word in bold.

5.

The soup was boiling.

6.

She was very noisy.

7.

The path was very narrow.

8.

The room was very messy.

Circle the root of the word.

9.

portable

10. biopsy

11. telegram 12. dictate

© Lighthouse Curriculum. Copying strictly prohibited.

Choose the word with the more negative connotation to complete each sentence.

13. Everyone noticed that Lee was (stingy/thrifty) and never shared his supplies or snacks.

14. The crowd became (upset/ unruly) when the game was canceled.

15. Her little brother (whined/ asked) until she agreed to let him play.

16. The student was (bossy/helpful) during the group project and ignored everyone’s ideas.

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Level F

155

Unit 14

Lesson 74

Word Usage

Homophones Homophones are words that sound the same but have different meanings and spellings.

Examples: • there - a place or location their - belongs to them they’re - they are • your - belongs to you you’re - you are • flour - baking ingredient flower - plant with petals • steel – strong metal steal – take what isn’t yours • knot – a tied loop not – no • scene – location seen – already noticed • break – crack or damage brake – device used to stop • hair – what grows on your head hare – rabbit • right – correct write – make words with letters • pair – two of something pear – a fruit

Fill in the correct homophone to complete each sentence.

© Lighthouse Curriculum. Copying strictly prohibited.

1.

ready to go

and get

2.

I can’t believe

not putting

3.

We packed two

of socks and three

4.

The robber tried to

5.

I know how to

6.

I pressed on the

7.

The final

8.

I do

9.

I baked my

jacket on the hook. (your/you’re)

the the

for the trip. (pears/pairs) car parts. (steal/steel)

way. (write/right)

too hard, which caused it to was exciting; I had never

know how to tie a

10. The little

. (knot/not) . (flour/flower)

in my backyard has a lot of

11. The

hopped past the

12. It is

to

. (break/brake)

anything like it before. (scene/seen)

-shaped cake using

on its head. (hare/hair)

salon. (hare/hair)

your name with a capital letter. (right/write)

13. We had already

156

prizes. (They’re/there/their)

the best

of the play. (seen/scene)

14. She wore a

of sneakers to walk through the

15. He tried to

the

field. (pair/pear)

pipes from the building. (steal/steel)

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Level F

Unit 14

Lesson 74

Narrative Writing

A comic strip is a creative form of storytelling that uses a sequence of images and words to tell a story panel by panel. Like all good stories, comic strips have characters, a setting, and a plot, but writers must choose their words carefully since each panel has limited space. Every speech bubble counts!

Create a six-panel comic strip about two characters who keep misunderstanding each other because of homophones.

Let’s BRAINSTORM

Can you bring some flour for tomorrow's Example: cupcake project?

Here you go, Ava! I got you a flower!

Sure!

No problem.

Um... Sara?

We're making cupcakes.

Oh... you said flour!

What situation will cause the mix ups? • two friends trying to plan a surprise • a character giving directions to a stranger • two people cooking something together • a character leaving a message that gets misunderstood • two people trying to find each other in a crowded place • a character asking for help with something simple that keeps going wrong • someone trying to order food

© Lighthouse Curriculum. Copying strictly prohibited.

Plan out what each character says and write the dialogue for each panel. Include at least four homophones used correctly in context, and make sure the mix-up drives the story forward until it is finally resolved in the last panel.

Homophone ideas: • hear and here • bare and bear • road and rode • week and weak • wood and would • peace and piece • blue and blew • wear and where • meet and meat • ate and eight • sun and son

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Level F

157

Unit 14

Lesson 75

Word Usage

Homographs Homographs are words that are spelled the same but have different meanings (and sometimes different pronunciations).

Example: I tied a bow on the gift. / The actor took a bow after the show.

Circle the correct meaning of the bold homograph.

1.

I will watch the baby while you cook. (look at / small clock)

2.

My watch stopped at noon. (look at / small clock)

3.

My dog will bark if you knock on the door. (dog sound / tree covering)

4.

The tree’s bark is rough. (dog sound / tree covering)

5.

This box is light, so I can carry it easily. (brightness / not heavy)

6.

Please light the candle carefully. (brightness / not heavy)

7.

Please park the car. (leave a vehicle in a place / a public green area)

8.

We ate lunch in the park. (leave a vehicle in a place / a public green area)

9.

She will lead the group on the hike. (a type of metal / go first)

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10. The pipe was made of lead. (a type of metal / go first)

158

11. The wind blew the leaves off the tree. (moving air / turn and twist) 12. The road will wind through the mountains. (moving air / turn and twist) 13. I need to address the problem right away. (deal with /where someone lives) 14. Write your address on the envelope. (deal with / where someone lives) 15. The bat flew out of the cave at night. (a flying animal / a sports stick) 16. She swung the bat and hit the ball. (a flying animal / a sports stick)

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Level F

Unit 14

Lesson 75

Collaborative Narrative Writing

Collaborative writing is when two or more people work together to create one piece of writing. Each writer adds ideas and sentences, but the goal is to create one story that makes sense from beginning to end. Good collaborative writers pay attention to what others wrote before them and continue the story in a clear and logical way.

You and a partner will write a story together, taking turns one sentence at a time.

Each pair of sentences must include the same homograph used in two different ways, one meaning per sentence.

Let’s BRAINSTORM

What kind of story will you tell together? • a day that turns exciting • friends who get lost • a field trip • a strange discovery • a funny misunderstanding • a mystery at school • an unexpected visitor • a missing object • an adventure • a secret message • overcoming a challenge • an unusual pet • a strange noise in the night • a lucky accident • a day when everything goes wrong

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Example: Writer 1: We spent the afternoon in the park, eating lunch under a wide oak tree.

Writer 2: My dad went to park the car while we saved our spot on the grass.

Homograph ideas: • wave (water movement / hand motion) • duck (animal / lower your head) • ring (jewelry / sound) • nail (part of a finger / metal tool) • fly (move through air / insect) • jam (fruit spread / traffic stop) • kind (type / caring) • trunk (part of a tree / storage space) • rock (stone / move back and forth) • fair (festival / reasonable) • spring (season / jump) • crane (bird / lifting machine) • left (opposite of right / went away) • can (metal container/to be able to) • close (to shut/nearby)

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Level F

159

Unit 14

Lesson 76

Word Usage

Compound Words A compound word is made by joining two smaller words to form one new word. Sometimes the meaning is easy to guess from the two parts, and sometimes you need the sentence to help.

Example: note + book = notebook

Draw a line between the two smaller words that form each compound word.

1.

sunlight

4.

backpack

7.

pancake

2.

notebook

5.

toothbrush

8.

birdhouse

3.

raincoat

6.

mailbox

9.

doorbell

Match the words that make a compound word.

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10. rain

160

•

• comb

11. honey •

• chair

12. light

•

• bow

13. rail

•

• house

14. arm

•

• road

15. air

•

• man

16. class •

• walk

17. snow •

• end

18. hand •

• port

•

• shake

20. week •

• room

19. side

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Level F

Unit 14

Lesson 76

Informative Writing

An invention is only useful if people understand what it does and why it matters. Describing how something works clearly and precisely is an important skill an informative writer can have.

You were tasked with creating and presenting your own invention to the world for the first time.

Write an informative paragraph describing a made-up invention of your choice. Explain what it is called, what problem it solves, how it works, and why people need it. Use at least five compound words and underline each one.

Let’s BRAINSTORM

What problem will your invention solve? • never finding your homework • always losing your keys • forgetting your lunch • battery dying • getting soaked in the rain • not being able to fall asleep • always being too hot or too cold • losing track of time • carrying too much weight in your bag

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Example: The SunSafe Backpack is a lightweight, waterproof backpack designed to solve one of the most common problems students face every day.

Compound word ideas: • waterproof • lightweight • breakthrough • workshop • sunlight • homemade • outdoor • airtight • notebook • backpack • daydream • overcome • footprint • bedtime • rainfall • blueprint • sunrise • mainstream • worthwhile • outcome • lifesaving

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Level F

161

Unit 14

Lesson 77

Word Usage

Review Word Usage Homophones are words that sound the same but have different meanings and spellings.

Homographs are words that are spelled the same but have different meanings (and sometimes different pronunciations).

A compound word is made by joining two smaller words to form one new word. Sometimes the meaning is easy to guess from the two parts, and sometimes you need the sentence to help.

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Circle the correct homophone to complete each sentence.

1.

She put a ( flour / flower ) in the vase on the table.

2.

Add two cups of ( flour / flower ) to the mixing bowl and stir.

3.

I am not sure if ( their / there / they're ) coming to the party tonight.

4.

The students left ( their / there / they're ) backpacks by the door.

5.

Please put the books over ( their / there / they're ) on the shelf.

6.

I need to tie a ( knot / not ) at the end of the rope so it does not slip.

7.

She was ( right / write ) about the answer on the test.

8.

Remember to ( right / write ) your name at the top of the page.

Write two different sentences to show each meaning of the homographs.

9.

wave – (moving water / to move your hand) a. b.

10. jam (fruit spread / traffic stop) a. b.

162

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Level F

Choose the correct meaning of the bold homograph.

1.

The duck swam across the pond.

A. lower your head quickly

2.

Please duck before the ball hits you.

B. an animal

3.

The band will play my favorite song tonight.

C. ring or strip around something

4.

She wore a gold band on her finger.

D. a music group

5.

I left my notebook on the table.

E. went away from

6.

Make a left turn at the corner.

F. opposite of right

7.

sun •

• fish

8.

tooth •

• flower

9.

star •

• brush

10. rain •

• cake

11. play •

• fly

12. cup

•

• coat

13. fire

•

• ground

14. snow •

• flake

15. book •

• light

16. moon •

• shelf

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Match the words that make a compound word.

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Level F

163

Unit 15

Lesson 78

Dictionary Skills

Dictionary: Finding Words Words in a dictionary are arranged in alphabetical order to make them easier to find.

✏ Hint: Think of a dictionary as having three parts to find words quickly:

Look for words beginning with A-G in the beginning.

Look for words beginning with H-P in the middle.

Look for words beginning with Q-Z at the end.

Write “B” if it would be found in the beginning of the dictionary, “M” if it would be found in the middle, and “E” if it would be found at the end.

1.

garden

7.

apple

2.

notebook

8.

pumpkin

3.

rabbit

9.

yacht

4.

elephant

10. jacket

5.

violin

11. zebra

6.

monkey

12. flower

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Circle the word you would find first in the dictionary.

164

13. banana

tiger

camel

turtle

14. queen

apple

artist

quail

15. robin

yak

mountain

zebra

16. elephant

rabbit

moon

flower

17. gorilla

van

violin

garden

18. notebook

kite

koala

nest

19. mango

milk

yellow

umbrella

20. horse

frog

tiger

lion

21. nail

nice

heat

hammer

22. grape

turtle

laugh

orange

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Level F

Unit 15

Lesson 78

Narrative Writing

Sometimes the best way to push your writing further is to give yourself a creative constraint, which is a rule that forces you to think more carefully about every word you choose. Writing in alphabetical order is a fun creative challenge in storytelling, and it makes every sentence count.

Write a ten-sentence story about a character who finds themselves on a journey through a strange new world.

Each sentence must begin with one of the letters given for that line. Use your creativity to write sentences that flow one into the other, creating a complete scene.

Example: A traveler took his first step into the forest. Crystals as tall as trees hung in the air. Everything he saw looked so bright and beautiful.

A,B C,D E,F G,H I,J,K L,M

P,Q,R S,T,U,V W,X,Y,Z Let’s BRAINSTORM

What will your strange new world look like? • a forest where everything glows • a city floating in the clouds • an underground world lit by crystals • a place where the sky is the ground and the ground is the sky • a world where everything is upside down • a frozen landscape • a world made entirely of one material • a place where time moves differently • a jungle where the plants can talk

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N,O

What will your character encounter? • a creature that has never been seen before • a path that keeps changing direction • an object that should not exist there • a version of something familiar but completely wrong • a door with no wall around it • a map that leads somewhere impossible

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Level F

165

Unit 15

Lesson 79

Dictionary Skills

Dictionary: Syllables Dictionaries show how to pronounce words by breaking them into syllables. A syllable is a beat or part of a word, and each syllable has one vowel sound. Dictionaries often separate syllables with dots (•) or hyphens (-) to help readers say words correctly.

Examples: c at (1 syllable) lem•on (2 syllables) but•ter•fly (3 syllables) ex•pe•di•tion (4 syllables)

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Use dots to show the syllable breaks in each word. Then write the number of syllables.

1.

rabbit

2.

dictionary

3.

pencil

4.

holiday

5.

fantastic

6.

watermelon

7.

tiger

8.

imagination

9.

bicycle

10. elephant 11. adventure 12. notebook 13. volcano 14. information 15. banana 16. umbrella

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Level F

Unit 15

Lesson 79

Poetry Writing

A haiku is a short poem made up of exactly three lines. The first line has five syllables, the second line has seven syllables, and the third line has five syllables. Because every syllable counts, haiku writers must choose their words very carefully. The best haikus capture a single moment, image, or feeling in just a few precise words.

Write two haikus using the prompts below.

Count the syllables in each word carefully before you write your final draft to make sure each line has exactly the right number.

Example: Cold

wind bends the trees (5 syllables) Leaves spiral down to the ground (7 syllables) Silence fills the air (5 syllables)

Haiku 1: Write about something you can see in nature.

(5 syllables) (7 syllables) (5 syllables) Haiku 2: Write about a feeling or a moment in time.

(5 syllables)

(5 syllables)

Let’s BRAINSTORM

Nature ideas: • a rainy afternoon • the first day of summer • a quiet morning • the feeling of wind • watching the sunset • a single tree • an animal in nature • the moment before a storm • snow falling • the sound of the ocean • something small you notice every day • leaves changing color

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(7 syllables)

Feeling or moment ideas: • the excitement before something big • a moment of calm • feeling proud of yourself • the last day of something • a memory that stays with you • the feeling of being somewhere new • a moment of surprise • waiting for something to happen • feeling completely at peace • the end of a long day • the relief after finishing something hard • the comfort of home

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Level F

167

Unit 15

Lesson 80

Dictionary Skills

Dictionary: Pronunciation Dictionaries help us learn how to pronounce words. A pronunciation key uses symbols to show how a word is said. These symbols appear in brackets [ ] after the word in a dictionary.

Examples: hoop [hōōp], hope [hōp]

Common Pronunciation Symbols: a apple ā cake

e egg ē see

i igloo ī kite

o octopus ō boat

u umbrella oo book ū flute ōō tool

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Write the letter of the correct vowel sound symbol next to each word.

168

1.

cat

A. oi

2.

rain

B. oo

3.

bed

C. ou

4.

green

D. ū

5.

pin

E. ē

6.

slide

F. i

7.

hot

G. ō

8.

snow

H. ā

9.

sun

I. u

10. cube

J. a

11. foot

K. e

12. spoon

L. ōō

13. join

M. o

14. cloud

N. ī

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Level F

oi boil ou house

Unit 15

Lesson 80

Informative Writing

Letters can be a powerful form of informative writing. Writing directly to a reader in letter format allows the writer to explain a confusing topic in a warm, clear, and personal way, as if they are sitting right across from the person they are helping.

Write an informative letter to a student who finds pronunciation keys confusing and does not understand why they are useful.

Your goal is to teach them what a pronunciation key is and explain why it matters, using vowel symbols correctly as examples. Write directly to the reader using a friendly but informative tone.

Letter Starter: Dear Reader, I understand that pronunciation keys can look confusing at first, but

Let’s BRAINSTORM

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Dear Reader,

What will your letter explain? • what a pronunciation key is and why it exists • how the vowel symbols match up to sounds you already know • a word that looks nothing like it sounds and how the pronunciation key clears up the confusion • why knowing how to read a pronunciation key makes you a stronger reader • a tip for remembering which symbol goes with which sound • how pronunciation keys help with words from other languages • why dictionaries include them in every single entry

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Level F

169

Unit 15

Lesson 81

Dictionary Skills

Dictionary: Accent Marks If a word has more than one syllable, one syllable is spoken louder and stronger than the others. Dictionaries show which syllable to stress by using an accent mark.

Some dictionaries place a straight accent mark ( ˈ ) before the stressed syllable, while others place a slanted accent mark ( ´ ) after it.

Examples: b utterfly = (ˈˈbut·er·flī) or (but´·er·flī) — stress on the first syllable postpone = (pōst·ˈˈpōn) or (pōst·pōn´) — stress on the second syllable

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Use dots to show the syllable breaks in each word. Then circle the loudest syllable that needs an accent mark.

1.

banana

2.

fantastic

3.

picnic

4.

teacher

5.

music

6.

important

7.

winter

8.

paper

9.

tonight

10. elephant 11. begin 12. report 13. balloon 14. monster 15. about 16. subject

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Level F

Unit 15

Lesson 81

Grammar Based Writing

Strong writers pay attention to patterns in their word choices. Sorting words into groups based on a shared feature helps train the eye and ear to notice things about language that would otherwise go unnoticed. The more aware a writer is of these patterns, the more intentional and precise their word choices become.

Sort each word below into the correct column based on which syllable is stressed.

Then, write eight original sentences using words from each column. banana • engineer • computer • picnic • understand • hotel • afternoon • music • tonight • elephant • balloon • disagree • monster • subject • guarantee • begin • butterfly • volunteer

1st syllable

2nd syllable

3rd syllable

1.

2.

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3.

4.

5.

6.

7.

8.

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Level F

171

Unit 15

Lesson 82

Dictionary Skills

Dictionary: Parts of Speech A dictionary tells what part of speech each word is. This information usually appears as a short abbreviation right after the pronunciation.

The most common abbreviations are: n. (noun), v. (verb), adj.(adjective), pron. (pronoun), prep. (preposition), adv. (adverb), and conj. (conjunction).

Examples: run — v. to move quickly on foot happy — adj. feeling or showing pleasure

Write the correct part of speech abbreviation for each dictionary word below.

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n.

adj.

pron.

prep.

adv.

1.

quickly —

2.

jump —

push yourself off the ground

3.

and —

used to connect words or ideas

4.

blue —

a color like the sky

5.

they —

used to refer to a group of people

6.

desk —

a piece of furniture used for work

7.

happy —

feeling pleased or joyful

8.

walk —

move forward on foot

9.

very —

to a great degree

10. chair — 11. but — 12. teacher —

moving in a fast way

a piece of furniture for sitting used to show contrast a person who teaches

13. over —

above or across something

14. loud —

making a lot of sound

15. we — 172

v.

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Level F

conj.

Unit 15

Lesson 82

Argument Writing

An editorial is a special type of argument writing that appears in a newspaper or magazine. Unlike a news article that just reports the facts, an editorial takes a clear side on an issue and tries to convince the reader to agree.

The grammar world has announced that one part of speech must be permanently removed from the English language due to budget cuts.

Write an editorial arguing about one part of speech that should be saved and why. Take a clear side, support your opinion with at least two strong reasons, and write with a confident voice throughout.

Let’s BRAINSTORM

Why is your part of speech essential? • nothing would have a name • actions would be impossible to describe • sentences would have no feeling or detail • ideas could not be connected • we would always need to repeat names • location and direction couldn't be expressed

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Example: The

grammar world is making a serious mistake. If nouns are removed from our language, nothing will have a name, and communication as we know it will fall apart completely. Consider this: teacher — n. a person who teaches. Without nouns, that word and every word like it would cease to exist. Every sentence needs something to talk about, and nouns are what make that possible.

What will your editorial argue? • why this part of speech does the most important job • what language would look like without it • why removing it would cause the most damage • why it deserves to be protected more than any other • why no other part of speech could replace it

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Level F

173

Unit 15

Lesson 83

Dictionary Skills

Dictionary: Definitions A dictionary tells you the meaning of a word. Every entry includes a clear, simple explanation of what the word means, and many entries also show the word used in a sentence to help you understand it better.

Examples: h appy — feeling good or joyful (She was happy when she got a perfect score.) big — large in size (The elephant was very big.)

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Write the letter of the correct matching definition next to each word.

174

1.

happy

A. very large in size

2.

gigantic

B. a desire to learn or know more

3.

whisper

C. speak very softly

4.

careful

D. mad or upset

5.

bright

E. not noisy; calm

6.

discover

F. feeling good or joyful

7.

quiet

G. not thick or wide

8.

strong

H. find something for the first time or learn something new

9.

tired

I. showing courage even when something is hard or scary

10. angry

J. make a happy sound because something is funny

11. brave

K. showing kindness and softness

12. gentle

L. needing rest or sleep

13. curious

M. paying attention to avoid mistakes or danger

14. laugh

N. having a lot of strength or power

15. thin

O. giving off a lot of light

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Level F

Unit 15

Lesson 83

Informative Writing

A dictionary entry gives the reader everything they need to know about a word in a clear and organized way. When you write your own dictionary style entries, you practice thinking about how words sound and explaining meaning precisely.

Choose three words and write a dictionary style entry for each one.

Every entry must include the word, its vowel pronunciation using the correct vowel symbols, its part of speech, and a clear definition.

Example: bold vowel sounds: ō adj. showing confidence and a willingness to take risks

Word 1:

vowel sounds:

part of speech: definition: Word 2:

vowel sounds:

part of speech: definition: Word 3: part of speech: definition:

Let’s BRAINSTORM

What words will you choose? • a word you use every day • a word you recently learned • a word you find interesting to say out loud • a word with an unusual spelling • a word from another subject you are studying • a word that sounds different from how it looks • a word that has always confused you • a word you think everyone should know • a word that sounds like what it means (ex: buzz) Vowel Pronunciation Symbols: a apple e egg i igloo ā cake ē see ī kite

o octopus ō boat

u umbrella ū flute

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oo book ōō tool

Level F

© Lighthouse Curriculum. Copying strictly prohibited.

vowel sounds:

oi boil ou house

175

Unit 15

Lesson 84

Dictionary Skills

Dictionary: Multiple Meanings A dictionary can list more than one meaning for a word. Each meaning is numbered, and it is up to the reader to choose the definition that best fits how the word is being used in the sentence.

Example: d uck [duk] 1. (n.) A bird that lives near water and has webbed feet 2. (v.) To lower your head or body quickly to avoid something

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Circle the correct meaning of the bolded word.

176

1.

Sam had to duck when the ball flew toward him.

A. (n.) A bird that lives near water and has webbed feet B. (v.) To lower your head or body quickly to avoid something

2.

Max used a bat to hit the ball.

A. (n.) A flying animal that comes out at night B. (n.) A piece of sports equipment used to hit a ball

3.

The baby began to cry after dropping her toy.

A. (v.) Shed tears because of sadness or pain B. (n.) A loud shout or call

4.

We sat by the bank of the river to eat lunch.

A. (n.) The land beside a river or stream B. (n.) A place where people keep their money

5.

Please watch the soup so it does not boil over.

A. (v.) Look at something carefully B. (n.) A small clock worn on the wrist

6.

Jenna used a light to read under the covers.

A. (n.) Something that helps you see in the dark B. (adj.) Not heavy

7.

The hikers followed the narrow trail through the woods.

A. (v.) Follow behind someone or something B. (n.) A path through a forest or wild area

8.

Dad will park the car beside the grocery store.

A. (n.) An outdoor area with grass, trees, and playgrounds B. (v.) Stop and leave a vehicle in a certain place

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Level F

Unit 15

Lesson 84

Narrative Writing

Comedy is a type of writing that is meant to make the reader laugh. One of the best tools a comedy writer has is confusion, and nothing creates confusion quite like a word that means two completely different things.

Everything goes wrong on Opposite Day. Write a comedy scene about a character whose word choices cause a series of hilarious misunderstandings. Build the humor gradually and end with the funniest mix-up of all.

Let’s BRAINSTORM

What words will cause mix-ups in your scene? • bark • bat • bank • light • watch • trail • park • duck • crane • ring • pool • spring • rock • pitch • bowl • fly • trip • wave • plant • ate • log

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Example: It was Helper Day, and Benny wanted to follow every direction exactly.

His teacher told him to hold his tongue while he finished speaking.

Instead of staying quiet, Benny grabbed his tongue with two fingers and waited politely. Later, when his teacher asked him to lend a hand, he traced his hand on paper, cut it out, and placed it on his desk.

What situations will go wrong? • a simple instruction that gets completely misunderstood • a task that turns into something unexpected • a character who is totally convinced they are doing the right thing • a moment where everything goes wrong at once • a reaction from another character who cannot believe what they are seeing • a final mix-up that is the funniest of all

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Level F

177

Unit 15

Lesson 85

Dictionary Skills

Review Dictionary Skills Words in a dictionary are arranged in alphabetical order to make them easier to find.

Multiple Meanings - each meaning is numbered, and it is up to the reader to choose the definition that best fits how the word is being used in the sentence.

Pronunciation Key - uses symbols to show how a word is said. These symbols appear in brackets [ ] after the word in a dictionary.

Syllables - a beat or part of a word. Each syllable has one vowel sound. Dictionaries separate syllables with dots (•) or hyphens (-).

season 1. [ˈsē•zun] n. one of the four periods of the year — spring, summer, fall, or winter (My favorite season is fall because of the changing leaves.)

2. [ˈsē•zun] v. add flavor to food using salt, spices, or herbs (She will season the soup before serving it to her guests.)

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Accent Marks - if a word has more than one syllable, one syllable is spoken louder and stronger than the others. Dictionaries show which syllable to stress by using an accent mark.

178

Parts of Speech - a dictionary tells what part of speech each word is.

This information usually appears as a short abbreviation right after the pronunciation.

Break each word into syllables and mark the stressed syllable with an accent mark.

1.

principal

2.

adventure

3.

museum

4.

discover

5.

electricity

6.

celebration

7.

impossible

8.

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Level F

Circle the word you would find first in the dictionary.

Circle the correct pronunciation symbol for each word.

1.

dolphin

carpet

6.

cake

a/ā

2.

bowl

basket

7.

book

oo / ōō

3.

planet

cloud

8.

kite

ī/i

4.

giraffe

high

9.

boat

ō/o

5.

brick

banana

10. moon

ōō / oo

Write the correct part of speech abbreviation for each dictionary word below.

n.

11. quickly —

v.

adj.

pron.

prep.

adv.

conj.

moving in a fast way

12. jump —

push yourself off the ground

13. she —

used to refer to a female person

14. desk —

a piece of furniture used for work

15. The children saw a bat flying near the trees.

A. (n.) A piece of sports equipment used to hit a ball B. (n.) A flying animal that comes out at night 16. Lily takes the train to work every day.

A. (v.) Teach or practice skills for something B. (n.) A type of transportation that runs on tracks 17. The teacher asked the students to check their answers carefully.

A. (v.) Look at something to see if it is correct B. (n.) A printed order used to pay money

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Circle the correct meaning of the bolded word.

18. Dad said I can play outside after dinner.

A. (v.) Take part in a game or activity for fun B. (n.) A written story performed by actors on a stage

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Level F

179

Unit 16

Lesson 86

Common Usage Errors

Don’t and Doesn’t Don’t is the contraction for ‘do not’ and is used with I, you, and plural subjects.

Example: W e do not know how to ride bikes. → We don’t know how to ride bikes.

Doesn’t is the contraction for ‘does not’ and is used with singular subjects.

Example: She does not know how to ride a bike. → She doesn’t know how to ride a bike.

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Fill in the blanks with don’t or doesn’t.

1.

My brother

2.

We

3.

The baby

like loud noises.

4.

My dog

sleep on the couch.

5.

I

6.

They

want to leave yet.

7.

Lily

eat spicy food.

8.

You

need to bring a jacket today.

9.

Alex and Mike

10. He 11. I 12. We 13. The cat 14. My teacher 15. You 16. Ethan and Noah 17. The store 18. You 19. My little sister

180

eat carrots with dinner. bring lunch from home on Fridays.

understand the homework.

clean their room before dinner. know the answer to the question. wake up early on Sundays. have homework in the summer. chase the birds outside. drink coffee in the morning. have to finish the project today. ride the bus to school. open until nine o’clock. need a ticket for this event. like thunderstorms.

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Level F

Unit 16

Lesson 86

Argument Writing

A petition is a special type of argument writing where the writer makes a formal request and tries to convince others to agree and take action. Like all argument writing, a strong petition includes a clear claim, reasons that support it, and language that is confident and persuasive.

The goal is not just to share an opinion but to get the reader to do something about it.

The forgotten foods of the world have had enough.

Write a petition from the perspective of a food that is always left on the plate, arguing why it deserves to be eaten and treated with respect.

Use don't and doesn't correctly at least four times throughout your petition.

Let’s BRAINSTORM

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Example: We, the carrots of the world, are tired of being pushed to the side of the plate. People don't realize how much energy and nutrition we provide. A meal doesn't feel complete without us, yet we are always the last to be eaten. We demand to be treated with the same respect as every other food on the plate.

Which food will write the petition? • broccoli • brussel sprouts • plain rice • a crust of bread • celery • beets • lima beans • cauliflower • plain oatmeal • raisins • cooked spinach • boiled carrots What will your petition demand? • to be eaten first for once • to stop being hidden under other food • to be given a fair chance before being rejected • to be recognized for their nutritional value • to no longer be fed to the dog under the table • to be appreciated • to stop being ignored

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Level F

181

Unit 16

Lesson 87

Common Usage Errors

Accept and Except, Good and Well Accept

receive or agree to something

I accept your apology.

Except

not including; leaving out

Everyone came, except Ben.

Good

an adjective used when something is nice or right

Sam is good at writing.

Well

an adverb used when something is done in a good way or someone feels healthy

He sleeps well.

I don’t feel well.

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Circle the correct word to complete each sentence below.

1.

The school will (accept / except) permission slips until Friday.

2.

Jen is very (good / well) at solving puzzles.

3.

I do not feel (good / well) today.

4.

We visited every classroom (accept / except) Room 12.

5.

Ethan reads very (good / well) for his age.

6.

The librarian will (accept / except) returned books at the desk.

7.

The soup smells (good / well) after cooking all day.

8.

Please (accept / except) this gift as a thank-you.

9.

My little sister dances very (good / well).

10. All of the lights were on (accept / except) the porch light.

11. The students did a (good / well) job of cleaning the classroom.

12. I gladly (accept / except) the challenge.

13. After resting, Grandpa felt (good / well) again.

14. Ann plays the piano very (good / well).

15. Everyone completed the assignment (accept / except) Ben. 16. The cookies taste (good / well) fresh from the oven.

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Level F

Unit 16

Lesson 87

Informative Writing

A guide is a type of informative writing that explains something clearly so that the reader can understand and use the information on their own. A good guide is simple, direct, and easy to follow because its whole purpose is to help someone who is confused.

Write a guide for a younger student who keeps change to confusing accept, except, good, and well.

Explain what each word means, show how each one is used correctly in a sentence, and make it as clear and helpful as possible. Write as if you are talking directly to the reader.

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Example: Have you ever confused the words good and well?

You are not alone, and this guide will help. Good is an adjective, which means it describes a noun. You can say someone is a good writer.

Let’s BRAINSTORM

What will your guide include? • a simple definition for each word • an example sentence for each word • a tip to help the reader remember the difference • a common mistake to watch out for • a way to test yourself to see if you are using the right word • a friendly reminder that these mistakes are easy to fix once you know the rule • an explanation of what part of speech each word is

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Level F

183

Unit 16

Lesson 88

Common Usage Errors

Learn and Teach, Rise and Raise Learn

get knowledge or skills

I want to learn about ancient history.

Teach

give knowledge to others

The teacher will teach us math.

Rise

something goes upwards by itself

The sun will rise today.

Raise

someone makes something go upwards

I raise my hand in class.

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Circle the correct word to complete each sentence below.

1.

Our teacher will (learn / teach) us about fractions today.

2.

The balloon began to (rise / raise) into the sky.

3.

Please (rise / raise) your hand before speaking.

4.

My older sister likes to (learn / teach) me new card games.

5.

The sun will (rise / raise) early tomorrow morning.

6.

We will (learn / teach) about plants in science class.

7.

The workers had to (rise / raise) the flag before the ceremony.

8.

Mr. Green will (learn / teach) the class how to write paragraphs.

9.

A strong wind makes the kite (rise / raise) higher in the sky.

10. I hope to (learn / teach) another language someday.

11. Parents (learn / teach) their children important life lessons.

12. Bread dough will (rise / raise) after it sits for a while.

13. My cousin wants to (learn / teach) me how to draw animals.

14. We hope to (learn / teach) more about space this year.

15. Please (rise / raise) the window if the room gets warm.

16. The instructor will (learn / teach) us the safety rules.

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Level F

Unit 16

Lesson 88

Informative Writing

A tradition is a custom or practice passed down from one generation to the next. Informative writing helps readers learn about traditions, understand their importance, and preserve them for future generations.

Write an informative paragraph explaining a tradition you know well.

Explain the tradition so that someone who has never heard of it can understand what it is, where it comes from, and why it is meaningful. Your goal is to teach your reader something real. Use at least two examples of teach, learn, rise, or raise.

Let’s BRAINSTORM

What tradition will you write about? • a holiday your family celebrates • a weekly family ritual • a ceremony • a seasonal tradition • a food that is made the same way every year • a story that gets retold at gatherings • a game or activity passed down through generations • a special song

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Example: One tradition in my family is making homemade pizza together every Thursday night. This tradition was started by my grandparents and has continued for many years. As we work, I learn new cooking skills and family recipes. While the pizzas are baking, we sit together and talk about our week. This tradition is meaningful because it gives us time to connect as a family.

What will you explain? • what the tradition involves • where it comes from • who takes part in it • what is learned from it • who teaches it to the next generation • why it has continued to rise in importance • what would be lost if it disappeared • how it makes people feel connected to each other

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Level F

185

Unit 16

Lesson 89

Common Usage Errors

Affect and Effect, Lie and Lay Affect

influence or change

The rain affects our plans.

Effect

result or outcome

The effect of the medicine is feeling better.

Lie

stretch out and rest

I want to lie down in bed.

Lay

put something in a certain place

She’ll lay her picnic blanket on the floor.

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Circle the correct word to complete each sentence below.

1.

One (affect / effect) of exercise is better health.

2.

I want to (lie / lay) down after dinner.

3.

Lack of sleep can (affect / effect) your mood.

4.

Mom will (lie / lay) the towels on the chairs to dry.

5.

The new rule had a positive (affect / effect) on the school.

6.

The cat likes to (lie / lay) in the sunshine.

7.

Bright lights can (affect / effect) your eyes.

8.

Please (lie / lay) your jacket on the bed.

9.

The teacher's encouragement had a strong (affect / effect) on the class.

10. The baby will (lie / lay) in the crib for a nap.

11. The campers decided to (lie / lay) under the stars at night.

12. The loud music did not (affect / effect) my ability to study.

13. Dad will (lie / lay) the wood near the fireplace.

14. One (affect / effect) of the storm was a power outage.

15. I like to (lie / lay) on the couch while reading.

16. Mom will (lie / lay) the blankets on the guest bed.

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Level F

Unit 16

Lesson 89

Narrative Writing

Strong writers use precise word choices to drive their story forward. When a single word changes everything, the reader sees just how powerful language can be.

One wrong word changes everything.

A character makes an important announcement but uses the wrong word and the whole room understands something completely different from what was intended. Write a narrative paragraph that follows the character from the moment they make the announcement to the moment they figure out what went wrong and how to fix it. Use at least two examples of affect, effect, lie, and lay correctly.

Let’s BRAINSTORM

What will the announcement be about? • a new rule that will affect everyone • a change whose effect nobody expected • an event that could affect the schedule • a decision whose effect is felt immediately • a surprise that affects the entire group • a plan that needs to be laid out clearly • a treasure that has been lying underground • instructions to lay something down • a mystery that lies just beneath the surface • an object that needs to be laid

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Example: Everyone, lie down your pencils and listen!" Marcus called out. Half the class actually laid their pencils flat and put their heads down on their desks, thinking it was nap time. Marcus blinked, confused, until he realized his error. "I meant lay your pencils aside, not lie down!" he laughed, and the class sat back up, giggling.

What goes wrong? • the audience reacts in an unexpected way • everyone rushes to do the wrong thing • the wrong people show up • the situation gets bigger than expected • someone takes the announcement too literally • two groups hear it differently and start doing opposite things

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Level F

187

Unit 16

Lesson 90

Common Usage Errors

Most and Almost, Between and Among Most

the majority or the biggest part of something

Most students take notes in class.

Almost

not quite or nearly

I have almost 100 pencils!

Between

used for two people or things

The ball rolled between the two chairs.

Among

used for three or more people or things

The prize was hidden among the boxes.

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Circle the correct word to complete each sentence below.

1.

I have (most / almost) finished my science project.

2.

The treasure was hidden (between / among) the trees in the forest.

3.

(Most / Almost) of the class passed the test.

4.

The pencil fell (between / among) the desk and the chair.

5.

(Most / Almost) students remembered to bring their homework.

6.

The candies were shared (between / among) the four friends.

7.

I ate (most / almost) of my lunch.

8.

The bird flew (between / among) the tall buildings.

9.

(Most / Almost) of the books that I read are fiction.

10. The ball rolled (between / among) the two benches.

11. I am (most / almost) done cleaning my room.

12. We have (most / almost) reached the top of the mountain.

13. The secret was shared (between / among) the five teammates.

14. (Most / Almost) of the apples were eaten.

15. The cat squeezed (between / among) the sofa and the wall.

16. I am (most / almost) finished with my homework.

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Level F

Unit 16

Lesson 90

Argument Writing

When you argue that one thing matters more than another, you need to show your reader exactly what makes your choice stronger, using clear reasons and precise language to make your case.

Write a persuasive paragraph about whether it is more important to do most things well or to do something almost perfectly.

Take a clear side and support your opinion with at least two reasons. Use at least two examples of most, almost, between, or among correctly.

Let’s BRAINSTORM

Arguments for almost: • almost reaching a goal shows how hard you tried • getting close to perfect means you challenged yourself • the gap between almost and perfect is where the most growth happens • almost succeeding teaches you more than easily succeeding

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Example: Almost reaching a goal is more valuable than most people realize.

When someone almost achieves something, it means they pushed themselves further than most others would. Among all the qualities a person can have, persistence is one of the most important.

Arguments for most: • doing most things well shows consistency and reliability • most people who succeed do so by being dependably good rather than occasionally perfect • finishing most of your work well is more useful than almost finishing one thing perfectly • consistency matters

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Level F

189

Unit 16

Lesson 91

Common Usage Errors

Double Negatives Every sentence should only have one negative word.

Example: I ncorrect: I don’t have no homework tonight. (no is unnecessary) Correct: I don’t have homework tonight.

Or: I don’t have any homework tonight.

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Rewrite each sentence correctly with only one negative word.

190

1.

I don’t need no help with my project.

2.

She can’t find nothing in her messy room.

3.

We didn’t see nobody at the park.

4.

He doesn’t have no clean socks left.

5.

They never go nowhere on rainy days.

6.

My brother didn’t eat nothing for breakfast.

7.

The dog wouldn’t go nowhere near the water.

8.

I can’t hear nobody talking in the hallway.

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Level F

Unit 16

Lesson 91

Narrative Writing

A cliffhanger is an exciting moment at the end of a story that leaves the reader in suspense, wondering what will happen next. Strong writers use cliffhangers to pull the reader in and make them desperate to keep reading.

Read the paragraph below.

Rewrite the paragraph so that each sentence has only one negative word. Then add 2–3 sentences of your own to end the paragraph with a cliffhanger that leaves the reader wanting more.

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Edit: Sara didn't tell nobody about the strange noise she had heard the night before. She hadn't found nothing unusual in her room, but she couldn't shake the feeling that something wasn't right. She didn't say nothing to her parents because she didn't want nobody to think she was being silly. The next morning, she couldn't find none of her things where she had left them.

Let’s BRAINSTORM

How will you write your cliffhanger ending? • end with a sound that cannot be explained • have a character notice something that should not be there • stop the story right before something important is revealed • leave a question unanswered • end with a single sentence that changes everything • have something disappear without explanation • let a character realize something alarming

Lighthouse G R A M M A R A N D W R I T I N G

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Level F

191

Unit 16

Lesson 92

Common Usage Errors

Unnecessary Words Unnecessary words are words that add nothing to the meaning of a sentence and can simply be removed. They include filler words like and, went, and there, or repeating the subject after it has already been named.

Example: Haley she went and broke the window. (and, went, and she are unnecessary)

Draw an X through the unnecessary words in each sentence.

1.

Marcus he forgot his backpack at school.

2.

There were many birds there flying in the sky.

3.

Sofia went and baked cookies for the class.

4.

Noah went and ran to catch the bus.

5.

My brother he plays every weekend.

6.

There is a dog there barking outside the window.

7.

Jane and her friend they painted a picture together.

8.

Eddy went and jumped into the pool.

9.

The teacher she handed out the homework.

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10. There are five apples there sitting on the table.

11. Daniel he cleaned his room before dinner.

12. Sue went skipped down the sidewalk happily.

13. The baby he laughed at the funny puppet.

14. There were two cars there parked in the driveway.

15. Olivia she sang loudly during music class.

16. Jake he went and carried the groceries into the kitchen.

17. There is a cat there sleeping on the couch.

18. Emma went and picked up the fallen leaves.

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Level F

Unit 16

Lesson 92

Grammar Based Writing

Unnecessary words weaken writing by cluttering sentences and slowing the reader down. When every word in a sentence has a purpose, the writing feels cleaner, clearer, and more confident.

Removing words that add nothing is one of the simplest ways to make writing stronger.

Read the paragraph below.

Rewrite the story, removing all the unnecessary words. Then, add two sentences of your own to finish the story.

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There was a boy there named Eli who loved to explore the old forest behind his house.

Eli he packed his backpack with snacks and a flashlight every single morning before his adventures. One day, Eli went and found a narrow path he had never noticed before. His dog Max he followed close behind, sniffing at every single leaf along the way. There was a strange wooden door there hidden behind a thick patch of vines. Eli went and pulled the door open slowly, and it creaked all the way. His heart it pounded as he peered into the darkness beyond the door.

Let’s BRAINSTORM

How will the story end? • Eli finds something inside the door that surprises him • the door leads somewhere unexpected • Max barks and runs off, leading Eli to something important • a noise from inside makes Eli jump back • Eli finds a clue about who built the door and why it was hidden • Eli realizes he is not the first person to find this place • Eli decides he is too scared

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Level F

193

Unit 16

Lesson 93

Common Usage Errors

Review Common Usage Errors Don’t is the contraction for ‘do not’ and is used with I, you, and plural subjects.

Doesn’t is the contraction for ‘does not’ and is used with singular subjects.

Accept vs. Except: receive or agree to something vs. not including/leaving out Good vs. Well: when something is nice or right vs. when something is done in a good way or someone feels healthy Learn vs. Teach: get knowledge/skills vs. give knowledge to others Rise vs. Raise: something goes upwards by itself vs. someone makes something go upwards Affect vs. Effect: influence or change vs. a result or outcome Lie vs. Lay: stretch out and rest vs. put something in a certain place Most vs. Almost: the majority or biggest part of something vs. not quite or nearly Between vs. Among: used for two people or things vs. used for three or more people or things Every sentence should only have one negative word.

Unnecessary words are words that add nothing to the meaning of a sentence and can simply be removed.

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Circle the correct word to complete each sentence below.

1.

She (don't / doesn't) like broccoli very much.

2.

Everyone came to the picnic (accept / except) Tom, who was sick.

3.

The team played (good / well) during the championship game.

4.

My grandfather likes to (learn / teach) me how to fish.

5.

Lack of sleep can (affect / effect) your concentration in class.

6.

Please (lie / lay) your backpack on the table before class starts.

7.

I have (most / almost) finished reading my book.

8.

The secret was shared (between / among) the three sisters.

9.

They (don't / doesn't) know the answer to the math problem.

10. The sun will (rise / raise) at about 6:00 tomorrow morning.

11. (Most / Almost) of the students completed the project on time.

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Level F

Rewrite each sentence correctly with only one negative word.

1.

I don’t see nobody in the classroom.

2.

She can’t find nothing in her backpack.

3.

We don’t have no more time left for the game.

4.

He didn’t tell nobody about the surprise.

5.

They can’t go nowhere after school today.

6.

She didn't say nothing when the teacher asked a question.

7.

Emma she finished her homework before dinner.

8.

There are many stars there shining in the night sky.

9.

Ben went and played with his friends. © Lighthouse Curriculum. Copying strictly prohibited.

Draw an X through the unnecessary words in each sentence.

10. My sister she likes to draw in her sketchbook.

11. There is a bird there sitting on the fence.

12. The students they worked quietly during the test.

13. Molly went and baked a cake for her mom.

14. There are three books there lying on the desk.

15. The boy he ran quickly to the playground.

16. Jack went and opened the door for his teacher.

17. The children they cheered when the bell rang for recess.

18. There was a spider there crawling across the ceiling.

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Level F

195

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© Lighthouse Curriculum. Copying strictly prohibited.

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