Spotlight grammar workbook compound comp

Spotlight on Grammar: Compound and Complex Sentences begins with a brief review of simple and compound subjects and predicates as well as noun-verb agreement, both prerequisites for tack

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Printed in the U.S.A.

Carolyn LoGiudice and Kate LaQuay

Skill Area: GrammarAges: 8 through 11Grades: 3 through 6

To language and learning instructors devoted toimproving students’ skills and supporting theirhighest aspirations

About the Authors

Carolyn LoGiudice, M.S., CCC-SLP, was a speech-languageclinician in school, clinic, and private settings before joiningLinguiSystems in 1984 She has co-authored many materials

with LinguiSystems, including The WORD Test 2, No-Glamour Vocabulary Cards, The Test of Semantic Skills (TOSS-P and TOSS-I), 100% Grammar, and 100% Punctuation.

Kate LaQuay, J.D., became part of LinguiSystems’ extendedfamily more than 20 years ago when her mother, CarolynLoGiudice, joined the company Now a mother herself, Katehas co-authored several LinguiSystems products, including

U.S History: A Reading Comprehension Book, U.S ment: A Reading Comprehension Game and Spotlight on Vocabulary: Levels 1 and 2 Previously, she practiced law for

Govern-six years in Los Angeles

Carolyn LoGiudice

Kate and Michael LaQuay

Illustrations by Margaret Warner

Table of Contents

Introduction 4

Pretest/Posttest 6

Complete Subjects and Predicates 7

Simple Subjects 9

Compound Subjects 10

Simple Predicates 11

Compound Verbs 12

Noun-Verb Agreement 13

Compound Sentences 14

Coordinating Conjunctions 15

Adding Coordinating Conjunctions 17

Punctuating Compound Sentences 19

Writing Compound Sentences 21

Complex Sentences 23

Subordinating Conjunctions 24

Adding Subordinating Conjunctions 26

Punctuating Complex Sentences 28

Identifying Sentence Types 30

Rewriting Compound Sentences 32

Writing Complex Sentences 33

Identifying Sentence Fragments 35

Correcting Sentence Fragments 36

Run-on Sentences 37

Correcting Run-on Sentences 38

Answer Key 39

By itself, “grammar” is not an engaging topic for students You won’t hear them spontaneously

discuss the function of an adjective vs an adverb Students don’t get excited about linking verbs Most adults outside the academic arena even shy away from grammar, especially now that our

computers can check our grammar for reports or other writings Even so, effective speakers and writers need to understand and use grammar as a sharp tool to express their thoughts Grammar rules help us modify a message for a target audience We even break some rules on purpose to

be more casual.

Some say the most practical reason to teach grammar in school is to help students score well on tests That practice, while pragmatic, ignores the lifelong benefits of solid grammar skills We make snap judgments when we meet people These impressions are based on communication style as much as appearance and background knowledge When all we know about someone is what that person has written, as in many e-mails, grammar and writing style are even more important.

How, then, do we entice students to master basic grammar well enough to apply it in their

conversation and their writing?

• First, teach the grammar concept or rule Highlight a specific grammar point.

• Then, give your students practice, practice, practice.

• Incorporate the grammar concept in both oral and written activities.

• Spotlight the concept as your students encounter it in textbooks, Internet articles, school announcements, and classroom interaction.

• Demonstrate both correct and incorrect use of the grammar concept Talk about the impact

of the concept on a message’s listener or reader Often a message is clearer when it is grammatically correct Incorrect grammar can also distract from the meaning or desired effect of a message.

The goals of Spotlight on Grammar are below.

• To help students recognize and utilize correct grammar in their speaking and writing

• To boost students’ reading comprehension by understanding the role of grammar

All six books in Spotlight on Grammar concentrate on basic grammar concepts typically mastered

by students in fifth grade Use the Pretest/Posttest on page 6 to determine your students’ specific strengths and weaknesses The activities within each book are sequenced by general complexity Sentence structure, vocabulary, and readability are kept simple to keep students’ energies focused

on the grammar concept vs reading comprehension.

Spotlight on Grammar: Compound and Complex Sentences begins with a brief review of simple and

compound subjects and predicates as well as noun-verb agreement, both prerequisites for tackling compound and complex sentences Students then learn about coordinating conjunctions that connect equal parts of sentences, followed by subordinating conjunctions that connect dependent clauses

to independent clauses to form complex sentences The intent of this book’s activities is to alert students to the form and use of compound and complex sentences, not to master more sophisticated grammar skills that are generally taught in high school Students in grades three through six should

be able to easily identify simple, compound, and complex sentences after they complete these ties These students should also be able to transform one type of sentence into another, a useful tool

activi-to make their writing more interesting for readers and activi-to explain key relationships like sequencing, causes, or associations.

The following additional activities will enrich your students’ compound and complex sentence skills.

• Write a simple sentence on the board, such as Jenny writes Talk about the subject of this

sentence and the verb or predicate Then, ask your students to add more information to this

sentence to change it into various compound sentences, e.g., Jenny writes to her grandma and her grandma loves getting letters, Jenny writes slowly but she types fast, etc Next, have your students change Jenny writes into various complex sentences.

• Diagram sentences on the board and have your students copy the diagrams A Web search for diagram sentencesshould give you and your students helpful information here.

• Your students need to differentiate independent and dependent clauses, but that terminology sometimes overwhelms students To spotlight the difference, focus on which part of the sentence contains “more important information” to identify the independent or main sentence Ask, “If we had to lose one part of this sentence, which one could we leave out and still get the important information? Why?” Even simple games that have your students repeat common subordinate conjunctions can improve their ability to spot a dependent clause For example, try snapping/clapping a rhythym and having students name a subordinating conjunction that has not been said already.

• Use a short passage as a cloze exercise Rewrite the passage and leave out coordinating and subordinating conjunctions Have your students supply appropriate words to complete the passage.

We hope you and your students enjoy Spotlight on Grammar: Compound and Complex Sentences!

Carolyn and Kate

Circle the coordinating conjunctionin each sentence

1 Charlie likes chocolate ice cream but I prefer vanilla

2 Are you sure or are you just guessing?

3 Mom made sandwiches and I made fruit salad

Underline the dependent clausein each sentence

4 After we get home, we can play ball

5 Let me know if you can stay for dinner

Write S in front of each complete sentence Write Fin front of each sentence fragment

6 _ My favorite jeans

7 _ Call me later

8 _ All of my friends who live near me

Re-write and correct the run-on sentences below

9 We got caught in the rain, we are soaking wet

11 _ Chad was eager for class to end and he kept looking at his watch

12 _ When you talked to Mom, did she say when she’d be home?

Complete Subjects and Predicates 1

The subject of a sentence is who or what the sentence is about

The predicate is the action or the information about the subject

Acomplete subjectis the subject of a sentence and all the

words that go with it

complete subject complete predicate

My cousin Charlie played his harmonica for hours

Underline the complete subjectof each sentence

1 Many firefighters put out the fire

2 My best friend gave me a big hug

3 Your new bike helmet looks nice

4 The line for the movie went around the block

5 The basketball team played well in the first half

6 The Sunday newspaper is always thicker

7 Justin and Arthur have been friends forever

8 Everyone at camp earned a merit badge

9 The town council meets once a month

10 Our neighbor Mr Rubin goes walking each morning

11 Making sculptures out of clay is fun

12 This diesel engine could pull twelve heavy freight cars

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Complete Subjects and Predicates 2

Underline the complete predicateof each sentence

1 Sharks’ muscles make up 85% of their body weight

2 I will call her back tomorrow

3 My youngest sister, Allison, is five years old

4 This package is addressed to you

5 We are meeting at 3:30 today

6 The zipper on my old backpack is broken

7 A ticket for the movie costs nine dollars

8 The city renamed the street Memorial Parkway

9 Our new puppy barks at everything

10 The ice cream parlor is being remodeled

11 Kyle looks worried about something

12 The mail carrier brought a package for you and me

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Simple Subjects

The simple subjectof a sentence is the main word or words in

the complete subject

complete subject complete predicate

The cape around Abe’s neck was too tight

Underline the complete subjectof each sentence

Circle each simple subject

1 My Aunt Alice plays the saxophone

2 My mom’s car seats five people

3 The plants in the living room need watering

4 The smell of scented candles filled the air

5 My cousin’s operation was a success

6 A loud noise from the cave startled us

7 This heavy box is full of books

8 Those bananas don’t look ripe

9 Her birthday party is Saturday

10 Everyone in my group worked together

11 The red marker has run out of ink

12 That video game was just released

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Compound Subjects

Acompound subjectis two or more simple subjects that share

the same verb Compound subjects are joined by coordinating

conjunctions(connecting words) like andand or

Wild monkeys and chimpanzees live in the jungle.

Maybe water or juice would quench your thirst.

Underline each part of the compound subjects in these sentences

1 Sunscreen lotion or a hat will protect your face

2 Whining and complaining annoy me

3 Claire and Andrea rolled their eyes

4 A doctor or nurse will be with you soon

5 You or Brian can have the other half

6 Scissors or a sharp knife would cut through that tape

7 The sheets and towels need to be washed

8 My little brother and sister are hungry

9 Either paper bags or boxes would be fine

10 Blue or green would look good on you

11 Many cars and trucks are stuck in traffic

12 Abigail and Bill walked home together

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Simple Predicates

The simple predicateof a sentence is the

main verb and its parts

complete subject complete predicate

My little brother is making a sandwich.

Underline the complete predicateof each sentence

Circle each simple predicate

1 My team has been working on a science experiment

2 Those birds will fly south for the winter

3 The construction workers are building an apartment complex

4 That noise is giving me a headache

5 Our sister can sleep through anything

6 A calculator could help you with your homework

7 Natalie and her friend will sit in the first row

8 I volunteered to walk the dog

9 My parents have warned me about losing my retainer

10 We are dancing on the stage in the auditorium

11 Mom might work late tonight

12 I am pretending to be invisible

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Compound Verbs

Compound verbsare two or more verbs that share the same subject Compound verbs are joined by coordinating conjunctions(connecting words) like andand or

Michelle opened her bag of marbles and sorted them by color.

Underline the compound verbsin these sentences

1 Our lazy cat yawned and stretched her legs

2 Natasha fell off her bike and broke her wrist

3 A snake slithered through the grass and hissed at us

4 Ruby frosted the cake and decorated it with sprinkles

5 I unlocked the cabinet and looked inside

6 The fans in the bleachers yelled or stomped their feet

7 The kids splashed in the waves or built sandcastles

8 I put on my jacket and grabbed my hat

9 Dad turned left and drove to the end of the block

10 He took a big gulp and swallowed it

11 We folded the clothes and put them away

12 My dog wagged her tail and licked my face

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Noun-Verb Agreement

Asingular subject(one) needs a singular verb

Aplural subject(more than one) needs a plural verb.

singular Clarissa jumps over the rope.

plural Beth and Luanne turn the rope.

Write the correct verbto complete each sentence

1 I _ my dog fresh water twice a day

2 They _ where to go

3 Jeff _ trumpet lessons

4 Kelly _ spray paints to make her pictures

5 We _ cookies to our neighbors for the holidays

6 Canadian geese _ in the shape of a V.

7 The teacher’s shoelaces _ untied

8 My nose _ running again

9 I _ planning to go to the museum on Saturday

10 The hungry children _ been waiting patiently

Compound Sentences

Acompound sentenceis two or more complete sentences

that are joined into one sentence The complete sentences

are joined by a coordinating conjunction A coordinating

conjunction is a connecting word like and, or, or but

simple sentences Do you eat green bananas?

Do you eat only ripe bananas?

compound sentence Do you eat green bananas or do you eat only ripe bananas?

Circle the coordinating conjunctionthat joins simple sentences together

1 I wanted to buy a new bike but I didn’t have enough money

2 Bill tripped on a crack in the sidewalk and he sprained his ankle

3 May I take this seat or are you saving it for someone?

4 You must hurry or you will be late

5 Celia knew the way but suddenly she was confused

6 Should we play Monopoly or should we go for a walk?

7 Ben ate three hot dogs for lunch and now he has a stomachache

8 Vanessa wanted the black puppy but her brother wanted the spotted one

9 Some snakes are poisonous and some are not

10 Jeffrey made the sandwiches and Joanne packed the picnic basket

11 You could come over tomorrow or we could meet at the park Saturday

12 The power went out and we had to use flashlights

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Coordinating Conjunctions 1

The connecting words and, or, and butare coordinating conjunctions They connect two

or more equal parts of a sentence They can connect subjects, predicates, or sentences tomake compound subjects, compound predicates, or compound sentences

Jeb and Kassim live near each other.

Noah sliced the cake and served it to the guests.

You can look at the cake but please don’t touch it.

Each coordinating conjunctionin these sentences is in bold type Underline the

simple subjects, simple predicates, or simple sentences each coordinating conjunctionconnects

1 Please comb your hair and brush your teeth.

2 My family and I are going camping.

3 Sharks hunt whenever they can, but they can go a long time between feedings.

4 You can choose one big prize or pick two smaller ones.

5 I went to lie down for a minute, and I fell asleep on the couch.

6 Your dog and my cat look alike.

7 Would you like to go together or should we meet there?

8 We will make spaghetti or order pizza.

9 We left early but we got stuck in traffic.

10 My brothers and Jacob play on the high school team.

11 The map or the compass should help us find our way.

12 I swam underwater and got my hair wet.

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Coordinating Conjunctions 2

Find the coordinating conjunctionin each sentence Then underline the simple

subjects, simple predicates, or simple sentences the coordinating conjunction connects

1 Penguins are birds but they swim like fish

2 She tried the door but it was locked

3 I got paint on my shirt and I need to change

4 I slept for eight hours but I still feel tired

5 Gabriel, Rich, or Dylan can sit in the back seat

6 We got a flat tire and waited for a tow truck

7 They hugged their grandparents and kissed them goodbye

8 Christine, Samantha, and Rachel tried out for cheerleading

9 He listened to a phone message and wrote it on an index card

10 The students read their textbooks or started their homework

11 A calculator and a stapler are in the top desk drawer

12 Did I say or do something to hurt your feelings?

13 My friends and I want to go ice skating

14 We don’t have any lunch meat, but I could make you a peanut butter sandwich

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Adding Coordinating Conjunctions 1

Use a coordinating conjunctionto join two complete sentences into one compound

sentence

Use and to add information We swam in the lake and we read books on the shore.

Use or to show a choice I will read a book or I will listen to music.

Use butto show contrast I like cold pizza but Dad likes hot pizza.

Write a coordinating conjunctionfrom the box to connect each pair of sentences

1 Peter sprained his ankle _ he has to use a crutch

2 I have to complete this form _ I need more information

3 Kevin seems shy _ he’s really very friendly

4 I need to study tonight _ I won’t do well on the test

5 Tape the rip in this recipe card _ copy the recipe onto a new card

6 Mary left the ice cream on the counter, _ now it is melted

7 It will be sunny this morning _ it might rain this afternoon

8 I heard the phone ring _ no one left a message

9 The kids were playing baseball outside, _ someone hit a ball through our window

10 Shannon forgot to put on sunscreen _ her face is sunburned

11 Will you apologize _ are you still too angry?

12 That was my favorite shirt _ now it has too many holes to wear it

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Adding Coordinating Conjunctions 2

Write a coordinating conjunctionfrom the box to connect each pair of sentences

1 This phone is broken _ there is a phone down the street

2 I can give you directions _ you can follow me there

3 Dora doesn’t like macaroni _ she loves spaghetti

4 Monday we have soccer practice _ Tuesday we play our first game

5 You can bring your own lunch _ you can buy lunch in the cafeteria

6 We can watch the game live _ we can record the game to watch later

7 It snowed all night _ now we have about six inches on the ground

8 I cleared the table _ my brother washed the dishes

9 Yesterday was cloudy _ the sun is out today

10 I need to find my jacket _ my mom will have to buy me a new one

11 My dad was sick last week _ I caught a cold from him

12 We wanted to rent a movie _ no one could drive us to the video store

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Punctuating Compound Sentences 1

If the parts of a compound sentence are very short, you don’t need to use a comma to

separate them

She likes peas but I prefer carrots

If the parts of a compound sentence are not short, use a comma to separate them

She usually likes peas in her summer salad, but I would much rather have carrots.Add commaswhere they are needed in these sentences

1 On Friday nights my family orders a pizza and we take

turns choosing the toppings

2 Alan will help or I will help

3 I would loan you a dollar but I don’t have one

4 Do you need help or are you okay?

5 Did you bring your CDs or did you leave them at home?

6 The hurricane hit our town with very high winds but it didn’t damage our house

7 Gina came with me and we had a great time

8 It took a long time to order our lunch and we didn’t have much time to eat it

9 William was bitten by a dog and now he is afraid of dogs

10 We yelled at her but she didn’t hear us

11 I have enjoyed playing baseball but this year I might try out for soccer

12 We need to clean up our mess in the kitchen or my parents will be mad at me

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Punctuating Compound Sentences 2

Add commaswhere they are needed in these compound sentences

1 Sonia dropped her calculator by accident and now it shows funny

symbols when she turns it on

2 I’d love to have a dog but I’m allergic to them

3 Are you busy or can you come over?

4 We were planning to go swimming but the weather forecast

says it’s going to be cold and rainy

5 I ordered milk but this is orange juice

6 My library books are due today and I need to return them by 5 o’clock

7 Laura bought a shirt and Emma bought a hat

8 I’ll call you tonight or I’ll see you tomorrow

9 Reese was going to have a slumber party for her birthday but now she might have it

at the park

10 Do you think a lot of people will come to the play or do you think it will be a small crowd?

11 Will these grass stains come out in the wash or do you think they will be permanent?

12 Loan me your bike and I’ll give it back tomorrow

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