Grammar - 8th Grade Language Arts (TX)

11/3/24, 9:28 AM Vega Viewer SPA 24/25 Language Arts 8 A (TX) - Grammar Grammar Introduction Grammar In this lesson, you will be focusing on several grammar concepts. The first grammar...

11/3/24, 9:28 AM Vega Viewer SPA 24/25 Language Arts 8 A (TX) - Grammar Grammar Introduction Grammar In this lesson, you will be focusing on several grammar concepts. The first grammar concept is a gerund. A gerund is a word that derives from a verb but functions as a noun, like “the door’s squeaking” or “reading the newspaper.” The words, squeaking and reading, are the gerunds. Not everything that ends in -ing is a gerund. The word also has to be used as a noun in the sentence. For example, “The door’s loud squeaking.” Squeaking is usually a verb. But in this case, “the door’s squeaking” is a thing, so it’s a noun. It also is important to talk about “the squeaking door” or the participle. When you say, “the squeaking door,” squeaking is an adjective—because it’s describing the door. The participle could be a verb, like, “the door has been squeaking for a while, and I wonder when someone will fix it.” Another interesting verb form, is the infinitive, such as in the phrase “To be or not to be, that is the question.” “To fix the door or not to fix the door, that is the question.” If someone says, "Don’t worry, by this time next week, the door will be fixed!" then the reply is stated in passive voice - “The door will be fixed.” So now you need to consider who will be doing the action. When making a statement in the active voice say, “I will fix the door.” Many of the words discussed in the reading are verbals. These are words that look like verbs, but they don’t function as verbs. They function as nouns, adjectives, and adverbs, or they work together with other verbs. Here are the verbals you will learn about in this unit. A gerund, like in the sentence “I love singing,” functions as a noun. Singing is the activity the speaker loves. A participle can function as an adjective, a noun, or as part of a verb. In the sentence “I heard singing child,” singing is a participle. It describes the child, so it is an adjective. about:blank 1/130 11/3/24, 9:28 AM Vega Viewer SPA An infinitive can function as a noun, an adjective, or an adverb. In the sentence “I cleared my throat to sing,” to sing tells why the speaker cleared her throat. It functions as an adverb. Activate Prior Knowledge Write the word that completes each sentence about how words function. Each word will be used more than once. noun adjective adverb Question 1 A(n) _____ is a word that modifies a noun. Reveal Answer adjective Question 2 A (n) _____ is a word that names a person, place, or thing. Reveal Answer noun Question 3 A (n) _____ is a word that modifies a verb. Reveal Answer adverb Question 4 In the sentence, “I think fishing is fun,” fishing functions as a(n) ______. Reveal Answer noun Question 5 about:blank 2/130 11/3/24, 9:28 AM Vega Viewer SPA In the sentence, “Don’t forget your fishing rod,” fishing functions as a(n) ______. Reveal Answer adjective When you’re done with this Unit, you will have a better understanding of these and other important grammar topics. Listen to the Podcast 0:00 / 0:00 The Squeaky Door Gets the Grease Transcript about:blank 3/130 11/3/24, 9:28 AM Vega Viewer SPA View Learning Coach Guide Learning Goals In this unit, your student will learn specific skills related to grammar. There are five learning goals for this unit: 1. Identify gerunds and explain their function in complete sentences. 2. Identify participles and explain their function in complete sentences. 3. Identify infinitives and explain their function in complete sentences. 4. Define and identify examples of the use of passive or active voice. 5. Form and use verbs in active or passive voice. Each learning goal will be addressed in a multipart lesson. Prior to each lesson, review the Learning Coach guides for that lesson. The Unit contains the following assessments. Make sure that you work with your student to ensure that they are ready to complete each assessment before taking the assessment. 1. Identifying Gerunds and Their Function Quick Check 2. Identifying Participles and Their Function Quick Check 3. Identifying Infinitives and Their Function Quick Check 4. Identifying Passive and Active Voice Quick Check 5. Using Active and Passive Voice Quick Check 6. Grammar Unit Test Grammar 1. Have your student listen to the podcast. 2. Discuss the grammar topics covered in the podcast, noting that the speakers were discussing verbs that function as different parts of speech. 3. Read the paragraphs to your student, focusing on the meaning of the words in bold. 4. Point out that a gerund ends in -ing and always functions as a noun. Participles may or may not end in -ing and can function in several about:blank 4/130 11/3/24, 9:28 AM Vega Viewer SPA ways. Infinitives always begin with to followed by a verb, and they can also have different functions. 5. Encourage your student to come up with other examples of each verbal and name its part of speech. 6. Have your student complete the activity on a separate sheet of paper. Discuss why the word fishing has different functions in questions 4 and 5. 7. Read the last sentence to your student. about:blank 5/130 11/3/24, 9:28 AM Vega Viewer SPA 24/25 Language Arts 8 A (TX) - Grammar Subject-Verb Agreement Objective and Key Words Objective In this section, you will identify the correct form of a verb in subject-verb agreement. Key Words noun – a word used to denote people, places, or things plural – refers to more than one person or thing singular – refers to only one person or thing subject-verb agreement – subjects and verbs must agree with one another in number (singular or plural) verb – a word used to describe an action, event, or state of being about:blank 6/130 11/3/24, 9:28 AM Vega Viewer SPA Subject-Verb Agreement Strong writing needs strong ideas, but there’s more to it than that. Ideas must come across clearly, and that means using standard written English. To be sure that readers and listeners understand your ideas, your subjects and verbs must match each other, or agree. This lesson will show you how to check for subject-verb agreement. What does it mean for a subject and verb to agree? It all comes down to whether a noun is singular or plural. A singular noun needs to go with a singular verb. A plural noun needs to go with a plural verb. Examine the sentence shown. My dog wears a sweater in the winter. The subject of this sentence is one dog, a singular noun. The noun needs to be paired with the singular form of the verb, which is wears. about:blank 7/130 11/3/24, 9:28 AM Vega Viewer SPA Source: Leah-Anne Thompson/Shutterstock Examine the sentence shown. My dogs wear sweaters in the winter. In this sentence, there are multiple dogs as the subject. Dogs is a plural noun, and it needs to be paired with the plural form of the verb, which is wear. Things can get tricky when sentences get more complicated. Sometimes the subject and verb are not right next to each other. When that happens, you need to be careful not to get distracted by the phrase that comes between them. Examine the sentence shown. The building, which has seven floors, is two blocks away. It might be tempting to make the verb is agree with floors. However, the subject of this sentence is building, a singular noun. The verb is agrees with the singular subject. You can check by removing the phrase in the middle. The building is two blocks away. about:blank 8/130 11/3/24, 9:28 AM Vega Viewer SPA View Learning Coach Guide Explain 1. Read the opening paragraphs with your student, focusing on the words in bold. 2. Read the chart with your student. Point out that while some subjects are easy to match with a verb, others are a bit trickier. 3. Make sure that your student understands how to find the subjects and verbs in the sample sentences on the chart. about:blank 9/130 11/3/24, 9:28 AM Vega Viewer SPA Subject-Verb Agreement Making sure that subjects agree with verbs can be challenging. Examine the first row in the chart shown. Although everyone refers to more than one person, it takes a singular verb. Subject Verb Example each, either, neither, anybody, singular Everyone is responsible for cleaning up after the anyone, anything, everybody, party. everyone, everything, nobody, no one, nothing, someone, somebody, something subjects joined by “and” plural Jamal and Susan play soccer every weekend. two or more subjects joined by plural Tanya and her cousins are visiting their “and” grandmother. singular nouns connected by “or” singular Either a jacket or a sweater is hanging in the closet. one singular noun and one plural verb agrees with nearer subject The teacher or the students read the text. noun with “or” or “nor” The students or the teacher reads the text. about:blank 10/130 11/3/24, 9:28 AM Vega Viewer SPA collective nouns like family, team, singular The team practices on Thursday afternoons. club, committee, group about:blank 11/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Read each sentence. Write the subject and verb in each sentence on a sheet of paper. Porpoises and dolphins are both sea mammals. Reveal Answer Porpoises and dolphins, are Everybody needs to take a break from studying. Reveal Answer Everybody, needs Juan, one of my best friends, has a new kitten. Reveal Answer Juan, has View Learning Coach Guide Check-In 1. Have your student read each sentence. 2. Point out that every sentence contains a subject and a verb. 3. Ask your student to write down the subject and verb in each of the sentences. 4. If your student has difficulty, review the fact that the subject is the noun that the sentence is about, and the corresponding verb tells what the subject does. about:blank 12/130 11/3/24, 9:28 AM Vega Viewer SPA Practice In each sentence, write the correct form of the verb so it agrees with the subject. The club _____ tomorrow evening. [to meet] Reveal Answer meets Either a carrot or some grapes ________ a good snack. [to make] Reveal Answer make Angela, with the help of her friends, _____ organizing a raffle. [to be] Reveal Answer is Something ______to happen soon. [to have] Reveal Answer has View Learning Coach Guide Practice 1. Have your student read the sentences. 2. Ask your student to write down the correct form of the verb on a separate sheet of paper. 3. If your student has difficulty, review the lesson or the rules in the chart. about:blank 13/130 11/3/24, 9:28 AM Vega Viewer SPA Objective and Key Words Objective In this section, you will identify errors in subject-verb agreement in sentences with prepositions and prepositional phrases. Key Words dependent clause – a clause that cannot stand on its own and does not contain a complete thought inverted – reversed or rearranged prepositional phrase – a phrase that begins with the first preposition in a sentence and ends with the object or noun about:blank 14/130 11/3/24, 9:28 AM Vega Viewer SPA Complex Subject-Verb Agreement Ordinary Word Order in Sentences The typical word order for an English sentence puts the subject before the verb. Here are a few examples (the verb is underlined, and the subject is boldfaced): Grace lives in a nearby apartment building. The Corn Belt includes the states of Illinois, Nebraska, and Iowa. The FBI has a regional office in his city. This is also true in commands, although the subject “you” is not stated but understood. Here are a couple of examples: Please bring the necessary supplies to the work site. Sit down and be quiet! Inverted Word Order in Sentences Some sentences have inverted word order. This means the verb comes before the subject. Certain sentence types require inverted word order. One type asks a question (auxiliary + subject + main verb). Read the sentences shown. Can you hear the ocean in this seashell? Will they come to the concert next weekend? Does she always take the subway to work? about:blank 15/130 11/3/24, 9:28 AM Vega Viewer SPA Source: santypan. Shutterstock Word order will also be inverted when sentences start with negative words (not only, never, rarely, scarcely, and hardly ever). Never have I had a class that was this difficult. Not only was Harriet Tubman famous for her work on the Underground Railroad, she was also a Union spy. Rarely has Jonah been late to work. Barely had we entered the dark house when a cat shot past us, making us shriek in terror. Little did they know that the train had already left the station. Prepositional Phrases Between a Subject and Its Verb Sometimes a subject is separated from its verb by a prepositional phrase. A prepositional phrase is a group of words that begins with a preposition and is followed by the object of the preposition and any modifiers. The preposition expresses the relationship between its object and another nearby noun by indicating details such as place, time, direction, position, or exclusion. Look at the examples shown. The puppy behind the fence (behind = a preposition that identifies the relationship between its object, the fence, and the puppy by telling where the puppy is) The calm before the storm about:blank 16/130 11/3/24, 9:28 AM Vega Viewer SPA (before = a preposition that identifies the relationship between its object, the storm, and the calm by telling when the calm takes place) Everyone except my sister (except = a preposition that identifies the relationship between its object, my sister, and everyone by showing an exclusion) Prepositional phrases add more detail to a sentence. They also add variety to writing. When these phrases come between the subject and its verb, it is important to make sure the subject and verb agree. The trick is to find the subject and not be distracted by the words following the preposition. Examine the sentences shown. The four students with the fastest times compete for the school-wide trophy. (with the fastest times = prepositional phrase) The gray kitten in the box is the largest one of the litter. (in the box = prepositional phrase) Dependent Clauses Between a Subject and Its Verb Sometimes a subject is separated from its verb by a dependent clause. Such clauses add important, often essential, information to a sentence. They also add to sentence variety. When these clauses come between the subject and its verb, it is important to make sure the subject and verb agree. The trick is to find the subject and not be distracted by the clause. For example: Salespeople who are the least pushy are the ones most likely to close the sale. (who are the least pushy = dependent clause) The car that my mom bought is a hybrid with great gas mileage. (that my mom bought = dependent clause) about:blank 17/130 11/3/24, 9:28 AM Vega Viewer SPA Source: Sergey Skleznev. 123rf.com View Learning Coach Guide Explain 1. Read the section titled “Ordinary Word Order” with your student. To activate background knowledge, have your student write two ordinary word order sentences and two command sentences. 2. Ask your student what would happen if all sentences were written in subject-first-then-verb order. Guide your student to realize that it would be monotonous to read any text that had all its sentences written in this manner. 3. Read the section titled “Inverted Word Order” with your student. Help your student to create two sentences in which they use inverted word order correctly. Then, see if they can create two such sentences independently. 4. Before reading the section titled “Prepositional Phrases Between a Subject and Its Verb,” review common prepositions (in, on, of, by, under, etc.) 5. After reading the section, ask your student the purpose of intervening prepositional phrases (to give detail to the sentence). This is why many sentences are written with prepositional phrases. 6. Give your student a few prepositional phrases and have your student generate sentences that use them. 7. Before reading the section titled “Dependent Clauses Between a Subject and Its Verb,” review the facts about dependent clauses: they contain a subject and verb but cannot stand alone as they do not form a complete thought. about:blank 18/130 11/3/24, 9:28 AM Vega Viewer SPA 8. After reading the section, ask your student the purpose of intervening dependent clauses (to add essential information to the sentence). This is why many sentences are written with intervening dependent clauses. 9. Give your student a few dependent clauses and have your student generate sentences that use them. about:blank 19/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Identify the subject in each sentence. Write your answers on a sheet of paper. 1. This year the rose bushes in the park have more blooms than ever. 2. Have you ever used that program? 3. Just beyond the river bend stood a small log cabin. 4. Not only is he intelligent, he is so handy he can fix anything that breaks. 5. Please turn off the TV when the last participant leaves the room. Answers View Learning Coach Guide Check-In 1. Have your student work independently to identify the subject in each sentence. 2. Go over the answers, making note of any that are incorrect. Discuss the incorrect ones until you’re certain your student understands their mistake. 3. Extend the activity by having your student identify the subject of sentences in other written materials. about:blank 20/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Question 1 Write the correct form of the verb. Write your answers on a sheet of paper. 1. The members of the committee enter / enters the chamber. 2. Rarely has / have so many soldiers been seen around town. 3. My printer, which often jams when I need it, print / prints five pages a minute. 4. The toy that my little sister wanted is / are sold out locally. 5. Never has / have these students been so disruptive. 6. The brown circles on the map indicate / indicates campsites. Answers Question 2 Read the paragraph below and locate the errors in subject-verb agreement. Use a sheet of paper to correct these errors by rewriting the sentences. When we talk about ways to help the environment, “Reduce, Reuse, Recycle” are usually the first thing that people mention. But despite the popularity of this phrase, most people forget that it names three separate actions. Everyone from environmentalists to kindergartners focus on recycling, because this is the easiest action to take. Towns and cities across the country collects empty glass, metal, and plastic containers from our homes. Recycling containers for paper products are everywhere, too. But to really conserve natural resources and protect the environment, reducing and reusing is where we should focus our efforts. If the people who buy the most starts buying less and reusing what they have, our entire society will benefit. Answer View Learning Coach Guide Practice about:blank 21/130 11/3/24, 9:28 AM Vega Viewer SPA 1. Have your student work independently to identify the subject, then decide on the appropriate verb for each sentence. 2. If your student struggles, have them identify the type of sentence (inverted word order, intervening prepositional phrase, or dependent clause). Then, go back to the text and reread that section. Each type has its own section heading. 3. Review your student’s responses. Extend the activity by having your student notice examples of inverted word order and prepositional phrases and dependent clauses that intervene between the subject and its verb in sentences in other written materials. 4. Have your student work independently to complete the second activity. Encourage your student to read the paragraph aloud to identify the errors in subject-verb agreement. 5. Review your student’s corrections. If necessary, discuss the grammar rules for subject-verb agreement with collective nouns (“everyone”) and compound subjects (“towns and cities”) and the fact that “people” is a plural noun. Remind your student that the verb should agree with the subject of the clause or sentence, not any nouns used in prepositional phrases. about:blank 22/130 11/3/24, 9:28 AM Vega Viewer SPA Objective and Key Words Objective In this section, you will identify the correct form of the verb in subject-verb agreement with collective nouns. Key Words collective noun – describes a group of people or things as a single unit prepositional phrase – a phrase that begins with the first preposition in a sentence and ends with the object or noun about:blank 23/130 11/3/24, 9:28 AM Vega Viewer SPA Subject-Verb Agreement with Collective Nouns Subject-Verb Agreement As you already know, a sentence must have a subject and a verb. The verb is the action word. The subject is the actor (person, place, thing, or idea) that does the action. The subject and verb must agree; that is, a singular subject needs a singular verb, and a plural subject needs a plural verb. Look at the examples shown. Juanita rides the school bus for an hour each day. The roses bloom beginning in June. Collective Nouns A collective noun describes a group of people or things as a single unit. Some examples are family, pack, fleet, tribe, and flock. A family has two or more people, but it is one unit. A fleet of ships has three or more vessels, but it is one unit. A pack of cards has 52 unique cards in it, but it is one unit. A large flock of birds contains hundreds of individuals, but it is one unit. about:blank 24/130 11/3/24, 9:28 AM Vega Viewer SPA Source: xpixel/Shutterstock Collective nouns can be used as the subject of a sentence. They are always singular. Here are some examples: My family practices Buddhism. (singular family agrees with singular verb practices) Her class graduates this June. (singular class agrees with singular verb graduates) On the small stage, the orchestra prepares. (singular orchestra agrees with singular verb prepares) about:blank 25/130 11/3/24, 9:28 AM Vega Viewer SPA Source: Kachalkina Veronika/Shutterstock Note: Be careful if there is a prepositional phrase between the subject and its verb. The subject never comes immediately after a preposition. For example: The board of directors schedules a vote. The subject (board) and its verb (schedules) agree. If you mistakenly thought directors was the subject, you would use a plural verb to agree with directors. Then you would write: The board of directors schedule a vote. This would be incorrect. Which verb is correct in the next example? Last week a litter of six Boston terrier puppies was/were born. Don’t let the word puppies fool you. Notice it comes after the preposition of. In this sentence the subject litter is singular. Therefore, was born is the appropriate verb. How can you be sure you’ve found the subject? Cover up the prepositional phrase and read the sentence. The board of directors schedules a vote. Last week a litter or six Boston Terrior puppies was born. View Learning Coach Guide Explain 1. Read the section titled “Subject-Verb Agreement” with your student. It offers a brief review of basic subject-verb agreement just to about:blank 26/130 11/3/24, 9:28 AM Vega Viewer SPA refresh your student’s memory. 2. Read the section titled “Collective Nouns” with your student. Make sure your student understands a collective noun is a single unit made up of multiple items. The single unit is why collective nouns are always singular. 3. Ask your student to brainstorm a list of collective nouns. about:blank 27/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Underline the subject and choose the correct verb for each sentence. Write your answers on a sheet of paper. 1. A whole squadron of soldiers stand/stands at attention. 2. Our band tune/tunes instruments for three minutes before the show begins. 3. The herd of buffalo stampede/stampedes across the prairie. Answers View Learning Coach Guide Check-In 1. Have your student underline the subject and choose the correct verb for each sentence independently. 2. Go over the answers, making note of any that are incorrect. Discuss the incorrect ones until you’re certain your student understands the mistake. 3. Extend the activity if necessary, by having your student write a few sentences using other collective nouns from the list your student brainstormed. about:blank 28/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Each of these sentences uses a collective noun. Complete the sentence using an appropriate verb. Write your answers on a sheet of paper. 1. The crowd of children _____ carrying American flags. 2. This batch of cookies _____ to cool before we put it into a box. 3. A large flock of geese gracefully _____ in flight. 4. The 12-person jury ____ undecided about the guilt of the accused. 5. The audience _____ roaring with laughter at the comedian’s jokes. 6. The hungry pack of wolves _____ chasing a deer. Answers View Learning Coach Guide Practice 1. Have your student read each sentence. Then, have your student consider an appropriate verb for the blank. 2. Make sure your student uses a past or present tense verb or a past or present participle as future tenses are unaffected by collective nouns. 3. Review your student’s responses. Extend the activity, if necessary, by having your student identify collective nouns in written materials. about:blank 29/130 11/3/24, 9:28 AM Vega Viewer SPA Objective Objective In this section, you will write sentences with correct subject-verb agreement with collective nouns. about:blank 30/130 11/3/24, 9:28 AM Vega Viewer SPA Prepositional Phrases Prepositions are words that tend to give direction. You use them all the time, especially when trying to tell someone where something is or to identify something. For example, this sentence has three prepositions in it. Can you find them? The cat at the door with the tangled fur is from my sister Melanie. Source: garloon. 123RF The words “at,” “with,” and “from” are all prepositions. Here are some of the most common: about:blank 31/130 11/3/24, 9:28 AM Vega Viewer SPA to for without over along in from after except across into on about until down at upon above between through by with under behind of When a preposition is combined with either a noun (person, place, or thing) or a pronoun object, you get a prepositional phrase. In the example above there are three prepositional phrases: “at the door,” “with the tangled fur,” and “from my sister Melanie.” Each one combines prepositions with a noun (door, fur, sister). View Learning Coach Guide Explain 1. Read the opening paragraphs with your student, focusing on the words in bold. 2. Have your student read through the section defining the terms preposition and subject-verb agreement. 3. Point out the list of most common prepositions, and then focus on prepositional phrases (a preposition followed by a noun or pronoun object). Remind students that, as with other sentences, subject-verb agreement is essential. Agreement means a subject and its verb agree in number (singular or plural). 4. Emphasize that if a preposition/prepositional phrase comes between a sentence’s subject and verb, it is easy to make an error in agreement. 5. Invite your student to provide examples of prepositions and prepositional phrases. about:blank 32/130 11/3/24, 9:28 AM Vega Viewer SPA Prepositional Phrases Prepositional phrases are used often. They can cause a real problem when they come between a sentence’s subject and its verb. Why? They can make it harder to maintain subject-verb agreement. Look at the sentence about the cat again. The subject of the sentence is “cat,” and the verb is “is.” Between those words are two prepositional phrases. When writing, it is important to not let those phrases interfere with subject-verb agreement. In the example, “cat” is singular; therefore, “is” is the singular tense of the verb. Consider this sentence: The store with hundreds of computers stays open late almost every night. If the subject is “store” then “stays” is correct, but if the subject is “computers” then the verb should be “stay.” Which is it? Take out the prepositional phrase and see if that helps: The store with hundreds of computers stays open late almost every night. The subject is store; this means the correct verb to use is “stays.” Here’s a second example. This time, the subject is plural, but the prepositional phrase uses a singular noun: The jars in the cupboard contains jam, pickles, and relish. Just as in the previous example, don’t be confused by the prepositional phrase “in the cupboard.” Although “cupboard” is singular, the subject of the sentence is “jars,” which is plural. You need a plural form of the verb to match the plural subject. So, the correct form is: “The jars in the cupboard contain jam, pickles, and relish.” Prepositional phrases add a lot of detail to writing. Often those details are added between the subject and the verb. Always identify and remove the prepositional phrase to ensure subject-verb agreement. about:blank 33/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Identify the prepositional phrase. Then choose the verb that matches the subject in each sentence. Write your answers on a sheet of paper. Question 1 His collection of paperweights _______ extremely valuable. (was/were) Reveal Answer Question 2 The box of old magazines and newspapers _______ to my grandfather. (belong/belongs) Reveal Answer Question 3 The tiger with the sharp claws _______ at the crowd. (roars/roar) Reveal Answer Question 4 The leaves on the tree outside my bedroom window _______ turning red. (is/are) Reveal Answer Question 5 Dark gray clouds over the field _______ imminent rain. (threaten/threatens) about:blank 34/130 11/3/24, 9:28 AM Vega Viewer SPA Reveal Answer View Learning Coach Guide Check-In 1. Have your student review the definitions and examples of prepositions and prepositional phrases and how they can impact subject-verb agreement. 2. Have your student read each sentence and choose the correct verb to fill the blank. 3. If your student has difficulty, ask guiding questions such as, “What is the subject in the sentence? Is it singular or plural? What is the verb? Does it agree with the subject?” about:blank 35/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Activity 1 Read each sentence below. Identify the prepositional phrase, the subject, and the verb. Then decide if the sentence is written correctly. If it is, write “C.” If it is not, rewrite it so it is correct. Write your answers on a sheet of paper. Question 1 The missing socks under the bed were found when I cleaned my room. Prepositional phrase: Answer Subject: Answer Verb: Answer Correct? Answer Question 2 The employees at the famous Applewood Restaurant gets a whole hour for lunch. Prepositional phrase: about:blank 36/130 11/3/24, 9:28 AM Vega Viewer SPA Answer Subject: Answer Verb: Answer Correct? Answer Question 3 Angry shouts from the huge crowd worry me as I don’t know what is happening. Prepositional phrase: Answer Subject: Answer Verb: Answer about:blank 37/130 11/3/24, 9:28 AM Vega Viewer SPA Correct? Answer Question 4 The trash under the school bleachers are going to be cleaned up this weekend. Prepositional phrase: Answer Subject: Answer Verb: Answer Correct? Answer Activity 2 Read the following paragraph. Look for issues in subject-verb agreement where prepositional phrases come between the subject and the verb. Edit the paragraph on a separate sheet of paper to correct any errors in agreement. The animals in the city park makes noises every evening. The owl above the big oak trees hoot mournfully throughout the night. You can hear the sound of foxes digging in the grass. A mouse with its tiny ears hurries away from the foxes. Is that about:blank 38/130 11/3/24, 9:28 AM Vega Viewer SPA a snake hissing behind the bush? Three stray cats on the prowl seeks out a soft place to spend the rest of the night. When morning comes, these animals will sleep, and others will take their place. Reveal Answer View Learning Coach Guide Practice 1. For Activity 1, have your student read the sentences and identify the prepositional phrase, the subject, and the verb in each one. 2. After identifying these three parts of each sentence, have your student mark those that are written correctly with a “C.” If the sentence has an error, have your student rewrite it on a separate sheet of paper. Check to make sure their answers are correct. 3. For Activity 2, have your student read the paragraph and identify the subject, the verb, and the prepositional phrases for each sentence in the paragraph. Guide your student to determine whether the subject and verb are in agreement when a prepositional phrase comes between them. Then, have your student rewrite the paragraph, correcting any mistakes in agreement. 4. If your student is having difficulty determining subject-verb agreement, have them remove the prepositional phrase and then check for agreement. about:blank 39/130 11/3/24, 9:28 AM Vega Viewer SPA 24/25 Language Arts 8 A (TX) - Grammar Pronoun Antecedent Agreement Objective Objective In this section, you will select the correct pronoun that corresponds with an antecedent. about:blank 40/130 11/3/24, 9:28 AM Vega Viewer SPA Pronoun-Antecedent Agreement Nouns are words that represent a person, place, or thing. Using a noun over and over in a sentence gets repetitive, so writers use pronouns to replace nouns. For example: Mr. Harrison reported that Mr. Harrison was ready to hand out the test Mr. Harrison had written the night before. By replacing Mr. Harrison (a noun) with a pronoun (he), the sentence reads: Mr. Harrison reported that he was ready to hand out the test he had written the night before. Using a pronoun to replace a noun helps avoid repetition. It is essential the pronoun agrees with its antecedent, which is the noun it is replacing. It has to agree in number —that is, singular or plural. It also has to agree in gender—that is, male, female, or neutral. For example, how confusing would the same sentence become if the pronouns did not agree: Mr. Harrison reported that she was ready to hand out the test they had written the night before. View Learning Coach Guide Explain 1. Read the opening paragraphs with your student, focusing on the words in boldface. 2. Have your student read through the section defining the terms pronoun, antecedent and agreement. 3. Explain that pronouns take the place of a noun; antecedents are the nouns being replaced, and agreement means the pronouns and their antecedents agree in number (singular or plural) and gender (male, female, or neutral). 4. Invite your student to provide examples of what antecedents they would use to replace a list of nouns you suggest. about:blank 41/130 11/3/24, 9:28 AM Vega Viewer SPA Pronoun-Antecedent Agreement How is Mr. Harrison a she (gender)? And who else helped him write the test (number)? These pronouns do not agree with their antecedents. As a result, they cause confusion for a reader. Source: Syda Productions/Shutterstock In English, the pronouns are: he (used for a male noun) she (used for a female noun) it (used for a non-human noun or a gender-neutral singular noun) they (used for multiple males, multiple females, or a gender-neutral plural noun) Let’s try another example. about:blank 42/130 11/3/24, 9:28 AM Vega Viewer SPA The thick clouds filled the sky, and the clouds promised rain would soon follow. What pronoun would you use to replace the noun clouds? First, check the number. It is plural (more than one cloud). Next, check the gender. It is neutral. Which pronoun agrees with the antecedent? he she it they about:blank 43/130 11/3/24, 9:28 AM Vega Viewer SPA Pronoun-Antecedent Agreement If you guessed they, you’re right. It is the only gender-neutral and plural pronoun. The thick clouds filled the sky, and they promised rain would soon follow. Pronouns are important. Always make sure pronouns agree with their antecedents, or confusion is sure to follow! about:blank 44/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Complete each sentence to demonstrate your understanding of pronoun-antecedent agreement. Write your answers on a sheet of paper. Question 1 Pronouns are used to replace nouns. A noun is a _____, _____, or _____. Reveal Answer person, place, thing Question 2 An antecedent is the _____ in a sentence that the pronoun replaces. Reveal Answer noun Question 3 Pronouns need to agree in both _____ and _____. Reveal Answer number, gender View Learning Coach Guide Check-In 1. Have your student review the definitions and examples of pronoun- antecedent agreement. 2. Have your student read each sentence about pronoun-antecedent agreement and point out the answers in the narrative if they get confused. 3. If your student has difficulty, ask guiding questions. For example, ask, “What does the term ‘pronoun’ mean? What does ‘antecedent’ mean? What does it mean for them to agree?” about:blank 45/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Identify the antecedent in each sentence. Then write the correct pronoun. Write your answers on a sheet of paper. Question 1 Mrs. Morrison laughed so hard that _____ almost fell of the chair. Reveal Answer Mrs. Morrison; she Question 2 The newspaper landed on the front step and, thanks to the rain, ___ was soon soaked through. Reveal Answer newspaper; it Question 3 The twins were hungry so _____ decided to make lunch right away. Reveal Answer twins; they Question 4 The music blaring from the speakers was so loud that _____ hurt everyone’s ears. Reveal Answer music; it View Learning Coach Guide Practice 1. Have your student read the sentences and identify the nouns in the sentence. about:blank 46/130 11/3/24, 9:28 AM Vega Viewer SPA 2. Have your student write the proper pronoun that agrees with the antecedent on a separate sheet of paper. Check to make sure the answers are correct. 3. If your student is having difficulty, review the definitions of pronouns, antecedents, and agreement. Read over the examples and answer any questions or confusions your student still has. about:blank 47/130 11/3/24, 9:28 AM Vega Viewer SPA Objective and Key Words Objective In this section, you will compose sentences with correct subject-verb agreement. Key Words compound subject – a subject with two (or more) parts joined by a conjunction indefinite pronoun – a pronoun that does not specifically refer to a certain quantity, person, or thing about:blank 48/130 11/3/24, 9:28 AM Vega Viewer SPA Subject-Verb Agreement Indefinite Pronouns Used as Subjects An indefinite pronoun replaces a noun. There are 23 indefinite pronouns that can be used as the subject of a sentence. Each, both, all, any, anyone, few, and someone are all indefinite pronouns. Most indefinite pronouns take a singular verb in a sentence. Note the singular pronoun (underlined) and singular verb (boldfaced) in each sentence. What if no one goes to the party? Something is making a noise outside. Each seamstress offers her best dress to the queen. Everybody puts on his or her air mask. In these sentences, the verbs goes, is, offers, and puts are all singular. A few indefinite pronouns take a plural verb. Note the plural verbs in the sentence shown. Many parents were contacted, but few were selected to participate. Some indefinite pronouns may take a singular or a plural verb. The noun immediately following the indefinite pronoun determines the correct verb. Here are some examples: Even more of the tablecloth was damaged. (The verb is singular because more is referring to one item: the tablecloth.) More of the children were walking than riding the bus. (The verb is plural because more is referring to multiple children.) Not all the cake was eaten. (The verb is singular because all is referring to one item: cake.) All the girls were on the train. (The verb is plural because all is referring to multiple girls.) The three types of indefinite pronouns are shown in the chart. When you see an “it depends” indefinite pronoun, immediately look for the noun that follows it. This will make it clear if it needs a singular or a plural verb. about:blank 49/130 11/3/24, 9:28 AM Vega Viewer SPA Always Singular Always Plural It Depends on the Noun that Indefinite Pronouns Indefinite Pronouns Follows the Indefinite Pronoun anybody both all anyone few any each many more either others most every several some everybody everyone neither nobody no one nothing someone somebody Compound Subjects Compound subjects are two (or more) parts joined by a conjunction. When they are combined by the conjunction and, they take a plural verb. Raspberries and blueberries are my favorite fruits. (two subjects) about:blank 50/130 11/3/24, 9:28 AM Vega Viewer SPA Shawntee, Lavita, and Kevin plan to meet me at the mall. (three subjects) Both Ms. Carlton and her students are going to the contest. (multiple subjects) However, when the parts of a compound subject are joined by the conjunctions or or nor, it takes a singular verb. I’m not sure if Jeff or Terry is coming today. (one or the other) Neither Jason nor Rashad has remembered to bring the tickets. (neither one) When a compound subject consists of a singular and a plural noun or pronoun joined by or or nor, the verb should agree with the part of the subject that is closest the verb. The father or his sons clean every day. The boys or their father cleans every day. View Learning Coach Guide Explain 1. Read the section titled “Indefinite Pronouns” with your student, focusing on the indefinite pronouns in the list. 2. Ask your student to state or write two sentences using an indefinite pronoun as the subject. 3. Emphasize that most indefinite pronouns have a singular verb. The ones that are always plural are obvious (both, many, several). 4. Make sure your student understands the rules for the “it depends” indefinite pronouns. These occur when the indefinite pronoun is acting as an adjective. Then, your student needs to look at the noun immediately following it to determine whether to use a singular or a plural verb. 5. Read the section titled “Compound Subjects” with your student. Make sure your student understands a compound subject always takes a plural verb unless the conjunction joining the subjects is or or nor. 6. Ask your student to write two sentences using compound subjects, making sure to use the correct verb. about:blank 51/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Identify the subject in each sentence. Write your answers on a sheet of paper. 1. More of the men were getting into the boat. 2. Harlan, Claire, and Rachel wait on the beach. 3. Everybody thinks that she’s a smart girl. Answers View Learning Coach Guide Check-In 1. Ask your student to name the subject of each sentence. 2. Go over the answers, making note of any that are incorrect. Discuss the incorrect ones until you’re certain your student understands the mistake(s). 3. If desired, extend the activity by identifying the verb in the sentence and determining if it is singular or plural. about:blank 52/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Choose the correct verb to complete each sentence. Write your answers on a sheet of paper. 1. Neither my dog nor my cat like / likes vegetable treats 2. The colorful streamers and balloons make / makes the backyard festive. 3. Nobody talk / talks during the ceremony. 4. His bunny and guinea pig escape / escapes from the cage. 5. What will happen if somebody come / comes to the door? 6. Several of the children was / were sick last week. Answers View Learning Coach Guide Practice 1. Have your student identify the appropriate verb and complete the practice independently. 2. If your student struggles, have your student go back into the text and reread the information related to the error. 3. Review your student’s responses. If desired, extend the activity by having your student identify indefinite pronoun subjects and compound subjects in other written materials. about:blank 53/130 11/3/24, 9:28 AM Vega Viewer SPA 24/25 Language Arts 8 A (TX) - Grammar Phrases and Clauses Objective and Key Words Objective In this section, you will identify different types of clauses and phrases. Key Words clause – a group of words that has a subject and a verb dependent clause – a clause that cannot stand on its own and does not contain a complete thought gerund phrase – a phrase that begins with a gerund independent clause – a group of words that contains a subject and a verb, expresses a complete thought, and can stand alone as a sentence Infinitive phrase – a group of words that begins with the word "to" and a verb participle – a word formed from a verb that is used as an adjective, a noun, or to make a compound verb participle phrase – a group of words that begins with a participle prepositional phrase – a group of words that begins with a preposition about:blank 54/130 11/3/24, 9:28 AM Vega Viewer SPA Clauses A clause is a group of words that has a subject and a verb. There are different types of clauses. Independent Clauses An independent clause can stand alone as a sentence; it is a complete thought. My mom and I watched my sister play lacrosse. My sister played lacrosse. My mom and I watched. Source: Dudarev Mikhail/Shutterstock Dependent Clauses A dependent clause cannot stand alone as a sentence; it is not a complete thought. If all you had was a dependent clause, you would be confused. It needs to be attached to about:blank 55/130 11/3/24, 9:28 AM Vega Viewer SPA an independent clause, or sentence, to make any sense. Dependent clauses give details related to the independent clause. The dependent clauses are underlined in these examples. The subject and verb are boldfaced: My dad was upset because he was late going into work. When you get to the party, don’t forget to call me. If the package arrives today, will you bring it inside? Pamela saw the glow of a campfire as she crept closer. View Learning Coach Guide Explain 1. Read Explain slate 1 with your student, focusing on the two types of clauses. 2. Ask your student to state or write two sentences in which they use a dependent clause. 3. Emphasize that clauses must always have a subject and verb. A group of words that expresses an idea but does not have both a subject and verb is a phrase. 4. Read Explain slate 2 with your student. Make sure your student understands a phrase does not have both a subject and verb; thus, a phrase can never be a sentence. 5. Ask your student to write one sentence in which each type of phrase is used correctly. 6. Make sure your student understands the difference between participle phrases and gerund phrases. 7. Read Explain slate 3 with your student. Make sure your student understands that the placement of phrases and clauses impacts the sentence’s meaning, style, and appeal to the reader. 8. Review the list of tips and tricks with your student. Make sure they understand how each can be used to arrange phrases and clauses. about:blank 56/130 11/3/24, 9:28 AM Vega Viewer SPA Phrases Unlike a clause, a phrase does not have a subject and a verb. A phrase is just a group of words that modify a noun or a verb. The different types of phrases include prepositional, participle, infinitive, and gerund phrases. Prepositional Phrases A prepositional phrase is a group of words that begins with a preposition, such as at, by, with, for, on, from, to, after, behind, or until. A prepositional phrase can come at the start, in the middle, or at the end of a sentence. Here are some examples: 1. After the dance, Jeremy walked Saffir home. 2. Madison, along with her brother, slipped silently into the room. 3. You must meet designated sales targets throughout the year. When a prepositional phrase comes at the start or in the middle of a sentence, it is often set off with commas. But when a prepositional phrase comes last in a sentence, it is not set off with a comma. Participle Phrases A participle phrase (also called a participial phrase) is a group of words that begins with a participle. Many participles are present tense. They end in -ing and usually follow a form of to be helping verbs. Here are some examples: 1. They were walking their dog down the path. 2. Zuzana fell asleep still clutching her backpack. 3. When summer vacation begins, the students will be jumping for joy. about:blank 57/130 11/3/24, 9:28 AM Vega Viewer SPA Source: Cathy Yeulet/123RF Other participles are past tense. These often end in -ed. For example: 1. Having completed her homework, Sydney watched TV. 2. Determined to tell the truth, Abe answered the question. Infinitive Phrases Infinitive phrases begin with the word to and a verb. There is sometimes an adverb in the phrase, too. 1. We want to see the new movie. 2. She drove to the park to play baseball. 3. The sedative caused Ralph to sleep soundly. Gerund Phrases Gerund phrases are tricky. At first glance, gerunds look like verbs, but they are actually nouns. There’s a way you can identify a gerund: if you can put the words “action of” in front of a word ending in -ing, it is a gerund. Always use a possessive pronoun in front of a gerund. For example: He doesn’t like your bossing him around. about:blank 58/130 11/3/24, 9:28 AM Vega Viewer SPA Note: You can put “action of” in front of the -ing word: He doesn’t like your (action of) bossing him around. Did they want to discuss their taking a trip to Mars? Note: You can put “action of” in front of the -ing word: Did they want to discuss their (action of) taking a trip to Mars? about:blank 59/130 11/3/24, 9:28 AM Vega Viewer SPA Building Effective Sentences Source: pelfophoto / Shutterstock As you have learned, phrases and clauses are pieces of a sentence. They can be combined to express ideas. When arranged well, they express ideas clearly and effectively. You have practiced identifying phrases and clauses in sentences. Now, you will learn how to arrange them in sentences. Clarity and Style It is important to create clear, effective sentences when writing. Readers cannot follow sentences when phrases and clauses are disorganized. Furthermore, they might lose interest if phrases and clauses follow one pattern over and over. When choosing how to arrange phrases and clauses, consider the idea you want to express and how you want to express it. The following strategies will help you arrange phrases and clauses to improve sentence clarity, reader interest, and writing style. 1. Size – The size of a phrase or clause is its length, or the number of words it has. Size can be adjusted depending on the meaning you want to express. Vary the length of phrases and clauses to control how the sentence is read. a. A short phrase or clause can be used to catch the reader’s attention. b. A long phrase or clause can be used to express a complex or important idea. c. Example: i. Similar size: Raul’s favorite dessert is ice cream. Raul’s favorite flavor is strawberry. about:blank 60/130 11/3/24, 9:28 AM Vega Viewer SPA ii. Varied size: Raul’s favorite dessert is ice cream. However, he likes strawberry ice cream the most. 2. Order – Phrases and clauses should not be placed in just any order. Consider what happens in the beginning, middle, and end of sentences when arranging its parts. a. Place phrases and clauses that express new ideas at the beginning of a sentence. b. Place phrases and clauses that develop ideas in the middle of a sentence. c. Place phrases and clauses that close ideas at the end of a sentence. d. Example: i. Out of order: Raul always orders strawberry. Rina likes to order caramel. It is his favorite ice cream flavor. ii. In order: While Rina likes caramel ice cream, Raul always orders strawberry. It is his favorite ice cream flavor. 3. Objects – Phrases and clauses are clearest when the object of the verb comes last. This arrangement expresses ideas in a simple, straightforward style. However, objects can be arranged in other ways if a writer wants a more complex, sophisticated style. It is important to consider the audience and purpose before choosing one or the other. a. Example: i. Simple: Raul firmly believed that everyone should like strawberry ice cream. ii. Complex: That everyone likes strawberry ice cream, Raul firmly believed. 4. Location – Clear sentences have phrases and clauses as close to whatever they modify as possible. a. A phrase or clause should be placed right before or after the noun or verb it describes. b. A phrase or clause that provides more information about the main idea of a sentence should be added to the beginning or the end of the sentence, connected with a comma if needed. c. Example: about:blank 61/130 11/3/24, 9:28 AM Vega Viewer SPA i. Far: The shop was out of the one, though they had Rina’s favorite flavor, that Raul wanted. ii. Close: Though they had Rina’s favorite flavor, the shop was out of the one that Raul wanted. about:blank 62/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In For questions 1–3, identify the dependent clause in each sentence. Write your answers on a sheet of paper. Question 1 Emmanuel might have an allergic reaction if he eats a tuna fish sandwich. Reveal Answer if he eats a tuna fish sandwich Question 2 I couldn’t send a text because I didn’t have my cell phone. Reveal Answer because I didn’t have my cell phone Question 3 While he is in Las Vegas, my brother will run a half-marathon. Reveal Answer While he is in Las Vegas For questions 4–5, rearrange the phrases or clauses in the sentences to make the meaning of the sentences clearer. Write your answers on a sheet of paper. Question 4 Tamika likes to dust furniture. Trey prefers to wash dishes. The children do their chores on Saturday morning. Reveal Answer: Sample answer: The children do their chores on Saturday morning. Tamika likes to dust furniture while Trey prefers to wash dishes. Question 5 about:blank 63/130 11/3/24, 9:28 AM Vega Viewer SPA Meena, before it gets too dark outside, wants to go for a walk. Reveal Answer: Meena wants to go for a walk before it gets too dark outside. View Learning Coach Guide Check-In 1. Work with your student to identify the dependent clause in each sentence in questions 1–3. 2. Work with your student to rearrange the phrases and clauses in each sentence in questions 4–5. 3. Go over the answers, making note of any that are incorrect. Discuss the incorrect ones until you’re certain your student understands their mistake. 4. Extend the activity, if necessary, by having your student identify clauses in other written materials. about:blank 64/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Complete the following activities. Activity 1 Each of these sentences uses one of the phrases described in the lesson. Write the phrase. Then identify which type of phrase it is: prepositional, participle, infinitive, or gerund. Write your answers on a sheet of paper. 1. I don’t think your going to the theater is a good idea. 2. Brett had always hoped to live on the seashore. 3. Based on the evidence, the officer was ready to make an arrest. 4. The best rendition of that song I ever heard was his singing it. 5. Did she find the missing ring behind the refrigerator? 6. Madison worked hard to play the new song on her guitar. Answers Activity 2 Examine how phrases and clauses are arranged in the following paragraph. Then, rewrite the paragraph. Arrange the phrases and clauses to improve the style and make the sentences more interesting. The cat takes long naps. He enjoys it when the sun warms his fur. His eyes dart and his ears perk up when birds fly by. He spends many hours at the window. Reveal Answer: Sample answer: The cat spends many hours at the window. He takes long naps, enjoying the warm sun on his fur. When birds fly by, his ears perk up. His eyes dart. View Learning Coach Guide Practice about:blank 65/130 11/3/24, 9:28 AM Vega Viewer SPA 1. For Activity 1, have your student complete the practice independently by writing the phrases on a separate sheet of paper and identifying each phrase. 2. If your student struggles, go back into the text and try to match the phrase to one of the four types. Each type has its own section heading. 3. Review your student’s responses. Extend the activity, if necessary, by having your student identify phrases in other written materials. 4. For Activity 2, have your student complete the practice independently by examining the phrases and clauses in the paragraph before rearranging them in their revised paragraph. 5. If your student struggles, have them circle all the phrases and clauses in the paragraph. a. Ask your student if the length of the phrases or clauses could be changed to be more interesting. b. Ask your student if the order of clauses and phrases makes sense or could be clearer. c. Ask your student if any of the phrases or clauses could be placed closer to what they describe. about:blank 66/130 11/3/24, 9:28 AM Vega Viewer SPA Objective and Key Words Objective In this section, you will write complex and compound-complex sentences with phrases, using proper pronoun-antecedent agreement. Key Words clauses – small groups of words that have a subject and a predicate complex sentence - a sentence with one independent clause and at least one dependent clause compound-complex sentence – a sentence with multiple independent clauses and at least one dependent clause dependent clause – small groups of words that have a subject and a predicate but cannot stand on their own as a complete sentence independent clause – small groups of words that have a subject and a predicate and can stand on their own as a complete sentence phrases – small groups of words that do not have a subject and a predicate possessive pronoun – a pronoun that shows ownership pronoun – a word that replaces a noun about:blank 67/130 11/3/24, 9:28 AM Vega Viewer SPA Complex and Compound-Complex Sentences Phrases and Clauses Phrases and clauses are groups of words used to build sentences. Phrases are small groups of words that form part of a clause. The table shows common types of phrases. Type of Phrase Description Example Noun phrase noun and its modifiers my orange sweater Prepositional phrase begin with a preposition after the game Verb phrase verb and its modifiers and any would have enjoyed helping verbs Clauses are groups of words that have a subject and a predicate. Independent clauses can stand on their own as a complete sentence. Dependent clauses cannot stand on their own. about:blank 68/130 11/3/24, 9:28 AM Vega Viewer SPA Type of Clause Description Example independent clause can stand on its own as a we would love to spend time complete sentence with you dependent clause cannot stand on its own as a when you leave for work complete sentence begins with a subordinating conjunction such as because, after, unless, although, or when View Learning Coach Guide Explain 1. Read each section with your student, focusing on the words in bold. Have your student examine the tables. 2. Clarify the terms modifiers, preposition, subject, and predicate if your student does not recall their meanings. 3. Focus on dependent clauses and make sure your student recognizes when a clause cannot stand on its own as a complete sentence. Give additional examples if needed: if we go to the beach, after the meal, because he was tired. Point out that dependent clauses leave you feeling some important information is being left out. They are not complete thoughts. 4. Point out that complex and compound-complex sentences both have dependent clauses, while simple and compound sentences only use independent clauses. 5. Go over the examples of pronoun-antecedent agreement. Review what your student already knows about different types of pronouns, including possessive pronouns. about:blank 69/130 11/3/24, 9:28 AM Vega Viewer SPA 6. Invite your student to provide examples of complex sentences and compound-complex sentences that use pronouns and antecedents. about:blank 70/130 11/3/24, 9:28 AM Vega Viewer SPA Complex and Compound-Complex Sentences You can build complex sentences and compound-complex sentences using clauses and phrases. A complex sentence is made up of an independent clause and one or more dependent clauses. Because Allen was tired, he took a nap. Compound-complex sentences are made up of two or more independent clauses and one or more dependent clauses. Jamie went shopping, but when she got home she realized she had forgotten the eggs. You can expand complex and compound-complex sentences using phrases. Because Allen was tired after a long day, he took a nap in the hammock. Jamie went shopping for groceries, but when she got home she realized she had forgotten the eggs for the cake. Pronoun-Antecedent Agreement When you write, remember to check sentences to make sure any pronouns you use agree with their antecedents. A pronoun is a word that replaces a noun, such as I, you, or he. A possessive pronoun is a pronoun that shows ownership, such as our, my, and his. For example: The picnic was in Mary's neighborhood. The picnic was in her neighborhood. about:blank 71/130 11/3/24, 9:28 AM Vega Viewer SPA Source: haveseen/Shutterstock A pronoun and its antecedent must agree in person and number. Clarity is achieved when pronouns are used properly. Vague: Martin will hold the party at the house in Los Angeles. Clear: Martin will hold the party at his house in Los Angeles. about:blank 72/130 11/3/24, 9:28 AM Vega Viewer SPA Check-In Revise the following sentences to build complex and compound-complex sentences with pronoun-antecedent agreement. Write your answers on a sheet of paper. Question 1 Use the following clauses and phrase to build a complex sentence: she gave her dog a bath, in the mud, after Marcy's dog rolled in the mud Reveal Answer After Marcy's dog rolled in the mud, she gave her dog a bath. Question 2 Use the following clauses and phrases to build a compound-complex sentence: when the musicians arrived, the music began, they set up their instruments Reveal Answer When the musicians arrived, they set up their instruments, and the music began. Question 3 Correct the following sentence: Until the judges make his decision, they won't announce the winners. Reveal Answer Until the judges make their decision, they won't announce the winners. View Learning Coach Guide Check-In 1. Have your student read each item and follow the directions. Your student should write their responses on a separate piece of paper. If needed, review the structure of complex and compound-complex sentences. 2. Go over your student's answers to ensure understanding. Encourage your student to read their finished sentences aloud and listen to about:blank 73/130 11/3/24, 9:28 AM Vega Viewer SPA whether they sound correct. about:blank 74/130 11/3/24, 9:28 AM Vega Viewer SPA Practice Write your paragraph on a sheet of paper. Write a paragraph that includes at least one complex sentence and at least one compound-complex sentence. Identify and underline a dependent clause, an independent clause, a phrase, and a pronoun and its antecedent. Reveal Sample Answer My cat had fleas. When I saw her scratching, I knew she would need a bath, so I got the flea shampoo ready. The poor dear was not too happy. Cats do not like baths. After I finished her bath, she stalked around angrily. View Learning Coach Guide Practice 1. Have your student follow the directions to write a short paragraph on any topic. A sample is given, which your student may use as a model. 2. Have your student write the response on a separate sheet of paper. 3. If your student is having difficulty, review how to form complex and compound-complex sentences and use phrases to expand them. Review the finished paragraph and have your student point out the complex sentence, compound-complex sentence, dependent clauses, independent clauses, phrases, and pronouns and antecedents. about:blank 75/130 11/3/24, 9:28 AM Vega Viewer SPA Objective and Key Words Objective In this section, you will correct misplaced and dangling modifiers. Key Words dangling modifiers – words that modify a word not clearly stated in the sentence en