GRADE 4 Grammar And Writing Handbook
GRADE 4Grammar andWriting HandbookISBN: 0–328–07540–XCopyright 2004, Pearson Education, Inc.All Rights Reserved. Printed in the United States of America.This publication is protected by Copyright, and permission should be obtainedfrom the publisher prior to any prohibited reproduction, storage in a retrieval system,or transmission in any form by any means, electronic, mechanical, photocopying,recording, or likewise. For information regarding permission(s), write to: PermissionsDepartment, Scott Foresman, 1900 East Lake Avenue, Glenview, Illinois 60025.1 2 3 4 5 6 7 8 9 10 V000 09 08 07 06 05 04scottforesman.comEditorial Offices: Glenview, Illinois Parsippany, New Jersey New York, New YorkSales Offices: Parsippany, New Jersey Duluth, Georgia Glenview, IllinoisCoppell, Texas Ontario, California Mesa, Arizona
Writer’s Guide5
WRITER’S GUIDEIdeas and ContentGood writers set out with a main idea and a purpose in mind. Themain idea is the point they want to make. The purpose is how they willmake that point. Will the writing inform, persuade, or entertain readers?Even a phone message has a main idea and a purpose.Mom,Sam has a ride homefrom soccer tonightwith Mr. Kim. He will behere by 6.JamieMain Idea How andwhen Sam will get homePurpose To inform MomDetails Details support and develop your main idea.This telephone note tells Mom who is driving Samand when he is arriving. These details give importantinformation. Details can also make writing lively andinteresting. Compare the two sentences below.FOCUSEverything youwrite shouldsupport your mainidea. Details thatare off the subjector unimportantweaken writing.Our dog likes candy. (lacks detail)Our collie Shadow cocks her head and wags her tailwhen she hears a candy wrapper crinkle. (adds interest)Strategies for Choosing a Topic and a Purpose Choose a topic that you can work with. For example, “FamousPresidents” is too large a topic for a one-paragraph essay. Choose a purpose that fits your topic. For example, a funnystory would entertain readers, but an article on war might not.6Writing Ideas and Content
WRITER’S GUIDEA Match the number of each writing assignment with the letterof the purpose that best suits it.A To entertainB To informC To persuade1. Arguments for year-round school2. A recipe3. A story about a funny day at schoolB Read the paragraph below. Write the number of any sentence thatdoes not focus on the main idea stated in the first sentence.4. The colors of wildflowers attract animals for pollination.5. Yellow lantana flowers attract butterflies. 6. Blue flowers aremy favorite. 7. Birds like bright red poppies. 8. Wind also helpspollinate flowers. 9. The colorful birthwort flower attracts flies,covers them with pollen, and then lets them escape. 10. Oneflower even smells like rotten meat to attract flies.C Complete one of the following sentences to begin a paragraph.Then write three sentences of your own to give details aboutthe first sentence.make the best pets.The best movie I ever saw was .My favorite season is .is the best sport.Writing Ideas and Content7
WRITER’S GUIDEOrganizationWhen you write, you need to put ideas in an order that makes sense.Organization—the way ideas are put together—is like the skeletonof a body. It holds things together and gives shape.Here are some ways to organize your writing. a story with a beginning, middle, and enda comparison-contrasta step-by-step explanationa description from top to bottomBefore you begin to write, think of the best way to put your ideastogether. For example, if you are describing how two best friendsare alike and different, a comparison-contrast would work.If you are telling about something that happened to you,a story form would be good.Choosing a basic structure is only the first stepin organizing your writing. You will also need toconnect your ideas and make them move frombeginning to end.Strategies for Organizing Ideas Save the most important idea until last andbuild up to it. Use sequence words such as first, next, tomorrow,and finally. Use connectors such as but and however to showdifferences and too and also to show likenesses.8Writing OrganizationGRAPHIC ORGANIZERA graphic organizersuch as a web, Venndiagram, or outlinecan help you organizeyour ideas.
WRITER’S GUIDEA Match the number of each writing assignment below with theletter of the organization it calls for.A DescriptionB Story1.2.3.4.C Comparison-contrastD Step-by-step explanationTell about what happened on your first day of school.Explain how to find information on the Internet.Tell how baseball is different from soccer.Describe a friend from head to toe.B Write the best word or words from the Connecting Words boxto make each sentence flow smoothly.HoweverFirstConnecting WordsFinallyNextFor examplePets are fun. 5. , they are also work. 6. of all, beforegetting a pet, consider how much care it will need. Remember thata dog needs to be walked, but a hamster does not. 7. , thinkabout what kind of pet suits your home. 8. , if you live in anapartment, a small animal may be a better pet than a large one.9. , ask yourself where your pet will live. Are you willingto share your room if you have to?C Think of a machine, toy, tool, or similar object. Write a step-by-stepexplanation that tells how this object works. Use words such as first,next, now, and finally to show the steps in order.Writing Organization9
WRITER’S GUIDEVoiceVoice is the you that comes through in your writing andmakes it interesting. Voice reveals tone and style, as wellas your personality. Writers with a strong voice engagetheir readers and speak directly to them. Voice showsthat the writer knows a topic and cares about it. When I was young, I didn’t like asparagus. (weak voice) I used to cry in my highchair, as I pushed slimy greenasparagus off my plate. It looked like snakes. (strong voice)Strategies for Developing Your Voice Know your purpose and audience. A storyabout a funny event written to a friend shouldhave a light, playful voice. A research paperfor your teacher should have a serious,well-informed voice. Choose words to match your voice. Persuasivewriting requires words such as should, best, andmost important. Informal language, perhapsexaggeration or even slang, suits a friendly,casual voice. Figurative language can adda strong voice. A business letter requiresobjective, precise word choice. Remember that all good writing needs a voice tohold a reader’s interest. Voice should be engaging,lively, and interesting. Let your readers knowhow you feel about your subject.10Writing VoiceVOICEVoice makeswriting come tolife. Dependingon the topic, voicemay be lively,honest, excited,humorous, orsuspenseful.
WRITER’S GUIDEA Match the numbered item with the type of writing it is.A Newspaper articleB Humorous articleC Business letterD Persuasive piece1. Please send me a year’s subscription to Campers’ Guide.Enclosed is a check for 15.2. Our class must help save our universe by recycling.3. After Sanpa ate corn, buttered kernels glowed on his beardlike jewels. I expect to see birds nesting there one day.4. At noon today a crowd of 2,000 cheered the Cambridgelift-off from Cape Kennedy.B Each underlined part of the following business letter has a “voiceproblem.” Match the letter of the problem with each numbered item.A Unnecessary informationB Inappropriate humorC SlangD Overly formal languageDear Channel 29:5. Your TV special on sunken treasures was way cool. 6. I haveperused publications about this topic. 7. Where did you ever “digup” (ha!) all those photographs? 8. Could you please send me moreinformation so I can raise my grade, which I desperately need to do?Kyra SathersC Complete one of the following statements. Then add sentences towrite a paragraph. Use a voice that fits your topic.I like (do not like) people who because .If I could be an animal, I would be a because .My favorite memory is because .Writing Voice11
WRITER’S GUIDEWord ChoiceHave you noticed that good writers choose their words carefully?Strong verbs, exact nouns, and vivid adjectives make their writingclear and lively. Kids don’t like that dog because of the fact that he’s mean.(dull and wordy) Kids scream when Rusty snarls and lunges on his leash.(lively)Strategies for Improving Word Choice Use specific nouns. (canary instead of bird, ballerinainstead of dancer) Use strong verbs. (wriggle instead of move, splinterinstead of break) Appeal to the senses. (“My teeth are chattering”instead of “I am cold,” “hair looks like spun gold”instead of “hair looks pretty”) Consider rewriting sentences that have is, was,were, am, and are. (“My stomach churned” insteadof “I was sick”) Replace words such as nice, great, thing, and stuffwith exact words. (“I collect coins and stamps”instead of “I collect things”) Get rid of wordiness. (because instead of“due to the fact that”)12Writing Word Choice“Wow” WordsBe on the lookoutfor “wow” wordsthat make writingcome alive: silky,shiver, syrup, kerplunk, slurp, dazzle,slimy, splatter.Keep a notebookhandy to recordthese words.
WRITER’S GUIDEA Choose the word that is more vivid or exact to complete eachsentence. Write the sentence.1.2.3.4.5.6.7.The baby (called, whimpered) for her mother.The car (clattered, moved) down the road.(Old, Wilted) flowers lined the sidewalk.Max (spoke, muttered) his speech in the play.I (stumbled, went) down the path.The angry bulls (ran, stampeded).Water (went, sprayed) all over the kitchen.B Replace an underlined word with a word or words from the box.Rewrite each sentence.snatchnibblehelium balloongiraffesstilt-likebulge8. Sometimes we watch animals at thezoo. 9. They walk on weird legs. 10. Theireyes look out. 11. It’s fun to see them eat leavesfrom the high branches of trees. 12. One time I sawa giraffe take something. 13. It was a little boy’s toy.C Write a description of your favorite place outdoors.Use vivid words that appeal to the senses.Writing Word Choice13
WRITER’S GUIDESentencesGood writing flows smoothly. It is a pleasure to read aloud.Different lengths and kinds of sentences create a rhythm and style.Here are some ways to improve your sentences. Vary sentence length. Avoid having all short, simple sentences. Vary sentence types. An interrogative, imperative, or exclamatorysentence can add excitement. Use different beginnings. Too many sentences beginning with I, he,or the make for a dull style. Use connectors. Words such as first, but, and, although, while, andhowever make sentences flow smoothly. However, do not connecttoo many ideas with so, and, or because.Strategy for Improving SentencesNumber each sentence of your writing. Then make a chart like this.SentencenumberNumber ofwordsFirst wordType clamatory)ConnectorwordsFilling out your chart may reveal areas to improve. You may learnthat you write mostly short declarative sentences beginning with the or I.You may learn that you use the word and to string too many ideastogether. When you revise your work, try to improve these areas.14Writing Sentences
WRITER’S GUIDEA Combine these short, choppy sentences. Use the connector provided.Write the sentences.Example: The plants froze. No one brought them in. (because)Answer: The plants froze because no one brought them in.1.2.3.4.Ted made the hockey team. He’s only ten. (although)Luis stayed home. He had a cold. (because)Mother painted. I played my violin. (while)We tried. We lost. (but)B In the paragraph below, rearrange words in each sentence so thatit does not begin with I. Start with the underlined word or phrase.Write the sentences.Example: I got Tinker last fall from my dad.Answer: Last fall I got Tinker from my dad.5. I had begged for a tropical fish for years. 6. I went withmy dad one Saturday to Pet Scope. 7. I saw the striped fish that Iwanted immediately. 8. I named him Tinker in the car. 9. I filledthe fish tank with water before lunch. 10. I get to buy two morefish next year.C Write a description of your favorite food,friend, book, TV program, or sport.Include one interrogative and oneexclamatory sentence. Make sure eachsentence begins with a different word.Writing Sentences15
WRITER’S GUIDEConventionsConventions are the rules for written language. They are signals thathelp readers understand writing. For example, sentences begin withcapital letters and end with punctuation. Paragraphs are indented.Grammar and spelling follow patterns. me and willie ax mama aunt belle and max the questionwe didnt get a answr. (weak conventions) Willie and I asked Mama, Aunt Belle, and Max the question.We didn’t get an answer. (strong conventions)Strategies for Conventions Use a dictionary or spell-checker to check spelling. Make sure sentences are complete, with correctcapitalization and punctuation. Check that subjects and verbs agree. Make sure you have used the correct formsof pronouns, especially pronouns that arecompound subjects or objects. Make sure you haven’t changed verb tensesby mistake. Check the use of apostrophes in possessivenouns and contractions.16Writing ConventionsPROOFREADING MARKSNew paragraphCapital letterLowercaseletterCorrectthe spelling.Add something.Removesomething.
WRITER’S GUIDEA Choose the correct answer and write each sentence.1.2.3.4.5.(There, They’re) planning to go to California.Sally and (me, I) will meet in San Francisco.Sam has (went, gone) there already.I (was’nt, wasn’t) going to take the train.Give (her and me, she and I) the test.B Match the letter with the mistake in each sentence.ABCDECapitalize a proper noun.End sentence with a question mark.Correct a misspelling.Add an apostrophe.Change a capital letter to lowercase.PROOFREADINGA good proofreaderis a detective. Lookclosely for mistakes.Here are some tricksto catch errors.Start reading inthe middle of yourwork. Use a ruler togo line by line. Readyour work aloud.6. Humpback whales are talented singers of the Sea.7. These creatures odd sounds range from chirps and moans tobellows and belches. 8. Underwater, there songs can be heardfor miles. 9. Did you know that a humpback can eat a ton offood a day. 10. Each year, people go to Australia and hawaiito see these interesting creatures.C Write four sentences about one of the topics below. Payspecial attention to spelling, grammar, punctuation,and capitalization. Exchange papers witha partner and proofread. Something I would like to change Someone I would like to meet Somewhere I would like to goWriting Conventions17
WRITER’S GUIDEUsing a Scoring RubricWhat makes an excellent piece of writing? How is it different from writingthat is good, or not good? One way to judge a written work is to use ascoring rubric. A rubric is a checklist of qualities, or things to look for.See pages 6–17 for a discussion of these qualities.Rubrics give a number score for each quality. You can use a rubric suchas the one below to judge your writing.IDEAS/CONTENT ear, focused,well-supportedideasSmooth flowof ideas frombeginning toend, ecise,interesting,and accuratewordsSmooth,varied, andrhythmicsentencesExcellentcontrol withonly minorerrors3Ideas usuallyfocused andsupportedInformationgiven insome orderAt timesrevealswriter’spersonalityCorrect d control;no seriouserrors preventunderstanding2Ideas sometimes Little directionunfocused andfrom beginningundevelopedto endFails toengageaudienceor or wordysentenceswith littlevarietyWeak controlwith errorsthat makewriting hardto read1Ideas confusing Ideas hard toand unsupported follow with nodirectionFlat writingwith nofeelingIncorrect,dull, oroverusedwordsChoppyMany errorssentences;that preventrun-onsunderstandingor fragments;and overusedas connectorSCORE18Using a Scoring Rubric:
WRITER’S GUIDEWriting ModelsFollowing are four responses to a prompt. Read the responses and thenotes below them to see how each piece got its score.Writing Prompt: Write about an accident you had and howsomeone helped.I was running from the pool after swimming practicewhen I skidded on the slippery cement. Splat! I could tasteblood and started to shiver. My mom grabbed me and soonwe were in the emergancy room. Instead of stiches theyused special glue on my lip. It stung and smelled nasty. Whilewe waited for the glue to dry, Mom read me a book aboutalligators in the Everglades. Finally I was in one pieceagain! Next time, I won’t run.SCORE 4Ideas/Content Focused on the accident; supported with detailsOrganization Connectors soon, while, and finally move storyalong; has a clear endingVoice Strongly engages readers (Splat!, nasty)Word Choice Vivid word choice and images (skidded, slippery,“taste blood”)Sentences Varied, clear sentences with good rhythmsConventions Some misspellings (stiches, emergancy)Writing Models19
WRITER’S GUIDEIt was my first day at Bell School. I slipped on somebutter in the cafeteria. Macroni and peas sprayed allover due to the fact that I dropped my tray. My shirtwas soaked with milk. I was so embarased. I wantedto crawl under a table. Bill Mellis gave me his napkinto wipe things up. He went back in the line with meto get another lunch. He’s like my best friend now.We both laugh when they serve mac and cheeseand peas on Mondays.SCORE 3Ideas/Content Focused on the accident and supportedwith many detailsOrganization Could add connectors such as then to makeevents flow more smoothly; has a clear endingVoice Writer’s feelings revealed (“I wanted to crawl ”)Word Choice Good use of verbs (sprayed, crawl)Sentences Some wordiness (“due to the fact that,” “like”);could combine some short sentencesConventions A few mistakes; some spelling errors(Macroni, embarased)20Writing Models
WRITER’S GUIDEWhen I was stuck because I got my tugh on a frosenstick and my mom came and calls the police. They puthot water on me and it was so hot it burned my tugh.I learned my lesson. Then my little sister was going to puther tugh on a stick and I whet runing and tell her don’tdo it because they will put hot water on you. She saysshe won’t do that any more.SCORE 2Ideas/Content Focused on the accident but needs moresupporting detailsOrganization Moves from a beginning to an endVoice Gives readers a sense of who the writer isWord Choice Limited, dull word choice (got, put)Sentences Opens with a fragment; wordyConventions Misspellings (tugh, frosen, whet, runing),shifts in verb tense (“my mom came and calls”)Writing Models21
WRITER’S GUIDEMy mom helpt me But it did not work She send me tothe haspetal and I Stay on the First Day I ate sooup andon the Secont Day I ate more Sooup and on the last DayI ate pizza and I leaveSCORE 1Ideas/Content No explanation of what the accident was;lacks meaningful content and developmentOrganization Ideas arranged into three daysVoice Writer not involvedWord Choice Limited, dull word choiceSentences No clear sentences or end punctuation; overuseof the connector andConventions Incorrect capitalization, misspellings (helpt,haspetal, sooup, Secont), and tense shifts (send, Stay, leave)22Writing Models
Grammar andWriting Lessons23
UNIT 1 GRAMMARSentencesA sentence is a group of words that expresses a complete thought.Sentences are used to tell, ask, command, or exclaim. All sentencesbegin with a capital letter and end with a punctuation mark.Sentence: I will visit my grandfather.Not a sentence: Will visit my grandfather.A Read each group of words. Write S if it is a sentence. Write NSif it is not a sentence.1.2.3.4.5.Made breakfast in the morning.I hate making my bed!We always sweep the porch at night.Could you help do some chores?Why the dishes?Choose the group of words in ( ) that will complete each sentence.Write the complete sentence.6.7.8.9.10
Strong verbs, exact nouns, and vivid adjectives make their writing clear and lively. Kids don’t like that dog because of the fact that he’s mean. (dull and wordy) Kids scream when Rusty snarls and lunges on his leash. (lively) Strategies for Improving Word Choice Use specific nouns. (canary instead of bird, ballerina instead of .
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
IV Grammar/Comp Text ABeka Grammar 10th Grade 5.00 IV Grammar/Comp Text ABeka Grammar 10th Grade 5.00 Grammar/Composition IV ABeka Grammar 10th Grade 3.00 Workbook - Keys ABeka Grammar 12th Grade 10.00 Workbook VI-set ABeka Grammar 12th Grade 20.00 Daily Grams Gra
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grammar Express 79 Center Stage 79 Longman Advanced Learners’ Grammar 80 An Introduction to English Grammar 80 Longman Student Grammar of Spoken & Written English 80 Longman Grammar of Spoken & Written English 80 Grammar Correlation Chart KEY BOOK 1 BOOK 2 BOOK 3 BOOK 4 BOOK 5 BOOK 6 8. Grammar.indd 76 27/8/10 09:44:10
(Jan 22 -Apr 30) Sat 6-7:30 565/term Brenden Greenwood Note . Reading & Vocabulary, Writing & Grammar . Writing / Essay Writing Grammar/Publish Workshop/Creative Writing Skill Based Guided Writing Level 7/8 B Grade 7-8 Sat 2-3:30 600/term Shawna Secor Essay Writing & Grammar 1B Grade 8-10 Sat 9-10:30 600/term Julie Hlad .
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
3.1.e. Present, past, and future tense verbs P3 phonics, Shurley Grammar Int 1 Shurley Grammar, editing, creative writing 3.1.f. Regular, irregular, and helping verbs P3 phonics Shurley Grammar Int 1 Shurley Grammar, editing, creative writing 3.1.g. Past participle of verbs Int 1 Shurley Grammar, editing, creative writing 3.1.h. Subject-verb .
1.1 Text and grammar 3 1.2 Phonology and grammar 11 1.3 Basic concepts for the study of language 19 1.4 The location of grammar in language; the role of the corpus 31 2 Towards a functional grammar 37 2.1 Towards a grammatical analysis 37 2.2 The lexico-grammar cline 43 2.3 Grammaticalization 46 2.4 Grammar and the corpus 48 2.5 Classes and .
