Sentences and Sentence Fragments: Practice

Name Date Practice 1
Sentences and Sentence Fragments

REMEMBER THE RULES
• A sentence is a group of words that tells a complete thought.
Many kinds of plants and animals thrive in deserts.
• Every sentence begins with a capital letter and ends with a
punctuation mark.
• A sentence fragment is a group of words that does not tell a complete
thought and cannot stand alone.
Many kinds of plants.
A. Circle sentence or sentence fragment for each group of words.

1. Last year, Felicia visited the desert. sentence sentence fragment
2. She recorded her feelings in a journal. sentence sentence fragment
3. A list of desert plants. sentence sentence fragment
4. There were many kinds of cactuses. sentence sentence fragment
5. Felicia liked one called the prickly pear. sentence sentence fragment
6. Beautiful blooms on some of the cactuses. sentence sentence fragment
7. No leaves on most of the cactuses. sentence sentence fragment
8. Wrote down the desert animals. sentence sentence fragment
9. Drew sketches of some of the animals. sentence sentence fragment
10. Her journal helps her remember the trip. sentence sentence fragment
B. Choose words from the box to make each fragment a sentence.

Write the words on the line.
11. was especially Their ears

interested in the jackrabbits. by eating cactuses
Jackrabbits
12. are the fastest
McGraw-Hill School Division
rabbits in America. is 40 miles per hour

Felicia
13. Their fastest speed .
14. can be eight inches long.
15. They get water .
McGraw-Hill Language Arts At Home: Draw an animal that interests you. Write four
Grade 5, Unit 1, Sentences, facts about the animal. Use only sentences. Check for any
15 pages 2–3 sentence fragments and correct them. 1
Declarative and Interrogative Sentences
REMEMBER THE RULES
• A declarative sentence makes a statement. It ends with a period. (.)
I would like to go to a parade.
• An interrogative sentence asks a question. It ends with a question mark. (?)
Have you ever watched a parade?
A. Tell whether each sentence is declarative or interrogative. Circle your answer.
1. I remember being in a parade on the Fourth of July. declarative interrogative
2. I was on a float, dressed as Thomas Jefferson. declarative interrogative
3. Why is Jefferson important in America’s history? declarative interrogative
4. Did he write the Declaration of Independence? declarative interrogative
5. I held a quill and pretended I was writing. declarative interrogative
6. My friend was dressed as Benjamin Franklin. declarative interrogative
7. Franklin had a printing business in Philadelphia. declarative interrogative
8. Have you heard about his experiments

with electricity? declarative interrogative
9. Franklin helped write the Declaration

of Independence. declarative interrogative
10. Who else helped write the Declaration? declarative interrogative
B. Fix each sentence. Add a period or question mark.

11. Do you know why the Declaration was written
12. How many British colonies were there in America

13. The Declaration was written on parchment
14. Who signed the Declaration of Independence
15. Today it is kept in a sealed case to protect it
At Home: Write two interrogative sentences about McGraw-Hill Language Arts

the Fourth of July. Then write two declarative Grade 5, Unit 1, Sentences,
2 sentences as answers. pages 4–5 15
Imperative and Exclamatory Sentences
REMEMBER THE RULES
• An imperative sentence gives a command or makes a request. It ends with
a period. (.) Listen to the sounds of a rain storm.
• An exclamatory sentence expresses strong feeling. It ends with an
exclamation mark. (!) How different the sounds are!
A. Tell whether each sentence is imperative or exclamatory. Circle your answer.

1. Come see my science exhibit. imperative exclamatory
2. Watch how I make rain. imperative exclamatory
3. Please don’t touch the controls. imperative exclamatory
4. What a lot of rain! imperative exclamatory
5. Oh, now there’s a flood! imperative exclamatory
6. How powerful water can be! imperative exclamatory
7. Follow the path of the moving water. imperative exclamatory
8. Notice what happens to the soil. imperative exclamatory
9. Look at the houses. imperative exclamatory
10. How dangerous a flood is! imperative exclamatory
B. Fix each sentence. Add a period or an exclamation mark.
11. Listen to the recording I made
12. How noisy rushing water is

13. Tell me what you think of my exhibit
14. What fun I had at the science fair
15. How exciting it was to win a blue ribbon
McGraw-Hill Language Arts At Home: Write four sentences about a science experiment
Grade 5, Unit 1, Sentences, you remember doing. Include at least one imperative
15 pages 6–7 sentence and one exclamatory sentence. 3
Combining Sentences: Compound Sentences
REMEMBER THE RULES
• A compound sentence uses the conjunction and, or, or but to join two
simple sentences with similar ideas.
• Use a comma before and, or, or but when you write a compound sentence.
Marco Polo was a traveler, and he was a writer.
A. Circle the comma and conjunction in each compound sentence.

1. His father was a merchant, and Marco also trained to be a merchant.
2. He studied reading and writing, but he also studied cargo ships.
3. Marco’s father had traveled to China, and he planned another trip.
4. They stopped at a port to get a ship, but the ships were not sturdy.
5. The travelers could sail in an unsafe ship, or they could go on by camel.
B. Correct each compound sentence by adding a comma and the word and, or, or
but. Write the sentence.
6. The ruler of China knew the elder Polos he welcomed them back.
7. He was impressed by Marco he invited Marco to work for him.
8. Marco traveled throughout China his exact routes are hard to trace.
9. The Polos stayed in China for many years eventually they left.
10. They had to leave before the ruler died they might have been captured.
At Home: Write three compound sentences about McGraw-Hill Language Arts

an explorer you have studied. Circle the comma Grade 5, Unit 1, Sentences,
4 and conjunction in each sentence. pages 8–9 10
Mechanics and Usage: Sentence Punctuation
REMEMBER THE RULES
• Use a capital letter to begin every sentence.
• Use a period at the end of declarative and imperative sentences.
• Use a question mark at the end of an interrogative sentence.
• Use an exclamation mark at the end of an exclamatory sentence.
• Use a comma before and, but, or or when joining two sentences.
A. Fix each sentence. Circle each letter that should be a capital letter.
Add missing punctuation.
1. antonio enjoys hiking, but he especially likes climbing mountains
2. guess the animals he saw in the woods
3. one animal had long quills all over its body and tail
4. how excited he was to see a porcupine
5. did you know that porcupines can climb trees
B. Rewrite each compound sentence. Use correct capitalization and punctuation.

6. antonio saw a moose but he was not close to it
7. a moose may feed on twigs and bark or it may eat plants in a pond
8. is a moose in the horse family or is it a kind of deer
9. the moose is an elk and it is the largest member of the deer family
10. A male’s antlers are huge and they can be an amazing five feet wide
McGraw-Hill Language Arts At Home: Write a short paragraph about a forest animal.
Grade 5, Unit 1, Sentences, Use different kinds of sentences. Proofread for correct
10 pages 10–11 capitalization and punctuation. 5
Mixed Review
REMEMBER THE RULES
• A declarative sentence makes a statement. It ends with a period.
Some people like to snowshoe in the winter.
• An interrogative sentence asks a question. It ends with a question mark.
Have you ever enjoyed this winter activity?
• An imperative sentence tells or asks someone to do something. It ends
with a period. Try it sometime if you can.
• An exclamatory sentence shows strong feeling. It ends with an
exclamation mark. What giant footprints these are!
• A compound sentence contains two sentences joined by a comma and the
word and, or, or but.
Old snowshoes were made of wood, but new ones are made of aluminum.
A. Rewrite each compound sentence correctly. Add missing punctuation marks and
joining words.
1. We can go to the park we can walk on the golf course
2. The day is cold the sunshine feels wonderful
3. We can make sandwiches I’ll carry them in my backpack
4. Will you fill the water bottles put them in the backpack McGraw-Hill School Division
5. Get your gloves then you’ll be ready to go
B. 6.-10. Next to each sentence you wrote, indicate what kind of sentence it is.
Write D for declarative, I for interrogative, IM for imperative, and E for
exclamatory.
At Home: Write a paragraph about a storm. Try to use the four McGraw-Hill Language Arts
kinds of sentences. Grade 5, Unit 1, Mixed Review,
6 pages 12–13 10
Complete Subjects and Complete Predicates
REMEMBER THE RULES
• Every sentence has two main parts: the subject part and the predicate part.
• The complete subject has all the words that tell whom or what the sentence
is about. It can be one word or many words.
• The complete predicate has all the words that tell what the subject is or
does. It can be one word or many words.
Many people / plant vegetable or flower gardens.
complete subject complete predicate
A. Draw a vertical line ( | )between the complete subject and the complete
predicate.
1. Lian’s family planted a special vegetable garden.
2. Lian has happy memories of this time.
3. Her father and mother came to America from Asia.
4. Some of the vegetables in Asia are not grown in America.
5. Lian’s parents grew these special vegetables in their garden.
6. Each person in the family planted, watered, and weeded the garden.
7. Lian’s aunt and uncle came on weekends to work in the garden.
8. Lian and her brother worked in the garden after school.
9. The family shared the vegetables with their neighbors.
10. The grateful neighbors invited the family to a neighborhood party.
11. Everyone at the party enjoyed delicious vegetables.
B. Choose a complete subject or a complete predicate from the box to finish each
sentence. Write the sentence part on the line.
ate a few of the plants.
12. helped
the plants grow. Rain and sun

The vegetables
13. Insects
picked the first ripe vegetables.
14. ripened
at different times.
15. Lian’s father
McGraw-Hill Language Arts At Home: Write a few sentences about something you
Grade 5, Unit 1, Sentences, enjoyed doing with your family. Draw a vertical line ( | )
15 pages 14–15 between the complete subject and the complete predicate.
7
Simple Subjects
REMEMBER THE RULES
• The main word or words in the complete subject is the simple subject.
My city has a community center with many activities.
• The simple subject tells you exactly whom or what the sentence is about.
A. Circle the simple subject of each sentence.

1. Acting classes are one kind of activity.
2. The acting teacher puts on a play each year.
3. Mrs. Baseman asked for volunteers.
4. My cousin Jesse was in a play this year.
5. The play took place in the future.
6. Jesse’s part was a boy called Jupiter.
7. Jupiter spoke a strange language.
8. The other characters spoke English.
9. My cousin’s costume was a silver jumpsuit.
10. His silver jumpsuit had a red streak on each arm.
B. Choose a simple subject from the box to complete each sentence.
actors audiences costumes Jesse Jupiter
11. was the main character in the play.

12. had to learn Jupiter’s language.
13. The helped each other practice their lines.
14. The were ready for the dress rehearsal.
15. The applauded loudly every night.
At Home: Write a paragraph about a play you McGraw-Hill Language Arts

have been in or one you have seen. Circle the Grade 5, Unit 1, Sentences,
8 simple subject in each sentence. pages 16–17 15
Simple Predicates
REMEMBER THE RULES
• A simple predicate is the main word or words in the complete predicate.
My family went to a family reunion last summer.
• The simple predicate is always a verb in the sentence.
A. Underline the complete predicate in each sentence. Circle the simple predicate.
1. My grandparents live on a dairy farm in Wisconsin.
2. All of us met at their place.
3. My aunts, uncles, and cousins came from many states.
4. Children from the city liked the animals on the farm.
5. They waved to the cows in the field.
6. Some family members brought photograph albums.
7. We laughed at our baby pictures.
8. My grandpa talked about his life as a farmer.
9. Grandma told funny stories about my mom.
10. The days passed quickly.
B. Write the simple predicate of each sentence.
11. Uncle James organized a volleyball game.
12. Aunt Carla won the game for my team.
13. Everyone ate dinner together after the game.

14. My dad cooked his famous spaghetti sauce.
15. Grandma baked three kinds of pie for dessert.
McGraw-Hill Language Arts At Home: Write four sentences about a time that members
Grade 5, Unit 1, Sentences, of your family got together with one or more relatives.
15 pages 18–19 Underline the simple predicate in each sentence. 9
Combining Sentences: Compound Subjects
REMEMBER THE RULES
• A compound subject has two or more simple subjects that have the same
predicate.
Lena and I cook Mexican food.
• Two sentences with the same compound predicate can be combined by
linking the subjects with and or or.
A. Circle the compound subject of each sentence.

1. Tacos and enchiladas are my favorite Mexican dishes.
2. Angelica and Eduardo showed me how to make them.
3. Beans, beef, or chicken can be fillings for both dishes.
4. Tomatoes and lettuce are sometimes added to tacos.
5. Chili sauce and cheese go on top of enchiladas.
B. Circle the simple subjects in each pair of sentences. Then write them as a
compound subject to combine the sentences.
6. Angelica rolled tortillas around fillings to make enchiladas.
I rolled tortillas around fillings to make enchiladas.
7. Eduardo folded tortillas with fillings to make tacos.

I folded tortillas with fillings to make tacos.
8. Angelica ate a delicious lunch. Eduardo ate a delicious lunch. I ate a delicious lunch.
9. Mom asked me to make enchiladas. Dad asked me to make enchiladas.
10. Tuesday will be the night for enchiladas. Wednesday will be the night for enchiladas.
At Home: Find four sentences in a newspaper or McGraw-Hill Language Arts

magazine that have a compound subject. Grade 5, Unit 1, Sentences,
10 Underline the compound subject in each sentence. pages 20–21 10
Combining Sentences: Compound Predicates
REMEMBER THE RULES
• A compound predicate has two or more simple predicates that have the
same subject.
Most rabbits eat and play from dusk to dawn.
• Compound predicates are joined by the word and or or.
• Two sentences that have the same simple subject can be combined by
linking the predicates with and or or.
A. Write the compound predicate of each sentence.

1. Michael brushes and pets his rabbit, Peanut Butter, every day.
2. He cleans and refills her litter box every other day.
3. Pet rabbits eat and drink a little bit all day and all night.
4. They lick and clean their fur all the time.
5. Rabbits rest or sleep during the day.
B. Circle the simple predicates in each pair of sentences. Then write them as a
compound predicate to combine the sentences.
6. Michael’s rabbit sniffs new things. Michael’s rabbit explores new things.
Michael’s rabbit new things.
7. She jumps in the air to show happiness. She twists in the air to show happiness.
She in the air to show happiness.
8. All rabbits chew. All rabbits dig.
All rabbits .
9. Peanut Butter rips newspaper. Peanut Butter chews newspaper.

Peanut Butter newspaper.
10. Peanut Butter freezes at a strange sound. Peanut Butter thumps at a strange
sound.
Peanut Butter at a strange sound.
McGraw-Hill Language Arts At Home: Write four sentences about a pet. Include
Grade 5, Unit 1, Sentences, compound predicates in your sentences. Underline the
10 pages 22–23 compound predicate in each sentence. 11
Mechanics and Usage: Correcting Run-on Sentences
REMEMBER THE RULES
• A run-on sentence joins sentences that should be written separately or as a
compound sentence.
• One way to correct a run-on sentence is to separate each complete idea into
a sentence.
• Another way to correct a run-on sentence is to rewrite it as a compound
sentence. Use a comma and the word and, or, or but to combine the
sentences.
A. Find the sentences that are joined in each run-on sentence. Draw one line under
the first sentence, and draw two lines under the second sentence.
1. The ancient Maya lived in Middle America they built enormous structures.
2. The Maya used stone blocks for building these blocks were huge and heavy.
3. Workers had to lift the blocks some of the workers were probably enslaved.
4. Structures included palaces and pyramids the city of Copán had a ball court.
5. Teams played a game called pokta-pok in this court it was a rough game.
B. Rewrite each run-on sentence by forming a compound sentence.

6. Some Maya men were soldiers and merchants most were farmers.
7. Teenage boys moved to group homes girls remained with their families.
8. Kings ruled the cities events in their lives were recorded on tall stones.
9. The symbols carved into the stones represented objects they stood for sounds.
10. The Maya also invented a number system merchants used it in their business.
At Home: Write four sentences about an ancient McGraw-Hill Language Arts

civilization you have studied in school. Check for Grade 5, Unit 1, Sentences,
12 any run-on sentences and correct them. pages 24–25 10
Mixed Review
REMEMBER THE RULES
• The simple subject is the main word or words in the complete subject.
Some very interesting animals live in water.
• The simple predicate is the main word or words in the complete predicate.
Some very interesting animals live in water.
• A compound subject has two or more simple subjects that have the same
predicate. You can combine two sentences by using a compound subject.
Children and adults enjoy visiting a museum aquarium.
• A compound predicate has two or more simple predicates that have the
same subject. You can combine two sentences by using a compound
predicate.
Visitors see and appreciate a variety of animals.
A. Draw one line under the simple subject and two lines under the simple predicate
for each sentence.
1. Last year, Luis went on a school trip to an aquarium.
2. The young boy’s memories of this trip are very special.
3. The students rode on a bus for about an hour to a nearby city.
4. The large aquarium exhibited more than 2,000 fish and water animals.
5. Luis especially liked the tank with sharks, turtles, and eels in it.
B. Circle the compound subject or the compound predicate for each sentence.
6. Guides and teachers answered questions about the different animals.
7. A special exhibit allowed and encouraged visitors to handle animals.

8. Luis touched and examined several animals in this tide-pool exhibit.
9. Dolphins and sea lions performed in shows for the aquarium visitors.
10. The dolphins danced or skipped on top of the water.
McGraw-Hill Language Arts At Home: Draw a line ( | ) between the complete subject
Grade 5, Unit 1, Mixed Review, and the complete predicate in each of the sentences above.
10 pages 26–27 13
Common Errors: Sentence Fragments and Run-on Sentences
REMEMBER THE RULES
• A sentence fragment does not express a complete thought.
The tomb of China’s first emperor.
• You can correct a sentence fragment by adding a subject or a predicate.
The tomb of China’s first emperor was spectacular.
• A run-on sentence has two or more sentences that should stand alone.
The emperor’s tomb had a huge army it was made of clay.
• You can correct a run-on sentence by rewriting it as separate sentences or
as a compound sentence.
The emperor’s tomb had a huge army. It was made of clay.
A. Read each group of words. Write F if the words are a sentence fragment.
Write S if the words are a complete sentence.
1. China’s first ruling emperor. 4. Many drawn and ready crossbows.
2. His name was Shih Huang Ti. 5. A map of the known world.
3. He came to power as a boy. 6. A life-sized clay army.
B. Rewrite each run-on sentence as two separate sentences or as a compound

sentence. Use correct capitalization and end punctuation.
7. The emperor thought the clay army would protect him he thought it would keep him
safe in the afterlife.
8. The largest trench had more than 3,000 foot soldiers they were all different.
9. There were 200 soldiers they had real bows and arrows.
10. The second trench held the cavalry the third trench was command headquarters.
At Home: Write a paragraph about something McGraw-Hill Language Arts

interesting you have seen. Check your writing for Grade 5, Unit 1, Sentences,
14 run-on sentences and sentence fragments. pages 28–29 10
Study Skills: Note-Taking and Summarizing
• Take notes when you do research so you will remember what you have
read. Write the main idea and the most important details.
• Write the source of your information and the question that you would like the
source to answer. A primary source is a firsthand account of an event.
• Then summarize the information in as few words as possible.
Read the excerpt from the remembrances of Lincoln’s stepmother. Take notes on
the important ideas, then write a summary of what you have read.
Abe read all the books he could get his hands on, and when he
came across a passage that struck him, he would write it down
on boards if he had no paper and keep it there til he did get
paper, then he would rewrite it, look at it, repeat it. He had a
copybook, a kind of scrapbook, in which he put down all things
and then preserved them. He ciphered on boards when he had
no paper or no slate, and when the board would get too black, he
would shave it off with a drawing knife and go on again. When he
had the paper he put his lines down on it.
Source:
1.
Notes:
2.
3.
4.
Summary:
5.
McGraw-Hill Language Arts At Home: Listen to a news report of one news story on
Grade 5, Unit 1, Study Skills, television and take notes. Then summarize the report in
5 pages 36–37 your own words. 15
Vocabulary: Time-Order Words
• Time-order words and phrases tell when things happen and the order in
which they happen.
First, we got our tickets.
As soon as we were in the theater, we found our seats.
Finally, the movie started.
A. You are helping your dad with the yard work. Circle a time-order word or phrase
to finish each sentence below.
1. On Saturday, I went outside (as soon as, before) I was finished with breakfast.
2. (First, Tomorrow) I got out the rake and the wheel barrow.
3. (Then, Finally) I helped rake leaves.
4. (Second, Next) I mowed the back lawn.
5. (In the meantime, Tonight) my dad clipped the grass around the edges.
6. (At the same time, Before) my mom weeded the flower beds.
7. (Then, Second) she went in the vegetable garden and picked tomatoes.
8. (Yesterday, As soon as) I was finished mowing, I went to help Mom.
9. After we had worked all morning, we (finally, now) took a break.
10. As we ate tomato sandwiches, Mom said, “(Yesterday, Tomorrow) we can work on
the front yard!”
B. Use time-order words or phrases to complete the sentences.
11. I got up and got dressed. I fixed breakfast.

12. I had started eating, the phone rang.
someone knocked at the door.
13. I answered the door, the dog got loose. the

phone rang again.
14. I chased my dog down the street. I let
Mrs. West into the house.
15. Mrs. West waited for Mom to come downstairs, I
ate my cereal.
At Home: What Saturday chores do you do McGraw-Hill Language Arts

around your house? Use three time-order words Grade 5, Unit 1, Vocabulary,
16 to tell what you do. pages 38–39 15
Composition: Main Idea
• The main idea of a paragraph is stated in a topic sentence. It tells what the
writing is about. The other sentences in the paragraph add details to develop
or support the main idea. Here are two topic sentences.
Pioneers on the Oregon Trail faced many hardships on their journey.
Birds, amphibians, reptiles, and small mammals are all members of the
backyard wildlife community.
A. Underline the topic sentence in each group of sentences below.

1. Thomas Edison was a hard-working inventor.
Edison took catnaps in his lab because he was too busy to sleep.
2. Your heart pumps blood through your arteries, veins, and capillaries.
The strongest muscle in your body is your heart.
3. Magma, which is melted rock, heats up underground water.
A geyser is a jet of steam and water that shoots out of the ground.
The pressure of the heated water causes it to escape.
4. Nova Scotia is one of the Maritime Provinces.
Canada is divided into ten provinces and two territories.
5. It is important to practice bicycle safety.
Helmets should be worn at all times.
B. Write a main idea sentence for each of the following topics.

6. Your favorite hobby
7. The best way to travel
8. A winter sport for everyone

9. The world’s greatest artist
10. Cleaning up the environment
McGraw-Hill Language Arts At Home: How can topic sentences help you as you study?
Grade 5, Unit 1, Composition Skills, For your next reading assignment in science or social
10 pages 40–41 studies, write down the topic sentence in each paragraph. 17
Name Date Practice 17a
Features of Personal Narrative
A good personal narrative

• tells a story from personal experience.
• expresses the writer’s feelings by using the first-person point of view.
• has an interesting beginning, middle, and end.
• shares events in sequence that makes sense.
• uses time-order words to connect ideas and show the sequence of events.
1.-5. A. Read these sentences from a paragraph in a personal narrative. Number

the sentences 1 through 5 in a sequence that makes sense.
Then, we picked up our luggage, had our passports stamped, and exited
into the main lobby of the airport terminal building.
What happened first was that my sister saw the Statue of Liberty from
the window of the airplane.
I spotted my aunt immediately because she looked so similar to my
grandmother.
As the plane touched the runway, my family held hands and smiled.
When we arrived at my aunt’s house, I finally had a chance to meet my
American cousins to whom I had written letters for the past year.
B. Write a paragraph about winning an award for writing. Notes for each sentence
are in parentheses. Write the paragraph in the first person.
6. (An auditorium is full of students.)
7. (You are named the contest winner.)
8. (You go to the stage.)

9. (You say something.)
10. (The audience applauds.)
At Home: Choose an idea for a personal narrative McGraw-Hill Language Arts

you might write. Write details for the beginning, Grade 5, Unit 1, Personal Narrative,
17a middle, and end on a list. pages 48–49 10
Name Date Practice 17b
Prewrite: Personal Narrative
A personal narrative is a story about events and experiences from your own life.
The purpose of a narrative is to share an experience and explain your thoughts
and feeling about it. You can use a main idea map to organize your ideas.
Plan your own personal narrative. Think of a personal experience you would like to
share with others. Brainstorm some ideas. Then choose your topic. Write your main
idea and list details on the map.
MAIN IDEA MAP
Main Idea:
CHECKLIST
• Have you chosen an interesting topic and explored ideas?
• Is your main idea supported by details?
• Do you need to do any research?
McGraw-Hill Language Arts At Home: Ask a family member to share an experience

Grade 5, Unit 1, Personal Narrative, from his or her childhood with you.
pages 50–51 17b
Name Date Practice 17c
Revise: Personal Narrative
One way to improve your personal narrative is to elaborate. When you elaborate,
you revise your writing by adding important ideas and details. You also may need
to add more about how you felt during your personal experience.
Pretend you wrote the following personal

My Notes
narrative after you interviewed a marine
Humpback whales biologist. Read the notes you took. Add
baleen whales with two long flippers some details from your notes to your
narrative. Then add other details about
travel in pods your feelings. Add a title, too. Write your
sing, click, groan under the water new paragraphs on a separate sheet of
paper.
barnacles
Last summer, I visited my aunt Bertha in Cape Cod. She took me whale
watching. I was so excited because I had never seen a whale in the wild before.
When the captain yelled, “There she blows!” we all ran to the boat’s railing and
looked at the enormous spewing of air and water. I didn’t know where the whale
was going. At first, I didn’t see any others, but then I spotted more. My aunt
handed me a camera and I began snapping pictures. I could see one whale
quite well. It had funny-looking things on its body.
Then the boat began to sway. My stomach began to churn. I was so seasick
that I couldn’t hold the camera any longer. Other people were looking green,
too. So the captain decided it was time to return to shore. I was so happy to be
on solid ground once again.
At Home: Write a paragraph about an experience you McGraw-Hill Language Arts

shared with a relative. Then revise your work by adding Grade 5, Unit 1, Personal Narrative,
17c details and your feelings about the experience. pages 56–57
Name Date Practice 17d
Proofread: Personal Narrative
After you revise your personal narrative, you will need

PROOFREADING to proofread it to correct errors in mechanics,
MARKS grammar and usage, and spelling.
new paragraph
∧ add Read the following personal narrative. Make sure there
are no sentence fragments. Remember to add
take out commas in compound sentences, and include the
Make a correct end punctuation. Use the proofreading marks
capital letter. from the box to mark any errors you find. Rewrite the
paragraphs on another sheet of paper.
Make a
small letter. On Alert
sp Check the
spelling. One Saturday afternon, I was up in my room building
. Add a period. a model airplane. Then I began to smell something
burning. At first I thought the smell was coming from our kitchen downstairs but
everything was OK. Then I opened the backdoor and that’s when I realy
smelled and saw the smoke. Ominous smoke and fumes were gushing out of
the basement window of the house directly across from our yard.
Yikes I was about to scream and panic. Instead I grabed for the phone and
I dialed 911. Then I looked up my nieghbor Mrs. Gomez’s number and I
called her. She had been napping. After she heard the news from me, she
ran outside.
The volunteer firefighters discovered that the fire was caused by some bad
wiring They puts out the fire very quickly.
One of the firefighters said, “You did the right thing, son,” and then Mrs.
Gomez gave me the biggest hug ever.
McGraw-Hill Language Arts At Home: Look up the word ominous in a dictionary and a
Grade 5, Unit 1, Personal Narrative, thesaurus. Then rephrase the sentence above that has the
10 pages 60–61 word ominous. Use words other than ominous to get 17d
across the same thought.
Nouns
REMEMBER THE RULES
• Nouns are words that name people, places, things, or ideas.
Farmers plant crops in several fields.
persons things places
A. Underline the nouns in each sentence. Draw a line from each noun to the word
that tells what the noun names.
1. A tornado went through a large farm .
person place thing idea
2. The windstorm did not damage the house .
3. Several relatives came from out of town .
4. Neighbors helped put up a new fence .
5. The family expressed their gratitude over and over again.
B. Fill in each blank with a noun from the box. Answers may vary.
6. Severe causes
boats
great .
harm
7. Many work together hurricane
to help those in . officials
8. A may flood people
region
a .
shelters
9. Rescue go trouble
out in . weather
workers
10. Town set
up .
McGraw-Hill Language Arts At Home: Write four sentences about a natural disaster
Grade 5, Unit 2, Nouns, you have experienced or heard about. Underline all the
10 pages 88–89 nouns in your sentences. 18
Singular and Plural Nouns
REMEMBER THE RULES
• Singular nouns name one person, place, thing, or idea.
• Plural nouns are usually formed by adding -s or -es. They name more than
one person, place, thing, or idea.
Patches may be sewn together to make the top layer of some quilts.
plural noun singular noun plural noun
A. Circle singular or plural to identify the form of the underlined noun.

1. In colonial America, many women made quilts. singular plural
2. They took turns meeting at their houses to sew. singular plural
3. This activity was called a quilting bee. singular plural
4. Everyone worked together on one quilt that was singular plural
stretched on a quilting frame.
5. With many sewers, a quilt could be finished singular plural
more quickly.
6. Quilters created many quilt patterns. singular plural
7. One design had rows of ships. singular plural
8. Another design looked like a flower. singular plural
9. The stitches on quilts were very small. singular plural
10. Quilts were used as covers for beds and singular plural
the backs of chairs.
B. Fill in each blank with the correct plural form of the singular noun in parentheses.
11. Quilting bees were also a time for (party) .
12. In the evening, (family) would come to the
house.
13. (Neighbor) lived far apart in those days.
14. They enjoyed sharing (meal) and dancing.
15. Today people take (class) to learn how to
make a quilt.
At Home: Write four sentences about a hobby. McGraw-Hill Language Arts

Underline each singular noun. Circle each plural Grade 5, Unit 2, Nouns,
19 noun that ends with -s or -es. pages 90–91 15
More Plural Nouns
REMEMBER THE RULES
• Change -f to v and add -es to form the plural of some nouns ending in f or fe,
for example, life-lives.
• Add -s to form the plural of nouns ending in a vowel followed by o, for
example, radio-radios.
• Add -s or -es to form the plural of nouns ending in a consonant followed by
o, for example, piano-pianos and veto-vetoes.
• Some nouns have a special plural form that does not end in -s, for example,
woman-women.
• Some nouns stay the same whether singular or plural, for example,
geese-geese.
A. Write the plural form of each noun.

1. volcano 6. tomato
2. moose 7. rodeo
3. shelf 8. half
4. patio 9. tooth
5. loaf 10. trout
B. Circle the correct plural form to complete each sentence.

11. I joined a walk to raise money to help sick . childs children
12. We believed medical research could save . lives lifes
13. Newspaper reporters snapped and asked questions. photoes photos

14. People along the way were making home . videoes videos
15. My were tired, but I felt good. feet foots
McGraw-Hill Language Arts At Home: Write a sentence with each of the plural nouns
Grade 5, Unit 2, Nouns in Part A.
15 pages 92–93 20
Common and Proper Nouns
REMEMBER THE RULES
• Common nouns name any person, place, thing, or idea.
• Capitalize proper nouns that name particular people, places, things, or ideas.
A lizard that can fly lives in Malaysia.
common noun proper noun
A. Circle common noun or proper noun to identify each noun.

1. forest common noun proper noun
2. February common noun proper noun
3. spring common noun proper noun
4. lizard common noun proper noun
5. David common noun proper noun
6. science common noun proper noun
7. Saturday common noun proper noun
8. Ash Road common noun proper noun
9. street common noun proper noun
10. Nature Museum common noun proper noun
B. Underline the common nouns in each sentence. Write the proper nouns.
11. The Willow Science Center in my town helps salamanders .
12. At night in March, these little creatures have to walk across Henry Street.
13. They lay eggs in Peter’s Pond on the other side of this busy road .
14 Thomas and other volunteers helped build tunnels for the salamanders .
15. On Friday, Thomas and his friends Jerry, Laura, and Ana helped with the project.
At Home: List six common nouns and six proper McGraw-Hill Language Arts
nouns. In each list, include two nouns in each of Grade 5, Unit 2, Nouns,
21 these categories: persons, places, things. pages 94–95 15
Mechanics and Usage: Capitalization
REMEMBER THE RULES
• Capitalize days of the week, months, holidays, and proper nouns.
• Capitalize names, titles of people, and titles of works.
Tuesday Dr. Chu Boston Time for Kids
A. Draw a line through each proper noun. Rewrite the nouns on the line above
each sentence. Use correct capitalization.
1. My group report on thanksgiving day for mrs. caron’s class is due on friday.
2. felipe, bian, and I are meeting at smith library to do research.
3. In 1623, governor william bradford made july 30 a day of thanks for plymouth colony.
4. On november 26, 1789, president george washington also declared a day of thanks.
5. The editor of godey’s lady’s book, mrs. sarah hale, wanted a day of thanks.
B. Complete each sentence with a proper noun. Use correct capitalization.

6. In the , graves are decorated with flags and flowers
on .
7. This holiday is observed on the last in the month
of .
8. is the holiday in
that honors our country’s flag.
9. in is named for the

explorer .
10. Ferdinand V and
Isabella sponsored his first voyage.
McGraw-Hill Language Arts At Home: Write four sentences with proper nouns. Include:
Grade 5, Unit 2, Nouns, a holiday, a family name, a person’s name with a title, the
10 pages 96–97 title of a work. 22
Mixed Review
REMEMBER THE RULES
• Most plural nouns end in -s or -es, but some plural nouns have
special forms.
Most children like toys.
↑ ↑
special form ends in -s
• Common nouns name any person, place, thing, or idea.
• Proper nouns name a particular person, place, thing, or idea and begin with
a capital letter.
I know that Tanya likes stuffed animals.
↑ ↑
proper noun common noun
A. If the underlined plural form in the sentence is correct, write correct. If the plural
form is not correct, write it correctly.
1. My brother persuaded us to help him make beanbag toys.
2. He planned to give all of them to sick childs.
3. We cut out paper patternes and pinned them to cloth.
4. Then we cut out the piecs of cloth and sewed them together.
5. We sewed with yarn and big plastic needles.
B. Circle the common noun or nouns in each sentence. Then write each proper
noun, using correct capitalization.
6. We went with my brother to washington memorial hospital.

7. All my friends were ready to go early in the morning on saturday.
8. It was the first day of december and very cold.
9. The hospital was in the nearby town of grand lake.
10. We helped read signs and soon found lakeside road.
At Home: Write the common nouns in sentences McGraw-Hill Language Arts

6-10 that are singular nouns. Then write the Grade 5, Unit 2, Mixed Review,
23 plural form of each one. pages 98–99 10
Singular Possessive Nouns
REMEMBER THE RULES
• Singular possessive nouns show ownership, or possession.
• To form the possessive of a singular noun, add ’s.
A painter’s brushes are several sizes.
singular possessive noun
A. Write the singular possessive form of the underlined noun.

1. Everyone in Gena family helped paint her room.
2. Her mom borrowed a neighbor ladder.
3. They used Uncle Fred rollers and brushes.
4. Gena wore her brother old shirt.
5. Dad noticed that the tip of their cat tail was blue!
B. Write the singular possessive noun for each group of words.

6. a poster that belongs to a sister
7. the idea of Dad
8. a photo of a friend
9. the hat that belongs to Mom
10. a book that belongs to Sergio
11. a dog that belongs to Aunt Rosemary
12. the nose of the dog

13. the laugh of Gena
14. the chair that belongs to Grandpa Leo
15. a picture that belongs to Grandma Nell
McGraw-Hill Language Arts At Home: Ask a family member to list four singular nouns.
Grade 5, Unit 2, Nouns, Then use the possessive form of each noun in a sentence.
15 pages 100–101 Underline each singular possessive noun. 24
Plural Possessive Nouns
REMEMBER THE RULES
• To form the possessive of a plural noun ending in -s, add an apostrophe ( ’ ).
• To form the possessive of a plural noun that does not end in -s, add ’s.
The children’s reports were about seabirds’ behavior.
plural possessive noun plural possessive noun
A. Write the plural possessive form of the underlined noun.

1. People concern after an oil spill on a beach was wonderful.
2. Many responded to the TV stations call for help.
3. Birds feathers were covered with oil and had to be cleaned.
4. Helpers followed naturalists instructions on what to do.
5. It was workers task to clean the oily sand.
B. Write the plural possessive noun for each group of words.

6. the cargo of tankers
7. the feet of gulls
8. work of the women
9. help of the men
10. vans of volunteers

11. water of the oceans
12. hands of the people
13. wings of birds

14. the members of clubs
15. the contribution of groups
At Home: Ask a parent or older sibling to list four McGraw-Hill Language Arts
plural nouns. Then use the possessive form of Grade 5, Unit 2, Nouns,
25 each noun in a sentence. pages 102–103 15
Combining Sentences: Nouns
REMEMBER THE RULES
• You can combine sentences with similar information about two different nouns.
• Use the conjunction and or or to join nouns in a sentence.
Harry helped rake leaves. Terry helped rake leaves.
Harry and Terry helped rake leaves.
A. Underline the information in each sentence that is similar.

1. Aboul helped take care of the yard . Trulie helped take care of the yard .
2. Aboul picked up twigs. Aboul picked up litter.
3. The boy mowed the grass . The girl mowed the grass .
4. The children filled bags with grass. The children filled bags with leaves.
5. Trulie trimmed the hedge. Trulie trimmed the bushes.
B. Find the two nouns you can join to combine the pair of sentences. Use them to
complete the sentence.
6. Trulie trimmed with a pair of clippers. Trulie trimmed with a pair of shears.
Trulie trimmed with a pair of .
7. Trulie planted rows of tulip bulbs. Trulie planted rows of lily bulbs.
Trulie planted rows of .
8. Hoes are tools to use in soil. Spades are tools to use in soil.
are tools to use in soil.
9. Tulips are spring flowers. Lilies are spring flowers.

are spring flowers.
10. Saturday is the day for chores. Sunday is the day for chores.
is the day for chores.
McGraw-Hill Language Arts At Home: Combine each pair of sentences in Part A by

Grade 5, Unit 2, Nouns, joining nouns. Use the conjunction and or or to join the
10 pages 104–105 nouns. 26
Mechanics and Usage: Letter Punctuation
REMEMBER THE RULES
• A comma follows the greeting and closing in a friendly letter.
• The greeting and the first word in the closing of a letter begin with a capital
letter.
• A colon follows the greeting in a business letter.
• A comma separates the name of a city and state, and the day and the year
in a date.
A. Circle the following phrases from business letters that have correct capitalization
and punctuation.
1. Dear Mrs. Davidson: dear Mrs. Davidson, Dear Mrs. Davidson,
2. Sincerely yours Sincerely yours, sincerely yours,
3. August 22 2001 August 22, 2001 August 22 2001,
4. Columbus: Ohio Columbus Ohio, Columbus, Ohio
5. Very truly yours, Very truly yours: Very truly yours
6. Atlanta Georgia Atlanta, Georgia Atlanta Georgia:
7. dear Ms. Lopez: Dear Ms. Lopez Dear Ms. Lopez:
8. September 9: 2001 September, 9 2001 September 9, 2001
9. Respectfully, yours Respectfully yours, respectfully yours,
10. Dear Mr. Young: dear Mr. Young: Dear Mr. Young,
B. Write an example for each part of a friendly letter listed below.

11. heading
12. inside address

13. greeting
14. closing
15. signature
At Home: Write a business letter to a company McGraw-Hill Language Arts

that makes a product you like. Use correct Grade 5, Unit 2, Nouns,
27 capitalization and punctuation. pages 106–107 15
Mixed Review
REMEMBER THE RULES
• To form the possessive of most singular nouns, add -’s.
• To form the possessive of a plural noun ending in -s, add only an apostrophe (’).
• To form the possessive of a plural noun that does not end in -s, add -’s.
plural noun ending in -s plural noun not ending in -s
↓ ↓
The sisters’ favorite book is about two mice’s adventures in a house’s attic.
↑
singular noun
• The greeting and the closing of a letter begin with a capital letter.
• A comma follows the greeting and closing of a friendly letter.
Dear Richard, Your friend,
• A comma separates the name of a city and state and the day and the year in
a date. Oklahoma City, Oklahoma January 1, 2001
A. In each sentence, write the possessive form of the noun in parentheses.
1. The library in town had a book sale. (Ramona)
2. It was the plan for making extra money. (librarian)
3. She wanted to buy beanbag chairs for the room. (children)
4. Ramona asked classmates to collect their old books.

(families)
B. Add missing punctuation to the following friendly letter. Circle each word that
should begin with a capital letter.
5. Coaltown Pennsylvania
6. September 14 2001
7. dear Ramona
8 Everyone at Coaltown Library thanks you for your help with the library s book sale.
9. We greatly appreciate your classmates hard work, too.
10. your librarian
McGraw-Hill Language Arts At Home: Write the possessive nouns from the letter
Grade 5, Unit 2, Mixed Review, above. Then write SP after the noun if it is a singular
10 pages 108–109 possessive or PP if it is a plural possessive. 28
Common Errors: Plurals and Possessives
REMEMBER THE RULES
• A possessive noun shows who or what owns or has something.
• To form the possessive of most singular nouns, add an apostrophe and -s (’s).
A Viking explorer’s life was difficult and dangerous.
• To form the possessive of a plural noun that ends in -s, add only an
apostrophe (’).
Their warriors’ methods were often brutal.
• To form the possessive of a plural noun that does not end in -s, add an
apostrophe and -s (’s).
The freemen’s class included merchants and farmers.
A. Read each group of words. Label the underlined word plural, singular
possessive, or plural possessive.
1. the explorer’s ship
2. the warrior’s shield
3. women’s rights
4. the Vikings’ religion
5. Viking shipbuilders
6. the navigator’s knowledge
7. daring expeditions
8. the poets’ sagas
9. the merchants traded
10. the shipbuilder’s skill
B. Write the correct form of the noun in parentheses. Be sure to form the possessive
correctly by adding an apostrophe and -s (’s) or an apostrophe (’) only.
11. ship was called the Golden Dragon. (Eric)

12. He searched for the land where the light shone at night. (sun)
13. The voyage took him to Greenland. (explorer)
14. Later, the voyage to Greenland proved difficult. (colonists)
15. Almost half of the passengers were lost at sea. (ships)
At Home: Talk to an older family member about McGraw-Hill Language Arts

your family’s history. Write a paragraph about it. Grade 5, Unit 2, Nouns,
29 Include at least three possessives. pages 110–111 15
Study Skills: Choose Reference Sources
• An encyclopedia gives general information about a topic. It may be in book

form, on a CD-ROM, or on-line.
• A dictionary lists words in alphabetical order and gives information such as
pronunciation, meaning, and part of speech.
• A thesaurus provides synonyms and antonyms for a word.
• An atlas is a book of maps.
• An almanac contains current information on important people, places, and events.
• The Readers’ Guide to Periodical Literature is an alphabetical list of topics
and magazine articles about those topics. The listing gives the name of the
magazine, the date, and the page numbers.
Write the reference source you would choose to answer the following questions.
1. How much rainfall does Los Angeles, California, usually get in a

year?
2. What are three synonyms for speak?
3. Who was baseball’s Most Valuable Player for the American League
in 1960?
4. You know you saw a magazine article about volcanoes a few months ago.
What source can help you find the magazine and the issue?
5. You want some general information about Francisco Pizarro.
6. What states border Mexico?
7. What is the correct pronunciation of indigo?

8. Is Hawaii on the equator?
9. What were the years that Jimmy Carter was President?
10. Where are wombats found?
McGraw-Hill Language Arts At Home: List two questions you could use an almanac to
Grade 5, Unit 2, Study Skills, answer.
10 pages 118–119 30
Vocabulary: Compound Words
• A compound word is a word made from two or more words joined together.
A compound word can be written as one word, as two or more words
separated by a hyphen, or as two separate words.
grandmother sister-in-law foster brother
A. Choose a compound word from the list to complete each sentence below.
ball park dining room backyard spaceship baseball

everyone grandfather birthday farmhouse seventy-five
1. We went to a
party for my grandfather.
2. Gramps was
years old.
3. I gave Gramps a
cap.
4. “I can wear this at the !” he said.
5. Mom brought the cake into the .
B. Make compound words by joining the following words. Write the words
on the lines.
court home house team tennis out wood work reach
6. 11.
7. 12.
8. 13.
9. 14.
10. 15.
At Home: When have you celebrated a family McGraw-Hill Language Arts

birthday? Use compound words to describe the Grade 5, Unit 2, Vocabulary,
31 event. pages 120–121 15
Composition: Leads and Endings
• A lead is the opening in a piece of writing. A strong lead grabs the readers’
attention into the story.
Right away, I could tell that this was no ordinary Tuesday.
• An ending is the closing in a piece of writing. A strong ending can be a
summary or a conclusion.
At the end of that unforgettable day, I was tired, but I was happy.
A. Write L if it is a lead sentence and E if it is an ending sentence.

1. Have you ever made a movie?
2. And if you believe this story, you will believe anything!
3. As he went to sleep, he thought about all he had learned.
4. Think about the many kinds of traditions with which you are familiar.
5. Dan was bursting with anticipation as he ran up the front steps.
6. That afternoon was great because she finally learned how to rope a steer.
7. Paula and her family were finally heading home.
8. Until last night, Jerry and Greg were best friends.
9. Will these endangered species survive for another century?
10. Did you know that cats are fascinating creatures?
B. Underline the best ending sentence in each pair.

11. I have a hardworking dog.
When I need a helper, I know I can always count on my dog, Buzz.
12. Kenny was home in time for dinner, in spite of the strange afternoon.
Kenny was glad he wasn’t late.
13. So, more car pools and fewer cars would be a big improvement.
If more people would car pool, the air would be cleaner.

14. Carly hoped Elena would return home.
Carly hugged Elena at last and said, “I'm so glad you are home!”
15. Television is a good way to waste too much of your time.
Television takes up a lot of time.
McGraw-Hill Language Arts At Home: What is the most interesting thing you have
Grade 5, Unit 2, Composition Skills, learned this week? Write a strong lead sentence for a
15 pages 122–123 description of what you learned. 32
Features of Persuasive Writing
Writing that persuades

• clearly states an opinion on a specific topic.
• uses convincing reasons and arguments.
• organizes reasons in a logical order.
• usually saves the strongest argument for last.
• includes opinion words.
A. Read the following persuasive paragraph. Underline the topic sentence.
1. We need to pass laws that support products friendly to our environment. Because
plastic does not disintegrate, it clogs landfills and sometimes even kills wildlife. For
example, the loops from six-packs of beverages have been known to strangle sea
birds. It’s wrong to let animals die because we humans like our plastic bags, bottles,
and diapers. Chemists have developed new plastic packing materials made from
corn or potato starch. Most significantly, these new packing materials disintegrate
and leave nothing harmful for the earth. The use of these new packing materials will
protect the environment.
B. Use information from the paragraph to answer the following questions.

2. The writer has an unfavorable opinion about what product?
3. The writer tries to persuade the reader about what idea?
4. The author has a favorable opinion about what product?

5. Write two facts from the paragraph that support the topic sentence.
At Home: Look at an editorial in a newspaper and McGraw-Hill Language Arts

identify the topic, the writer’s opinion, and facts Grade 5, Unit 2, Persuasive Writing,
32a that support the writer’s opinion. pages 130–131 5
Prewrite: Persuasive Writing
A persuasive writer tries to change or influence a reader’s point of view about a

topic. A well-developed persuasive argument might lead a reader to take some type
of action. Usually in a persuasive piece of writing, both opinions and facts are
included. A chart can help you keep track of facts and opinions.
Brainstorm and then choose a topic that you feel strongly about. Plan to write a
persuasive argument to sway readers to your way of thinking about the issue. On
the chart below, list reasons that can help you get your message across. Note
whether your reasons are opinions or facts.
REASON-AND-EXPLANATION CHART
Position Statement:
Reason:
Explanation:
Reason:
Explanation:
Conclusion:
CHECKLIST
• Did you think about your purpose and audience?

• Did you list reasons and examples that support your opinions?
• Are your reasons organized in a logical way?
McGraw-Hill Language Arts At Home: Clip a “letter to the editor” from a local
Grade 5, Unit 2, Persuasive Writing, newspaper. Review it. Explain what the topic is and
pages 132–133 whether the writer wrote a good persuasive argument. 32b
Revise: Persuasive Writing
One way to improve your persuasive writing is to elaborate. You can revise your
work by including more reasons or details to prove your point. You may need to
add some opinion words or phrases, such as those below, to make your writing
more persausive.
I believe obviously concerned ought should most

best everyone in my opinion I think you’ll agree
Pretend you wrote the following speech to try to persuade classmates to start a
community club. Revise it by adding details and some opinion words. Use a
separate piece of paper.
If we began a community club, we could keep in touch with people in our
community. We could poll business people and find out how we can help them.
The projects that members of the community club could undertake would
be to help clean up the park, hold a fundraiser to raise money for the town
library, or throw a party for the volunteer fire department. We could also help
senior citizens. I know that the middle school in our neighboring town has a
community club and both teachers and students really love it. Maybe you
saw posters last month, announcing their street fair.
Kids do make a difference!
At Home: Write a short, humorous paragraph that McGraw-Hill Language Arts

will persuade a younger person in your household Grade 5, Unit 2, Persuasive Writing,
32c to respect your belongings. Revise your work. pages 138–139
Proofread: Persuasive Writing
Once you revise your persuasive writing, you will need to

PROOFREADING proofread it to correct any errors in mechanics, grammar
MARKS
and usage, and spelling.
new paragraph
∧ add A. Proofread the following persuasive letter to a business
person. Add indents where needed. Combine sentences if
take out appropriate. Use the proofreading marks from the box.
Make a
capital letter.
Make a
small letter.
sp Check the
spelling. 2314 Main street
. Add a period. Patterson, New York 12563
October 19 2002
Mr Joseph Giraldo
Party Goods, Limited
5436 Allen Street
Patterson, New York 12563
Dear Mr. Giraldo:
My school, Lincoln Elementary, began a comunity club a few months ago. We

have been doing some good things to improve the community such as running
errands for five senior citizens. Now we want to give a party for the volunteer
firefighters. Do you remember how fast they put out the fire at Al’s Pizza Parlor!
The kids at Lincoln would greatly appreciate it if you could contribut some party
goods. We’ll need plates, napkins, spoons and cups.
Sincerely
Frances Mahoney
Fifth-grade Student,
Lincoln elementary School
B. Use the corrections you marked to rewrite the letter on a separate piece of paper.
McGraw-Hill Language Arts At Home: Write a persuasive letter to a friend. Convince

Grade 5, Unit 2, Persuasive Writing, him or her to go to the same day camp with you next
10 pages 142–143 summer. 32d
Action Verbs
REMEMBER THE RULES
• An action verb tells what the subject of a sentence does or did.
The cheerleaders join hands.
action verb
A. Underline the action verb in each sentence.

1. Our cheerleaders cheered at the game.
2. The girls jumped high.
3. They yelled loudly.
4. One boy flipped backwards.
5. I liked their dance routine.
6. Each day, they practice for one hour after school.
7. Three of the cheerleaders formed a pyramid.
8. Sometimes they perform in contests.
9. The fans showed their approval.
10. The team members enjoyed the show, too.
11. The crowd clapped for their performance.
12. Everyone appreciated their enthusiasm.
13. We left the gymnasium tired but happy.
B. Write another action verb that can replace the underlined verb to make a
complete sentence.
14. People grabbed seats in the stands.
15. The crowd enjoyed the cheerleaders.
16. A mascot amused the crowd.

17. Students giggled at the mascot.
18. Fans gobbled many kinds of snacks.
19. People in the stands admired the players.
20. The fans inspired the players.
McGraw-Hill Language Arts At Home: Ask a family member to act out three things
Grade 5, Unit 3, Verbs, people might do at a sporting event. Then describe each
20 pages 168–169 action by using an action verb. 33
Direct Objects
REMEMBER THE RULES
• A direct object is a noun or pronoun that receives the action of the verb.
• A direct object answers the question what or whom after the action verb.
The teacher explained ecosystems.
direct object
A. For each sentence, underline the action verb. Then write the direct object.
1. The sun provides energy.
2. Plants trap the sun’s heat.
3. Animals consume other organisms.
4. Herbivores eat plants.
5. All organisms require phosphorous.
B. Read each sentence. Find the action verb and direct object. Write the words
under the correct headings on the chart.
6. Ecosystems cycle energy.
7. Some animals digest plants.
8. Plants supply nutrients.
9. Other animals kill their prey.
10. Carnivores devour meat.
VERB DIRECT OBJECT

At Home: Write three sentences using the action McGraw-Hill Language Arts
verbs: eats, consumes, and devours. Then Grade 5, Unit 3, Verbs
34 underline the direct object in each sentence. pages 170–171 10
Verb Tenses
REMEMBER THE RULES
• A verb in the present tense shows that something is happening now, such
as like.
• A verb in the past tense shows that something has already happened, such
as liked.
• A verb in the future tense shows that something is going to happen, such
as will like.
A. Read each sentence and identify the tense of the verbs in dark type. Underline the
correct answer.
1. Some prehistoric people lived in caves in Europe.
present past future
2. Cro-Magnon people painted animals on cave walls.

present past future
3. Today, their paintings still exist.

present past future
4. The pictures possess a magical quality.

present past future
5. Archaeologists will use them for studying prehistoric life.

present past future
B. Read the sentences. Look at each underlined verb. Write present, past, or
future on the line to indicate the verb tense.
6. Very few early Americans lived in caves.
7. You will find caves too cold and damp for habitation.
8. Some Native Americans preferred cliff dwellings.

9. The Anasazi are famous cliff

dwellers.
10. Their cliff dwellings date back to around

1200 A.D.
McGraw-Hill Language Arts At Home: Use the verbs from Part A in original sentences.
Grade 5, Unit 3, Verbs,
10 pages 172–173 35
Subject-Verb Agreement
REMEMBER THE RULES
• A singular subject takes a singular verb. He looks.
• A plural subject takes a plural verb. We look.
A. Choose a verb in parentheses to complete each sentence. Rewrite each

sentence so that the subject and verb agree.
1. Japanese artists (make/makes) beautiful prints.
2. They (carve/carves) illustrations onto blocks of wood.
3. First the artist (draw/draws) a design on paper.
4. He (glue/glues) the drawing onto a block of wood.
5. Carvers (cut/cuts) away wood between the drawing lines.
6. The design (remain/remains) as raised wood.
7. A printer (apply/applies) ink to the raised surfaces.
8. He (press/presses) the wood block to a piece of paper.
9. Designs (appear/appears) as a print on the paper.

10. Many prints (come/comes) from the same block of wood.
B. Write a singular or plural subject for each verb.

11. goes 12. chews 13. swim
14. yell 15. works
At Home: Choose three of the action verbs in Part McGraw-Hill Language Arts
A and use them in your own sentences. Make sure Grade 5, Unit 3, Verbs,
36 the subjects of your sentences and the verbs agree. pages 174–175 15
Spelling Present-Tense and Past-Tense Verbs
REMEMBER THE RULES
• Add -s or -es to form present-tense singular verbs.
• Change y to i before adding -es to verbs ending in a consonant and y.
• Add -d or -ed to form past tense verbs.
• Change y to i before adding -ed to verbs ending in a consonant and y.
• Double the consonant before adding -ed to one-syllable verbs ending in one
vowel and one consonant.
A. Underline the misspelled verb in each sentence. Rewrite the verb using the
correct present-tense spelling.
1. Our school teachs about the Aztec Indians.
2. My class studys about ancient Indian ruins.
3. An Aztec ruin exist today in Mexico.
4. The Aztec capital, Tenochtitlan, containes pyramids.
5. Each pyramid reachis skyward.
B. Underline the misspelled verb in each sentence. Then rewrite the sentence
using the correct past tense of the verb.
6. The Aztecs uses pyramids as part of their ceremonial centers.
7. Only priests, craftsmen, and caretakers lives in ceremonial centers.
8. Other Aztec people dwelld in farming villages.

9. Many Aztecs playd a special ball and hoop game.
10. The Aztec capital occupy present-day Mexico City.
McGraw-Hill Language Arts At Home: Write two sentences telling what occupation a
Grade 5, Unit 3, Verbs, family member has now. Write two more sentences telling
10 pages 176–177 what the family member did years ago. 37
Mechanics and Usage: Commas
REMEMBER THE RULES
• Use a comma to separate three or more items in a series.
• Use a comma to show a pause after an introductory word.
• Use a comma to set off someone’s name when the person is spoken to directly.
A. Decide whether each sentence is written correctly. Circle correct or incorrect.

1. William Shakespeare was a famous dramatist,
poet, and author. correct incorrect
2. No other writer’s plays are more popular

more studied or more widely read. correct incorrect
3. Megan, tell us if Shakespeare is still alive. correct incorrect
4. No, Shakespeare is no longer living. correct incorrect
5. His plays attract audiences in large cities,

smaller cities, and rural towns. correct incorrect
6. George, Maria and I, did see one of his plays. correct incorrect
7. Yes, we enjoyed it very much. correct incorrect
8. Oh it was very long. correct incorrect
9. Have you ever read The Taming of the Shrew, Lisa? correct incorrect
10. Well would you recommend it to others? correct incorrect
B. Add a comma or commas where needed to these sentences.

11. Surprisingly many of our expressions come from Shakespeare.
12. Have you ever heard of the green-eyed monster Matthew?
13. Yes the expression refers to jealousy.
14. Well Shakespeare is the one who used it first!
15. Hamlet Macbeth and Othello are some of his great works.
At Home: Write interview questions to ask McGraw-Hill Language Arts

Shakespeare if he were still alive. Include Grade 5, Unit 3, Verbs,
38 commas in your questions. pages 178–179 15
Mixed Review
REMEMBER THE RULES

• A direct object receives the action of the verb.
• A present-tense verb tells that something is happening now.
present-tense verb direct object
Jessica loves her cat.

• A past-tense verb tells that something has already happened.
Jessica fed her cat this morning.
• A future-tense verb tells that something is going to happen.
Jessica will play with her cat after school.
A. Underline the direct object in each sentence.

1. Jessica’s family will take a trip soon.
2. Jessica will visit her grandparents.
3. A friend will feed Jessica’s cat.
4. Jessica prepared instructions.

5. She writes a detailed list.
B. Circle the tense of the verb that is used in each sentence.

6. Jessica pointed to the cat’s toys on a mat.
present past future
7. She explained about feeding the cat.
present past future
8. Her friend will also give the cat water.
present past future
9. Jessica leaves emergency phone numbers.

present past future
10. She writes the phone numbers of a veterinarian and her grandparents.
present past future
McGraw-Hill Language Arts At Home: Write the verbs from sentences 1-5. Then write
Grade 5, Unit 3, Mixed Review, present, past, or future to identify the tense of each verb.
10 pages 180–181 39
Main Verbs and Helping Verbs
REMEMBER THE RULES
• A main verb shows what the subject does or is.
• A helping verb helps the main verb show an action or make a statement.
Mr. Fields is reading today’s weather forecast.
helping verb main verb
A. Write each helping verb and its main verb under the correct heading.
Helping Main
1. Forecasters are making predictions.
2. They will study weather changes.
3. Meteorologists can predict storms.
4. They may use maps.
5. This gas-filled balloon is carrying

weather instruments.
6. Conditions can change rapidly.
7. Weather conditions are radioed

to weather stations.
8. Air pressure is associated with weather.
9. Forecasts are made for you.
10. The sun will shine tomorrow.
B. Choose a helping verb and main verb from the box that will complete each
sentence. Write the words on the line.
11. Lows foul weather. might cause
12. Circular clouds . has flooded

may form
13. Meteorologists warnings.
has torn
14. A tornado trees down. will report
15. A hurricane lowlands.
At Home: Ask a family member to help you list McGraw-Hill Language Arts
five safety steps to take in severe weather. Grade 5, Unit 3, Verbs,
40 Include helping verbs and main verbs. pages 182–183 15
Using Helping Verbs
REMEMBER THE RULES
• Use a form of the verb be with the –ing form of a verb.
am, are, is, was, were
• Use a form of the verb have with the past form of most verbs.
has, have, had
A. Write a helping verb from the box to complete each sentence. Use each word
once.
1. Megan swimming for her school.
Helping Verbs
2. Her swim team practiced since is
school started. are
3. The coaches invited a guest speaker. have
has
4. The speaker participated in the
Summer Olympics. had
5. The swimmers looking forward to it.
B. Write complete sentences. Use a helping verb from the box above with a form of
the verb shown in parentheses. Use each word once.
6. For the first time, the coach (schedule) daily practice.
7. Before this, the swimmers (complain) about not having enough time in the pool.
8. Since then, they (attend) every practice.

9. The team (expect) to improve.
10. They (hope) to win the championship this year.
McGraw-Hill Language Arts At Home: Look for sentences with helping verbs in the
Grade 5, Unit 3, Verbs, sports section of your newspaper. Read the sentences
10 pages 184–185 aloud to a family member.
41
Linking Verbs
REMEMBER THE RULES
• A linking verb links the subject of a sentence to a noun or an adjective in
the predicate. The subject and the verb must agree.
• A noun that follows a linking verb renames or identifies the subject of the
sentence.
• An adjective that follows a linking verb describes the subject.
The opera is wonderful.
linking verb adjective
A. Circle the simple subject and write the linking verb.
1. The opera is a type of drama.
2. Operas are musical entertainment.
3. The characters seem emotional.
4. Colorful sets appear elaborate.
5. The scenery looks dramatic.
B. Use a form of the linking verb shown in parentheses to complete each sentence.
Then circle the adjective that follows the linking verb.
6. The talented cast realistic. (seem)
7. Their costumes beautiful. (be)

8. The opera house luxurious yesterday. (look)
9. Most of the music lively. (be)
10. The people in the audience attentive. (be)
At Home: Find sentences with a linking verb in the McGraw-Hill Language Arts
entertainment section of your newspaper. Identify the Grade 5, Unit 3, Verbs,
42 subject and the adjective or noun that describes it. pages 186–187 10
Irregular Verbs
REMEMBER THE RULES
• Irregular verbs do not form the past tense and the past participle by adding -d
or -ed.
• The past participle form of a verb is used with the helping verbs have, has,
and had.
verb: see present: He sees the plane. past: He saw the plane.
past participle (with has, have, or had): He has seen it.
A. For each verb, write the past tense on the first line and the past participle on the
second line.
1. go 3. write 5. ride
2. drive 4. eat 6. bring
B. Read each sentence. Change the underlined verb or verb phrase to the tense
shown in parentheses. Rewrite the sentence.
7. My brother and I have begun a cooking class. (past)
8. You saw him in the kitchen. (present)
9. His waist has grown larger than mine. (past)

10. I have done less eating than my brother. (present)
McGraw-Hill Language Arts At Home: Write three sentences telling about a favorite
Grade 5, Unit 3, Verbs, food someone in your family likes to make. Use the
10 pages 188–189 present, past, and past participle of the verb make. 43
More Irregular Verbs
REMEMBER THE RULES
• Irregular verbs do not add -d or -ed to make past tense and past participle
forms.
• The past participle is used with the helping verbs has, have, and had.
A. Underline the correct verb or verb phrase to complete each sentence.

1. I (have chosen, have chose) tennis for my hobby.
2. My tennis instructor (has teached, has taught) me how to play.
3. Last week, I (taked, took) a tennis lesson on serving the ball.
4. Before the lesson, I (had thrown, had threw) the ball too low.
5. I (wore, worn) a new tennis shirt to yesterday’s lesson.
6. My friends (spoke, has spoken) to me after the match.
7. I (had known, knows) one girl since kindergarten.
8. We (drawed, had drawn) straws to see who plays next.
9. Helga and Justine (drunk, drank) a lot of water after their match.
10. Many people (have chosen, have choosed) tennis as their favorite sport.
B. Underline the present tense verb in each sentence. Then add has, have, or had
and change the verb to its past participle form.
11. The tennis ball flies into the air.
12. People speak excitedly about the winner.
13. Most of the players drink plenty of water during the match.
14. Some popular tennis players draw large crowds.
15. Each tennis player knows the rules of the game.
At Home: Write a sentence for each of these McGraw-Hill Language Arts

verbs: sink, sunk, has sunk. Grade 5, Unit 3, Verbs,
44 pages 190–191 15
Mechanics and Usage: Contractions with Not
REMEMBER THE RULES
• A contraction is a shortened form of two words. Most contractions are
formed from a verb and the word not.
• An apostrophe (’) shows where the letter o in not has been left out.
A. Write the two words that make up each contraction.

1. Report cards haven’t been mailed yet.
2. I can’t wait to see mine!
3. My sister won’t show me her card.
4. “You mustn’t be concerned,” my best friend said.
5. Harry doesn’t think she did well in math.
6. We don’t want to be in Mr. Tripp’s class again.
7. I couldn’t stand another year of algebra.
8. Most students shouldn’t worry.
9. Some students hadn’t studied hard enough.
10. Fortunately, I wasn’t one of them.
B. Rewrite each sentence using two words to replace the contraction.

11. Mr. Wilson’s class isn’t difficult for me.
12. He didn’t give us very much homework last month.
13. We are lucky we aren’t in Miss Faber’s class.

14. They say she doesn’t believe in free time!
15. Probably I won’t learn as much as her other students will.
McGraw-Hill Language Arts At Home: Write a list of rules for the classroom. Write
Grade 5, Unit 3, Verbs, about things you shouldn’t, don’t, or won’t do. Use
15 pages 192–193 contractions in your rules. 45
Mixed Review
REMEMBER THE RULES
• The verbs be and have change their form in special ways to agree with
their subjects.
I am listening to the speech. They are listening to the speech.
↑ ↑
subject subject
• A linking verb links the subject of a sentence to a noun or an adjective in
the predicate.
The speech is very funny.
↑ ↑
subject adjective in predicate
• An irregular verb does not form the past tense and the past participle by
adding -d or -ed.
The man spoke well. (past tense of speak)
A. Circle the linking verb in each sentence. Then draw an arrow from the linking
verb to the noun or adjective in the predicate to which it is linked.
1. Julius is a firefighter.
2. Last year, he was a speaker at our school.
3. His tips on fire safety were important.
4. I will be happy to hear him again this year.
5. His speeches are very clear.
B. Complete each sentence with the correct form of the irregular verb in
parentheses.
6. Our class has to a fire station. (go)

7. Julius has us a tour. (give)
8. I have Julius in a film about firefighting. (see)
9. He has also many others. (make)
10. I learned Julius had also a book last year. (write)
At Home: Write the past-tense form, without a McGraw-Hill Language Arts

helping verb, for each verb in parentheses. Grade 5, Unit 3, Mixed Review,
46 pages 194–195 10
Common Errors: Subject-Verb Agreement
REMEMBER THE RULES
• When the parts of a compound subject are joined by and, use a plural verb.
Natural beauty and spectacular scenery abound in the United States.
• When the parts of a compound subject are joined by or, either . . . or, or
neither. . . nor, the verb agrees with the subject that is nearest it.
Either a beach or a tropical forest typifies the Hawaiian Islands.
• Remember: When a verb ends with a consonant and a y, change the y to i
and add -es to form a singular verb.
• Remember: When a verb ends with a vowel and a y, such as journey, add
an -s . Do not change the spelling of the verb. journeys
A. Circle the correct form of the verb in parentheses ( ) that agrees with the
compound subject.
1. Flat plains and rolling hills (cover, covers) most of Kansas.
2. Beautiful beaches and a long coastline (beckon, beckons) tourists to Florida.
3. Either the mountains or the desert (attract, attracts) many visitors to Arizona.
4. Neither rain nor snow (spoil, spoils) a visit to southern California.
5. Plateaus and flat-topped mesas (dot, dots) New Mexico’s landscape.
B. Write each sentence. Use the correct form of the verb in parentheses ( ).
6. Beaches and resorts (stretch) along the shoreline of the Great Lakes in Michigan.
7. Either a quiet cove or a steep cliff (symbolize) Maine’s natural beauty.
8. Vast rolling plains and thick forests (spread) over much of Texas.
9. Horses or cattle (graze) on Kentucky’s rolling fields.
10. Neither the East nor the West (claim) a monopoly on natural beauty.
McGraw-Hill Language Arts At Home: Write a paragraph about your state.

Grade 5, Unit 3, Verbs, Include three sentences with compound
10 pages 196–197 subjects. 47
Study Skills: Use an Encyclopedia
• An encyclopedia provides facts about many topics. To find information, use a

keyword. Look on the spine of each volume to see which part of the alphabet is
contained in that volume. Many encyclopedias also have an index in the last
volume.
• You can also find information in an on-line encyclopedia or a CD-ROM
encyclopedia. Search by typing in a keyword. You can also browse the topics.
INDEX
C Ci S So WX
A B Ch Cz D E F G H I JK L M NO P QR Sn Sz T UV YZ
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
A. Write a keyword that you would use to find information to answer each question.
Then, write the number of the volume of the encyclopedia shown above that you
would look in.
1. Where was Abraham Lincoln born?
2. Where is the Declaration of Independence kept?
3. Who discovered a vaccine against polio?
4. What mountain range is in Chile?
5. What is some necessary equipment for mountain climbing?
6. What is the life cycle of bees?
7. What are some breeds of working dogs?

8. When did Voyager II lift off?
9. When was the first key-operated lock invented?
10. What instruments are traditional in bluegrass music?
At Home: With a family member, take turns asking a McGraw-Hill Language Arts
question and telling what key word you would look under. Grade 5, Unit 3, Study Skills,
48 Check an encyclopedia to see if you were correct. pages 204–205 10
Vocabulary: Prefixes and Suffixes
• Prefixes and suffixes change the meaning of the words they are added to.
• A prefix is a word part added to the beginning of a base word.
disagree remake discount
• A suffix is a word part added to the end of a base word.
agreement fulfill treatable
A. Circle the prefixes and suffixes in the underlined

words below.
1. I had a disagreement with my brother.
2. He is careless with my things.
3. He misplaced my Walkman.
4. He can be so immature, even for a preschooler.
5. But he is my wonderful little brother.
B. Add a prefix, a suffix, or both from the following list to the base words below. Write
the new words on the lines.
Prefixes: bi dis in im pre re un

Suffixes: able ible ful less ist ment ness
6. courage
7. fresh
8. treat
9. fear
10. bear
11. proper
12. break
13. reception
14. happy
15. fair
McGraw-Hill Language Arts At Home: How do you get along with your family
Grade 5, Unit 3, Vocabulary, members? Use prefixes and suffixes to describe someone
15 pages 206–207 you live with. 49
Composition: Organization
• Writers must arrange their sentences in a clear and logical order to produce
a well-organized paragraph.
• Use time-order words to present ideas in a logical order.
first, next, then, beforehand, at the same time, afterward
• Use spatial words to make ideas clear.
above, behind, beside, next to, under
first behind before then up

under across after beside above
A. Complete each sentence with time-order words or spatial words from the word
box.
1. The cat sneaked the couch and under the coffee table.
2. I got home from school, I went the stairs to put my
backpack away.
3. Mom parked the curb and went in a store the street.
4. Grandpa lives in an apartment the store where he worked
he retired.
5. My dog sits the table so that he can get the scraps .
B. Circle the time-order words in

the paragraph below.
6.-10. Today Jon decided to

clean his room. First, he picked
up everything that was on the
floor or under the bed. Next, he
put some books on shelves.

Then he cleared off his bed and changed the sheets and smoothed the
bedspread. Jon rearranged his books and toys and dusted everything. Finally,
the job was finished. As he closed the bedroom door, Jon said, “No one is ever
going in there again.”
At Home: What could you do to clean up, rearrange, or redecorate McGraw-Hill Language Arts
your room? Use time order words to describe how you would Grade 5, Unit 3, Composition Skills,
50 transform your bedroom so that it is just the way you want it. pages 208–209 10
Features of Explanatory Writing
Good explanatory writing

• informs or explains how to complete a specific task.
• presents step by step directions organized in a logical way.
• gives clear details that are easy to follow.
• uses time-order words or spatial words to make instructions clear.
A. Read the paragraph. Then complete the

title by writing what the paragraph explains.
1. How to
Follow these easy steps and you can make a

shadow puppet. First, find a wall clear of objects and
sit down in front of it. Then make a fist, but raise your
second and last fingers. Next, straighten out your
thumb and other two fingers slightly so they form the
shape of an eye. Does your hand look like a dog
puppet with straight ears? (If you prefer a dog with
floppy ears, bend the raised fingers.) Now have a
partner turn off the lights and shine a flashlight from
behind you onto the wall. Finally, let your shadow
puppet do whatever you want it to!
B. Use information from the paragraph to answer the following questions.

2. What are the time-order words or phrases used in this paragraph?
3. What are the spatial words or phrases used in this paragraph?

4. How many steps do you follow in this paragraph?

5. What is the second step in this paragraph?
McGraw-Hill Language Arts At Home: Choose a simple chore you do at home. Write
Grade 5, Unit 3, Explanatory Writing, each step in order on a list or a flow chart. Ask a family
5 pages 216–217 member to follow the instructions. 50a
Prewrite: Explanatory Writing
Writing that explains gives facts and information about a topic. This writing is often
called “how-to” because it tells the reader how to make or do something, step-by-
step. The clearer a writer's directions are, the easier the reader will be able to
accomplish the goal at hand. To organize your ideas in order, use a flowchart.
Think of something you can do well that you would like to share with others. You can
instruct your readers, step by step. To help organize your thoughts, fill in the chart.
HOW-TO FLOWCHART
Introduction
Step 1
Step 2
Step 3
Step 4
Step 5
Conclusion
CHECKLIST
• Did you choose an experiment, a project, or a skill that you can explain to others?
• Are your ideas organized logically on the chart?
• Do you need to check facts or do any research?
At Home: Look for books that have instructions, such as McGraw-Hill Language Arts
cookbooks, home improvement manuals, gardening books. Grade 5, Unit 3, Explanatory Writing,
50b Scan them to see how the instructions are presented. pages 218–219
Revise: Explanatory Writing
One way to revise your explanatory writing is to elaborate by adding details or

rewriting sentences to make them clearer. Use spatial words, such as inside,
outside, and on top of, to make directions clearer.
Pretend you wrote the following. Revise it by adding some details, spatial words,
and combining short sentences. Delete any unnecessary information.
How To Make “Stained-Glass Windows”
You’ll need the following materials: clear tape, tiny pieces of
different colored tissue paper, 1/8” strips of black construction
paper, scissors, and a glue stick.
Cut a length of tape about 4” or 5” long, depending on the size
of window you want. Set the tape sticky side up. Cut another
piece of tape the same length. Layer it on top of the other piece
of tape, sticky side down.
Second, glue the tiny strips of black paper onto the tape.
Experiment. Making different designs. Put another layer of tape

over the black lines.
Third, place tiny bits of different colored tissue paper within the
black lines. Add another layer of tape over these.
Your stain-glass window is finished. You can tape it to a

window and let the light shine through.
B. Use the changes you marked to rewrite the directions on another piece of paper.
McGraw-Hill Language Arts At Home: Write directions for how to create some kind of
Grade 5, Unit 3, Explanatory Writing, art project. Revise your directions while working on your
pages 224–225 project, step-by-step. 50c
Proofread: Explanatory Writing
After you have revised your explanatory writing, you will

PROOFREADING need to proofread it to correct any errors in mechanics,
new paragraph
∧ add
take out
Make a
capital letter.
Make a A. Read the following explanatory writing. Check for
small letter. spelling errors. Make sure the verb tenses are correct.
sp Check the End each sentence with the correct punctuation mark. Use
spelling. the proofreading marks from the box to mark your errors.
. Add a period.
Invisible Ink
Would you like to send a secret message to a friend. You can with some invisible
ink. Let me tell you how to make it.
You need: 1/2 lemon, paper cup, water, plastik spoon, cotton swab, white
paper, lamp.
1. Squeeze the lemon juice into the cup. Add a few drops of water, and mix well
2. Dip the swab into the lemon juice and use it to write a messege on the paper.
3. Let it dry. Can you see the writing! No, it is invisible.
4. wait until the paper dries. Then hold it near a light bulb, to heat it. Can you read
the message now? Yes you can. Now get busy and send that secret message.
Is this magic, or is it science. It is science.
B. Use the corrections you marked to rewrite the directions on another piece
of paper.
At Home: Rewrite the directions above using McGraw-Hill Language Arts

time-order words instead of numbering the steps. Grade 5, Unit 3, Explanatory Writing,
50d pages 228–229 10
Adjectives
REMEMBER THE RULES
• Adjectives describe nouns or pronouns. They tell what kind or how many.
• Adjectives can appear at the beginning, in the middle, or at the end of a
sentence.
• Adjectives can come before or after the nouns they describe.
• Adjectives often come after a linking verb.
Computers can bring abundant information into our homes.
adjective noun
A. Write ADJ above each adjective. Write N above the noun it describes.
1. The internet is a fascinating tool for research.
2. I have used it many times while writing papers.
3. I usually find at least a hundred articles with

information I can use.
4. Various companies provide access to the

internet if you wish to obtain it.
5. All of the providers I know about charge a modest fee.
B. Choose an adjective from the box to complete each sentence. Write the
adjective on the line. Note: Some of the words are not adjectives.
6. The internet brings information to quickly
you in the comfort of your home. attractive
7. You might want to purchase a more powerful
computer. data
valuable
8. Updated equipment will give you
connections to sites on the internet. rapidly

reliable
9. When considering an internet provider, remember you’ll
power
need service that you can count on. trustworthy
10. My e-mail provider has proven to be . rapid
McGraw-Hill Language Arts At Home: Ask a family member to help you make a list of
Grade 5, Unit 4, Adjectives, words that describe the internet.
10 pages 260–261 51
Articles
REMEMBER THE RULES
• A, an, and the are special adjectives called articles.
• Use a or an to refer to any one item in a group.
• Use a before a single noun that begins with a consonant sound.
• Use an before a noun that begins with a vowel sound.
• Use the to refer to a specific item or items.
I have a trunk in the attic that I bought at an auction.
A. Underline the correct article in parentheses to complete each sentence.

1. Have you ever attended (a, an) auction?
2. It is a great place to discover (a, an) unusual item.
3. Once I found (a, an) lamp for my desk.
4. (The, An) lamp was made over seventy years ago.
5. I had to replace (an, the) glass shade on the lamp.
B. Write the article a, an, or the that will best complete each sentence.
6. I searched for stores that carried shade I needed.
7. I went to main library for magazines on antique lamps.
8. I found advertisement for a company in New York.
9. There was telephone number listed.
10. I discovered they had shade that would fit.
11. I asked how much shade would cost.
12. Then I inquired about shipping charges.

13. The store clerk explained that there would also be nominal
service fee.
14. I hesitated for only moment before placing my order.
15. When the new shade arrived, I was thrilled to see how it transformed that old,
junky lamp into attractive beauty.
At Home: Ask a family member to describe McGraw-Hill Language Arts

something they have that is old. Write a few Grade 5, Unit 4, Adjectives,
52 sentences about it using a, an, and the. pages 262–263 15
Demonstrative Adjectives
REMEMBER THE RULES
• A demonstrative adjective tells which one or which ones.
• The words this, that, these, and those are demonstrative adjectives.
This summer my family explored a city in South Carolina.
A. Underline the demonstrative adjective in each sentence.

1. I guess we didn’t need all of these maps.
2. This trip is our second trip to Charleston.
3. Although that fact won’t prevent us from getting lost.
4. We have waited for this vacation for many months.
5. Those days of work until now were very chaotic.
6. We will spend most of these days at the beach.
7. That idea came from my father.
8. He thought we should use this vacation to relax.
9. He’ll never forget that time we first explored Charleston.
10. He hopes this chance for rest and recuperation won’t be as hectic.
B. Rewrite each sentence replacing the demonstrative adjective with the word
shown in parentheses.
11. On that trip, we explored the Farmer’s Market. (this)
12. Many interesting items could be found in that place. (those)
13. I loved those baskets made from sea grass. (that)

14. I met the woman who made this basket. (these)
15. I also bought these necklaces at the market. (that)
McGraw-Hill Language Arts At Home: Write questions about items in your home. Use
Grade 5, Unit 4, Adjectives, the words this, that, these, and those in your questions.
15 pages 264–265 53
Mechanics and Usage: Proper Adjectives
REMEMBER THE RULES
• A proper adjective is an adjective formed from a proper noun.
• A proper adjective begins with a capital letter.
A. Underline the proper adjective. Rewrite it correctly on the line.

1. We have a japanese friend.
2. He is learning about american customs.
3. We invited Mr. Tanaka to our home for italian food.
4. I was afraid he wouldn’t like my version of asian cooking.
5. It was wise to serve a european dish.
6. Mr. Tanaka liked it better than chinese cuisine.
7. The checkered cloth helped to create a roman atmosphere.
8. The table could have been mistaken for a parisian cafe.
9. A basket of french bread was served with the salad.
B. Rewrite each sentence correctly. Capitalize the proper adjective.

10. Our stereo was playing viennese waltzes.
11. I asked if he preferred to hear a german composer.
12. He requested a russian composition by Tchaikovsky, instead.
13. Dinner conversation ranged from travel to korean culture.

14. We also discussed the tibetan conflict.
15. Mr. Tanaka had a great mastery of the english language.
At Home: Write the proper adjectives used in this McGraw-Hill Language Arts
lesson and the names of the countries that go Grade 5, Unit 4, Adjectives,
54 with them. pages 266–267 15
Mixed Review
REMEMBER THE RULES
• An adjective describes a noun or pronoun and tells what kind or how many.
Some scientists do medical research.
↑ ↑
how many what kind
• An article is a special kind of adjective. The words a, an, and the are articles.
• A demonstrative adjective tells which one or which ones. The words this,
that, these, and those are demonstrative adjectives.
The discoveries of these scientists are often surprising.
↑ ↑
article demonstrative adjective
A. Underline the adjective in each sentence that tells what kind or how many. Then
circle the words that identify what the adjective tells.
1. Scientists are looking for causes of common diseases. what kind how many
2. They have been studying several diseases. what kind how many
3. They work in laboratories with modern equipment. what kind how many
4. Special microscopes allow them to look at cells. what kind how many
5. Research has answered many questions. what kind how many
B. Complete each sentence with the correct article or demonstrative adjective.

Circle article or demonstrative adjective to show the kind of adjective it is.
6. a, an Some scientists concentrate on particular disease.
7. This, These diseases include AIDS, cancer, and heart disease.
8. a, an The U. S. government has agency for medical research.

9. An, The The agency is called National Institutes of Health.
10. This, These agency has ten institutes in Bethesda, Maryland.
McGraw-Hill Language Arts At Home: List the adjectives in sentences 6-10 that tell
Grade 5, Unit 4, Adjectives, what kind or how many.
10 pages 268–269 55
Comparative and Superlative Adjectives
REMEMBER THE RULES
• Add -er to most adjectives to compare two nouns or pronouns.
The sun is closer to Earth than it is to Pluto.
• Add -est to most adjectives to compare more than two nouns or pronouns.
Mercury is the closest planet to the sun of all the planets.
A. Write the correct form of the adjective in parentheses.

1. Light travels (fast) than sound.
2. The sun is our (great) source of light of all the stars.
3. The stars are (far) from earth than the sun is.
4. That is why their light is (faint) than the sun’s.
5. Of all natural light, the aurora borealis is the (pretty).
B. Rewrite each sentence. Use the correct form of the adjective shown in the .
6. Artificial light is than natural light for working around the clock.
7. Fluorescent light is generally than incandescent light.
8. Of all types, incandescent bulbs probably have the use in

people’s homes.
9. Heat that radiates from incandescent light is than the heat that
comes from fluorescent light.
10. Light from a halogen bulb gives off the amount of heat of all the
bulbs that give off artificial light.
At Home: Find pictures of sources of light. Look in McGraw-Hill Language Arts

magazines, newspapers, or catalogues. Write Grade 5, Unit 4, Adjectives,
56 sentences comparing the different sources of light. pages 270–271 10
Comparing with More and Most
REMEMBER THE RULES
• For most adjectives of two or more syllables, add the words more or most to
form the comparative and superlative.
• Use more to compare two people, places, or things. Use most to compare
more than two people, places, or things.
• Do not use -er or -est when using more or most.
Chinese people eat more grain than meat.
Of all the different grains, rice is most popular.
A. Circle the letter of the correct comparative and superlative forms of the given
adjective.
1. splendid 4. adorable
a. splendider, splendides a. more adorabler, most adorablest
b. more splendid, most splendid b. more adorable, most adorable
2. plentiful 5. graceful
a. more plentiful, most plentiful a. gracefuller, gracefullest
b. more plenty, most plenty b. more graceful, most graceful
3. flexible 6. solid
a. more flexible, most flexible a. more solid, most solid
b. more flexibly, most flexibly b. solider, solidest
B. Write the correct form of the adjective in parentheses.

7. China is one of the (populated) countries in the world.
8. This country is (advanced) than many other East Asian countries.
9. At one time, the emperor was the (powerful)

leader in China.
10. Now, the Communist Party is making major
efforts to make China a (modern)
country.
McGraw-Hill Language Arts At Home: Make up sentences using the correct

Grade 5, Unit 4, Adjectives, comparative and superlative adjectives from Part A. Say
10 pages 272–273 your sentences aloud to a family member. 57
Comparing with Good and Bad
REMEMBER THE RULES
• Use good to describe one noun. Use better to compare two nouns. Use
best to compare more than two nouns.
Kaycie is a good soccer player. She is even better at running track.
Maybe she will discover that her best talent is running long distances!
• Use bad to describe one noun. Use worse to compare two nouns. Use
worst to compare more than two nouns.
The weather is bad today. It was worse yesterday. Tuesday had the
worst weather.
A. Complete the chart with words from the box. Write the words under the
appropriate headings.
good worse worst bad best better
ADJECTIVE COMPARATIVE FORM SUPERLATIVE FORM
1. 2. 3.
4. 5. 6.
B. Choose an adjective from the chart in Part A that will best complete each
sentence. Write the correct form of the adjective on the line.
7. Sara discovered she is at playing the piano than she is at

running.
8. Brandon realized that forgetting to bring matches is one of the

mistakes you can make on a camping trip.
9. Matt thinks he is at dancing than his partner because he always

steps on her feet!
10. Megan knew that she had the grade in the entire English class.
At Home: Write a sentence that tells something McGraw-Hill Language Arts

good or bad you discovered about yourself. Use Grade 5, Unit 4, Adjectives,
58 the sentences above as a model. pages 274–275 10
Combining Sentences: Adjectives
REMEMBER THE RULES
• You can use an adjective to combine two sentences that tell about the
same person, place, or thing. Leave out words that repeat.
nouns adjective
Are you good at finding things? The things were lost.

Are you good at finding lost things?
Write the letter of the sentence that shows how to correctly combine each
sentence pair.
SENTENCE PAIRS COMBINED SENTENCES
1. I have owned my hat for a long time. a. I discovered obvious clues to its
The hat is comfortable. misfortune.
b. I found my disgusting-looking hat.
2. I looked for my hat one day last week. c. Someone had run off with a rusty
The hat was missing. mower!
d. I disgustingly found my hat.
e. I have owned my comfortable hat
3. I found my hat. for a long time.
The hat looked disgusting.
f. I discovered clues to its obvious
misfortune.
4. I discovered clues to its misfortune. g. Someone had run over it with a rusty
The clues were obvious. mower!
h. I missed looking for my hat one day
last week.
5. Someone had run over it with a
mower! The mower was rusty. i. I have owned my hat for a long
comfortable time.
j. I looked for my missing hat one day

last week.
McGraw-Hill Language Arts At Home: Use a sheet of paper to cover the combined
Grade 5, Unit 4, Adjectives, sentences. On a separate sheet of paper, rewrite the
5 pages 276–277 sentence pairs as one sentence. 59
Mechanics and Usage: Abbreviations
REMEMBER THE RULES
• An abbreviation is a shortened form of a word.
Mrs. Mr. Ms. Dr. Sr. Jr. Capt. Gov. Sen. Rev.
Jan. Feb. Mar. Apr. Aug. Sept. Oct. Nov. Dec.
• Most abbreviations begin with a capital letter and end with a period.
Mon. Tues. Wed. Thurs. Fri. Sat. Sun.
Ave. Rd. St. Blvd. Rte. A.M. P.M. P.O. Inc.
A. Rewrite each phrase using the correct abbreviations and punctuation.

1. 7300 Reindeer Avenue
2. Post Office Box 581
3 August 16 1973
4. Doctor Becky McMahon
5. Governor Franklin Belk
B. Rewrite the sentences replacing each underlined word or words with the
appropriate abbreviation.
6. Our class will visit the Discovery Museum on February 9.
7. Mister Harmon, our English teacher, will be one of the chaperones at the Friday
night dance.
8. The trip will precede the Doctor Martin Luther King, Junior, holiday.
9. The bus will leave promptly at 7:00 in the morning.
10. The bus will drop us off at North Market Boulevard.
At Home: Write the address of someone you McGraw-Hill Language Arts

know using as many abbreviations as possible. Grade 5, Unit 4, Adjectives,
60 pages 278–279 10
Mixed Review
REMEMBER THE RULES
• Comparative adjectives compare two nouns or pronouns. Add -er to most
one-syllable adjectives that compare.
The sun is larger than the earth.
• Superlative adjectives compare more than two nouns or pronouns. Add -est
to most one-syllable adjectives that compare.
Of all the planets, Jupiter is the largest.
• Use more or most before some longer adjectives used to compare nouns.
Use more to compare two nouns. Use most to compare more than two nouns.
Stars are more numerous than planets.
Stars are the most numerous of all objects in the universe.
• The words good and bad have special forms: better, best and worse, worst.
Use better and worse to compare two nouns. Use best and worst to
compare more than two nouns.
Night is a better time to see stars than day.
A telescope is the best way to look at stars.
A. Cross out the incorrect adjective to complete each sentence.

1. Galileo is one of the (more, most) famous scientists.
2. He began to study medicine but found mathematics (more, most) interesting.
3. Galileo’s (more, most) valuable discoveries were about astronomy.
4. At first, however, he thought math was (more, most) exciting than astronomy.
5. Then Galileo invented a telescope that was (stronger, strongest) than a spyglass.
B. Write the correct form of the adjective in dark type.

6. good Later, Galileo invented a second telescope that was
than his first one.
7. good One of Galileo’s discoveries was about the moon.

8. good Galileo thought a moving earth was a theory than a
fixed earth.
9. bad Officials thought Galileo’s findings were the ideas.
10. bad Galileo’s eventual arrest was the result of all.
McGraw-Hill Language Arts At Home: Write all the forms of the adjectives good and
Grade 5, Unit 4, Mixed Review, bad.
10 pages 280–281 61
Common Errors: Comparative and Superlative Adjectives
REMEMBER THE RULES
• For most short adjectives, add -er to compare two nouns and -est to
compare more than two nouns.
Mars is smaller than the Earth.
The sun is the largest body in the solar system.
• For long adjectives, use more to compare two nouns and most to compare
more than two nouns.
The Earth’s moon is more massive than the planet Pluto.
Astronomy is one of the most interesting of all the sciences.
A. Underline the correct form of the adjective in parentheses ( ) to complete each

sentence.
1. Pluto is the (smaller, smallest) planet in the solar system.
2. Pluto is also the (more frigid, most frigid) planet circling the sun.
3. Jupiter is the (more massive, most massive) of all the planets in the solar system.
4. The temperatures on Mars are (more extreme, most extreme) than those on Earth.
5. Mercury is the (closer, closest) planet to the sun.
B. Write each sentence. Choose the correct form of the adjective in parentheses.
6. The sun is the (immense) object in the solar system.
7. The sun is much (large) than the planet Jupiter, the largest planet.
8. The sun’s gravitational force is the (strong) in the solar system.

9. The sun is also the (bright) object in the solar system.
10. The sun is (important) to Earth than the moon.
At Home: Choose two or more objects in or around your McGraw-Hill Language Arts
home to compare. Write a paragraph about them. Use at Grade 5, Unit 4, Adjectives,
62 least two comparative and two superlative adjectives. pages 282–283 10
Study Skills: Time Lines and Historical Maps
• An historical map shows information about the past or where past

events took place.
Some Battles of the American Revolution
Maine
Valley Forge New

Hampshire
New
York * Massachusetts
Rhode Island
Concord and
Lexington 1775
* Cahokiá
1778
* Vincennes
1779
• Connecticut
Pennsylvalnia
Maryland
Delaware
* Kaskaskia
1778
Virginia
Cowpens
North
Carolina
* Yorktown 1781
Battles
*
Encampment
•
1781
* South
Carolina
Proclamation Line
of 1763 * Charlestown 1780
Georgia
* Savannah 1778
Study the historical map above and answer the following questions:
1. What is the earliest battle shown on the map?
2. In which colony did this battle take place?
3. Where is Valley Forge located?

4. Which battles took place west of the Proclamation Line of 1763?
5. Did the battles in South Carolina occur earlier or later than those in the west?
McGraw-Hill Language Arts At Home: Find a present-day map of the eastern United States
Grade 5, Unit 4, Study Skills, and compare it with the map on this page. Tell some of the
5 pages 290–291 differences in boundary lines that you notice to a family member. 63
Vocabulary: Synonyms and Antonyms
• A synonym is a word that has the same or almost the same meaning as
another word.
cold — chilly large — big
• An antonym is a word that means the opposite of another word.
cold — hot large — small
A. Choose a synonym from the word box for each underlined word in the
sentences below. Write the synonym on the line.
cold good pal wet dark

halted slowly fast happy stormy
1. I was late, so I dressed quickly.
2. The bus stopped at the corner.
3. It was rainy.
4. I was glad to be riding the bus.
5. My friend had to ride his bike.
B. Choose an antonym from the box for each underlined word in the sentences
below. Write the antonym on the line.
6. The street was dry.
7. The sky was light.
8. The air was warm.
9. I walked quickly into the building.

10. It was going to be a bad day.
At Home: Use three pairs of synonyms and McGraw-Hill Language Arts

antonyms to describe your morning routine. Grade 5, Unit 4, Vocabulary,
64 pages 292–293 10
Composition: Outlining
• Use an outline to help you plan your writing.

• An outline consists of a topic, main ideas, and supporting details.
The title tells the topic.
I. A main idea is labeled by a Roman numeral.
A. A supporting detail is labeled by a capital letter.
B. A supporting detail is labeled by a capital letter.
II. A main idea is labeled by a Roman numeral.
A. A supporting detail is labeled by a capital letter.
B. A supporting detail is labeled by a capital letter.
A. Complete this outline by writing the B. Use this outline to answer the
correct numerals and letters questions below.
in the blank spaces.
Sahara Desert
1.-5. The Works of Isaac Asimov
I. The People
I. Fiction
A. What they wear
A. Novels
B. What they eat
Short stories
C. How they travel
Nonfiction
II. The Land
Science books
A. Dry Climate
Studies of the Bible
B. Geographic features
Studies of Shakespeare
and other writers
6. What is the topic of this outline?
7. What is the first main idea?

8. How many supporting details are there for the first main idea?
9. What is the second main idea?
10. Name one detail that supports the second main idea.
McGraw-Hill Language Arts At Home: Create an outline for some writing you have
Grade 5, Unit 4, Composition Skills, already done. Ask yourself if your ideas were well
10 pages 294–295 organized. 65
Features of Expository Writing
Good expository writing

• introduces the main idea and develops it with facts and supporting details.
• gives important information about a specific topic.
• summarizes information from a variety of different sources.
• uses transition words to connect ideas.
• draws a conclusion based on the facts and information presented.
A. Read and underline the sentence that presents the main idea.
1. Who came first? Vikings sailed to North America from Europe about a thousand
years ago; however, Native Americans arrived by foot many thousands of years
earlier. It is thought that Native Americans crossed a land bridge between Asia and
North America along the coast of Alaska. This bridge of land appeared because the
earth had become so cold. The cold temperatures froze water, dropped ocean levels
dramatically, and exposed land. Therefore, next Columbus Day, remember that the
man who explored for Spain was not the first to step on North American soil.
B. Answer the following questions about the expository paragraph above.

2. What is a detail that supports the paragraph’s main idea?
3. What is another detail that supports the paragraph’s main idea?
4. What transition words are used in the paragraph?

5. What conclusion does the writer draw from the facts presented in the paragraph?
At Home: Make a list of topics you could research for an McGraw-Hill Language Arts
expository composition. Write a few sentences that tell why Grade 5, Unit 4, Expository Writing,
65a the information you would present would be important. pages 302–303 5
Prewrite: Expository Writing
Expository writing is usually in the form of a research report. It provides facts

about a particular topic. The information is presented logically with an introduction,
a body, and a conclusion. An outline is a good way to organize your main ideas
and supporting details.
Brainstorm ideas for a research report. Decide on a topic you want to know
more about. Do some preliminary research and jot down notes. Then fill in the
outline below.
OUTLINE
I.
A.
B.
II.
A.
B.
III.
A.
B.
CHECKLIST
• Do you think your topic will
IV.
be of interest to readers?
• Did you identify the main
A.
points you want to cover?
• Did you group together
B.
similar facts and details?
McGraw-Hill Language Arts At Home: Discuss the research topic you have chosen with
Grade 5, Unit 4, Expository Writing, a family member. Ask if there are any resources at home
pages 304–305 that could help you write a report. 65b
Revise: Expository Writing
A good way to revise your expository writing is to elaborate by providing more

information about key people and events. To help your readers understand the
information, you may need to add some transition words, such as yet, in fact, for
example, fortunately, meanwhile.
Revise the following report by adding a main idea to the second paragraph. Use
transition words to connect ideas. Then rewrite the report on a separate sheet of
paper.
Sacajawea, Brave American

If you ever visit Washington Park in Portland, Oregon, you will see a statue of
Sacajawea, a Shoshone Native American woman. Sacajawea accompanied
Lewis and Clark on their search for a waterway to the Pacific Ocean.
When Sacajawea was just a girl, she was stolen from her tribe and sold as a
slave to another tribe, the Mandans. They, in turn, sold her to a French trapper
named Toussaint Charbonneau. Lewis and Clark hired him as an interpreter
and guide for their trip west. Sacajawea and her baby went along.
Sacajewea proved how valuable she was. One day the group met up with
a Shonshone band led by her brother. Sacajewa was able to get food, horses,
and guides. The party continued on their journey.
Her resourcefulness didn’t stop with supply-gathering. When the group’s

boat capsized, Sacajewa saved the supplies. So when we study American
history, I hope you will always remember the contributions of Sacajawea, the
brave young Native American.

At Home: Look in your local library for a book on McGraw-Hill Language Arts
Sacajawea. Write a paragraph about her bravery. Grade 5, Unit 4, Expository Writing,
65c pages 310–311
Proofread: Expository Writing
After you revise your expository writing, you will need

PROOFREADING to proofread it to correct any mistakes in mechanics,
new paragraph
A. Read the following excerpt from a report. Check for
∧ add
capitalization, correct punctuation, and spelling
take out mistakes. Use the proofreading marks from the box
to mark any errors you find.
Make a
capital letter. Gymnastics: Learning the Basics
Make a
small letter. If you want to be a gymnast, you have to conquer
sp Check the the balance beam? When you’re first learning. You
spelling.
have to take things slowly and advance from one
. Add a period.
level of difficulty to the next.
A new gymnast begins exercises on the floor. Proper body posture is
important. The head should be held up. Eyes should stay focus on the end of
the beam. A gymnast should never look down. Shoulders should be down and
back. Arms shuold be graceful. Arms should not be straight like a board. The
stomach should be tucked in and the body line should be straight without a
slump. A gymnast should be able to feel the beam through the soles of the
feet.
Gymnasts start their execises by walking toe to heel across the beam. Next,
they walk on their toes. Then they walk sideways.
If you fall in love with gymnastics maybe you can follow in the footsteps of
two olympians like Kerri Strug and Dominique moceanu.
B. Use the corrections you marked to rewrite the paragraphs on another piece
of paper.
McGraw-Hill Language Arts At Home: Start an exercise program with a family member.
Grade 5, Unit 4, Expository Writing, Write a paragraph stating what you are doing. Then
10 pages 314–315 proofread your work. 65d
Pronouns
REMEMBER THE RULES

• A pronoun is a word that takes the place of one or more nouns. A pronoun
can be singular or plural.
• A pronoun must match the noun to which it refers.
Nancy went to an outdoor band concert with her friend.
They liked the music.
A. Circle singular or plural to identify the form of the underlined pronoun.

1. Nancy asked Mady to go with her to the band concert. singular plural
2. Nancy’s Uncle Henry said it would be a good concert. singular plural
3. Uncle Henry had two tickets for them. singular plural
4. He would be playing drums in the band. singular plural
5. Nancy and Mady saw Uncle Henry and waved at him. singular plural
6. Uncle Henry gave them a newspaper to read before singular plural

the concert.
7. Suddenly a light rain fell, and they had a problem. singular plural
8. Nancy had brought an umbrella but had left it on the bus. singular plural
9. Then she thought of a way to solve the problem. singular plural
10. Nancy took the newspaper pages and folded them singular plural
into hats!
B. Write the correct pronoun to complete each sentence.

11. After the concert, Nancy saw Uncle Henry and showed the hats.
12. thought Nancy’s newspaper rain hats were very clever.
13. Nancy said that gave newspaper to other people without

umbrellas.
14. Nancy and Mady showed how to make the hats.
15. Then all put on the hats and laughed at their pointed heads.
McGraw-Hill Language Arts At Home: Find four pictures of people in magazines and
Grade 5, Unit 5, Pronouns write captions for them. Use a different singular or plural
15 pages 340–341 pronoun in each caption. 66
Subject Pronouns
REMEMBER THE RULES
• A subject pronoun takes the place of a noun or nouns in the subject of a
sentence.
James and John are brothers.
They are brothers.
A. Write the subject pronoun in each sentence.

1. My brother and I share a bedroom.
2. It is a very crowded room.
3. We have a big collection of rocks of different sizes.
4. They are spilling out of boxes on the floor.
5. James and I talked about what to do.
6. He came up with a great idea.
7. It would be an easy way to display our rocks and shells.
8. We told Mom about our idea.
9. She found some cans of paint in the basement.
10. We also found an old ladder in the basement.
B. Underline the subject of each sentence. Circle the subject pronoun that can
replace it.
11. James and I carried the ladder outside to the patio. He We
12. Mom brought the paint and some brushes. I She
13. The paint needed to be opened and stirred. They It
14. The color was bright green. It I
15. The brushes needed to be washed and dried. It They
16. James covered the ground with newspapers. We He

17. James and I started to paint the ladder. We I
18. Mom said the paint would dry in a few days. She It
19. Dad put the ladder in our room a few days later. They He
20. Our rocks now sit on the rungs of the ladder. It They
At Home: Underline the subject pronouns in a McGraw-Hill Language Arts

newspaper or magazine article. Above each Grade 5, Unit 5, Pronouns
67 pronoun, write the noun it replaces. pages 342–343 20
Object Pronouns
REMEMBER THE RULES
• An object pronoun is used as the object of an action verb or after words
such as to, for, with, in, or at.
Julia gave me a painting.
↑
used as object of verb gave
I bought a frame for it.
↑
used after word for
A. Write the object pronoun in each sentence.

1. Julia showed me six beautiful pictures.
2. All of them were landscapes.
3. A friend gave her the one of the
Rocky Mountains.
4. I liked it most of all.
5. Hector noticed us looking at the pictures.
B. Circle the incorrect pronoun in each sentence.

Then rewrite each sentence with the correct object pronoun.
6. Hector told she to arrange the pictures on the floor first.
7. She laughed and thanked he for such a good idea.
8. Julia tried one arrangement, and then she showed we.

9. Then she rearranged the pictures and was ready to hang they.
10. Hector helped I put the pictures on the wall.
McGraw-Hill Language Arts At Home: Write four sentences about friends who have
Grade 5, Unit 5, Pronouns helped you solve a problem. Underline the object pronoun
10 pages 344–345 in each sentence. 68
Mechanics and Usage: Colons and Hyphens
REMEMBER THE RULES
• A hyphen is used to divide a word at the end of a line and to join the parts of
a compound word. sister-in-law
• A colon separates hours and minutes in time. 11:00 A.M.
• A colon is used after the greeting of a business letter. Dear Sir or Madam:
A. Circle the word in each sentence that contains a hyphen or a colon.

1. Randy, Loretta, and Chris decided to put together a jigsaw puz-
zle.
2. The puzzle was a picture of a grown-up cat licking its paws.
3. Loretta’s great-grandfather gave her the puzzle for her birthday.
4. He used to own a very successful air-conditioning business.
5. The three friends wondered how long it would take them to com-
plete the puzzle.
6. They saw that it was 1:10 when they started the puzzle.
7. All the able-bodied players predicted the time they would finish.
8. Randy and Chris guessed it would be about 4:30.
9. Loretta thought they would finish around 5:00.
10. When they finished only two hours later, all of them were very sur-
prised.
B. Find the word in each sentence that needs a hyphen or a colon. Write an insert
mark (^) and add a hyphen or a colon where it belongs in the word.
11. Randy, Loretta, and Chris liked the puzzle, but there was one prob
lem with it.
12. This was a new puzzle, and there was one blue green piece missing
from it.
13. Then Loretta traced the shape of the missing piece on a sheet of card
board, cut it out, and put it in the puzzle.
14. At 6 30 the next morning, Randy wrote a letter to the president of
the puzzle company.
15. He wrote Dear Sir for the greeting of his letter.
At Home: Look for hyphens in a book. List four McGraw-Hill Language Arts
words that are divided at the end of lines with Grade 5, Unit 5, Pronouns
69 hyphens and two compound words that use hyphens. pages 346–347 15
Mixed Review
REMEMBER THE RULES
• A subject pronoun replaces a noun or nouns in the subject of a sentence.
Ms. Lenska is our math teacher. She is our math teacher.
• An object pronoun replaces a noun or nouns after an action verb, or after
words such as to, for, with, in, or at.
We solved a problem for Ms. Lenska. We solved a problem for her.
• Use a hyphen to show the division of a word at the end of a line or to join
the parts of some compound words.
Sometimes the make-a-table strategy helps stu-
dents solve a math problem.
• Use a colon to separate the hour and the minute in the time of day. 10:15
A. Circle the pronoun in each sentence. Then identify the type of pronoun it is by
writing subject pronoun or object pronoun.
1. A group of us decided to solve a math problem together.
2. We wanted to solve the problem in several different ways.
3. It was a problem about five crates of egg cartons.
4. Walter drew a picture and counted to solve it.
5. Monica found cubes and used them to find a solution.
6. Les used mental math and told me about his work.
B. Underline words needing a hyphen or a colon. Write the words correctly.
7. Our group finished solving the problem at 1120.
8. We have twenty two children in our group.

9. June thought the guess and check strategy might work.
10. June had a two step problem.
McGraw-Hill Language Arts At Home: Rewrite the sentences above replacing other
Grade 5, Unit 4, Mixed Review, nouns with subject and object pronouns.
10 pages 348–349 70
Pronoun-Verb Agreement
REMEMBER THE RULES
• Subject pronouns and verbs must agree.
• Add -s or -es to most verbs when you use the subject pronouns he, she, and it.
He enjoys fresh vegetables.
• Do not add -s or -es to a verb in the present tense when you use the subject
pronouns I, we, you, and they.
We enjoy fresh vegetables, too.
A. Circle the correct form of the verb to complete each sentence.

1. Every summer, my father and I tomatoes. plant plants
2. He tomato plants in deep pots filled with rich soil. put puts
3. I the small plants water almost every day. give gives
4. Soon they very big and tall. grow grows
5. He me how to tie the plants to a stake. show shows
6. Each day, my little sister and I at the plants. look looks
7. She to small green tomatoes on several of point points
the plants.
8. It a few weeks for them to grow big and turn red. take takes
9. Dad and I when to pick the ripe tomatoes. decide decides
10. Sometimes, we half-eaten tomatoes! find finds
B. Circle the rule you should follow to use the correct present-tense form of the
verb in dark type. Then write the correct form of the verb in the blank space.
11. Dad, my sister, and I for the Add s. Do not add s.
animal. look
12. He the guilty chipmunk first. see Add s. Do not add s.

13. It our tomatoes with great Add s Do not add s.
pleasure. eat
14. My father and I our problem Add s. Do not add s.
quickly. solve
15. We all the tomatoes. pick Add s. Do not add s.
At Home: Write a paragraph about a family’s McGraw-Hill Language Arts

experience with an animal. Use present-tense verbs Grade 5, Unit 5, Pronouns
71 and the subject pronouns he, she, it, I, we, and they. pages 350–351 15
Combining Sentences: Subject and Object Pronouns
REMEMBER THE RULES
• You can combine two sentences that have pronouns to form compound
subjects and compound objects.
• A compound subject can have two pronouns with the same predicate.
Subject pronouns and verbs must agree.
She thinks guinea pigs are cute. I think guinea pigs are cute.
She and I think guinea pigs are cute.
↑
compound subject
A. Underline the compound subject pronouns or compound object

pronouns in each sentence.
1. You and I speak to a group of students about pet guinea pigs.
2. Two students have questions for you and me .
3. She and he want to know what things to buy.
4. Josh gives a list of supplies to her and him .
5. The boy asks you and me about costs.
B. Circle the pronouns in each pair of sentences. Then use the

pronouns to complete the compound subject or compound
object in the new sentence. Remember to change the verb
form if needed.
6. He smiles at my guinea pig. I smile at my guinea pig.
at my guinea pig.
7. She thanks us for the information. He thanks us for the information.
us for the information.
8. We invite her to call us for help. We invite him to call us for help.
We to call us for help.

9. Other students ask you for the number. Other students ask me for the number.
Other students for the number.
10. You love to learn about them. I love to learn about them.
to learn about them.
McGraw-Hill Language Arts At Home: Write four sentences about something you and
Grade 5, Unit 5, Pronouns classmates do together. Use compound subject pronouns in two
10 pages 352–353 sentences. Use compound object pronouns in two sentences. 72
Possessive Pronouns
REMEMBER THE RULES
• Possessive pronouns show who or what owns something.
• Possessive pronouns can come before nouns or can stand alone.
Bonnie Lou and Michael Lee are my classmates.
Bonnie Lou is a friend of mine.
A. Circle the correct possessive pronoun to complete each sentence.
1. Bonnie Lou wanted to be president of class. our ours
2. She asked four of us to help with campaign. her hers
3. Of course, we thought the best candidate was . our ours
4. first plan was to get the voters’ attention. Her Hers
5. Bonnie Lou said, “Please tell me ideas.” your yours
6. The idea that Bonnie Lou liked best was . my mine
7. I suggested that slogan should be “Bonnie Lou, her hers

Right for You.”
B. Complete each sentence with the correct form of the possessive pronoun
described in parentheses.
8. Bonnie Lou’s opponent, Michael Lee, also had team of helpers. (the
one that belongs to him)
9. slogan was “Vote for Me, Michael Lee.” (the one that belongs to them)
10. The name we wanted voters to see the most was . (the one that
belongs to her)
11. We put posters in every hall in the school. (the ones that belong to us)
12. Sometimes we put a poster next to . (the one that belongs to them)
13. Then sometimes they put a poster next to . (the one that belong to us)
14. It was idea to make Bonnie Lou stickers. (the one that belongs to me)
15. Bonnie Lou will give speech tomorrow. (the one that belongs to her)
At Home: Use five possessive pronouns to write McGraw-Hill Language Arts

sentences about how you would get elected class Grade 5, Unit 5, Pronouns
73 president. pages 354–355 15
Mechanics and Usage: Contractions—Pronoun and Verb
REMEMBER THE RULES
• A contraction can be a shortened form of a pronoun and a verb.
• An apostrophe is used in place of the letter or letters that have been left out
of a contraction.
can not can’t
• Some possessive pronouns sound the same as pronoun-verb contractions,
but they are spelled differently and have different meanings.
Possessive Pronoun: their
Contraction: they’re
A. Underline the contraction in each sentence. Then write the pronoun and verb
that make up the contraction.
1. I’m trying a new way to remember certain facts.
2. I think it’s a good solution to my problem.
3. My friends said they’re coming to my house today.
4. We’re going to practice remembering things.
5. To make the method work, you’re supposed to use word clues.
6. Cora says she’s always learning new clues from Gabriel.
B. Choose a contraction or possessive pronoun from the box to complete each

sentence.
I’m its it’s their they’re your you’re
7. My friends mentioned that using spelling clues.

8. Maybe familiar with some of the spelling clues.
9. easy to remember how to spell niece.
10. beginning letters are ni as in the word nice. To

remember, say “a niece is nice.”
McGraw-Hill Language Arts At Home: See how many pronoun-verb contractions you
Grade 5, Unit 5, Pronouns can find in a newspaper or magazine interview. Write the
10 pages 356–357 pronoun and verb that make up each contraction. 74
Mixed Review
REMEMBER THE RULES
• Combine two sentences that have pronouns to form compound pronoun
subjects and objects.
You like horses. They like horses. You and they like horses.
I have a gift for you. I have a gift for them. I have a gift for you and them.
• An apostrophe takes the place of the letter or letters that have been left out
of a contraction.
It is a gift from Ann and Mark. It’s a gift from Ann and Mark.
• A possessive pronoun shows who or what owns something. Possessive
pronouns never have an apostrophe.
Take the gift out of its box.
A. Combine pronouns in each pair of sentences to form a compound subject or a

compound object. Write the new sentence.
1. He took a trip to see Ann and Mark. I took a trip to see Ann and Mark.
2. It was fun to visit with her. It was fun to visit with him.
3. He talked about horses. She talked about horses.
B. Underline the possessive pronoun or contraction in each sentence. Then circle

possessive pronoun or contraction to identify which it is.
4. We have a problem with their gifts. possessive pronoun contraction
5. They’re made of glass and are fragile. possessive pronoun contraction
6. We know they’re too heavy to mail or carry. possessive pronoun contraction

7. It’s not possible to carry them in suitcases. possessive pronoun contraction
8. “You can mail your clothes home,” said Mark. possessive pronoun contraction
9. Ann says, “You’re a good problem solver.” possessive pronoun contraction
10. What would your solution to the problem be? possessive pronoun contraction
At Home: For each contraction in sentences 5-10, McGraw-Hill Language Arts

write the two words from which the contraction is Grade 5, Unit 5, Mixed Review,
75 formed. pages 358–359 10
Common Errors: Pronouns
REMEMBER THE RULES
• Use a subject pronoun (I, you, he, she, it , we, and they) as the subject of
a sentence.
We enjoy visiting National Parks.
• Use an object pronoun (me, you, him, her, it, us, and them) after an action
verb or after words such as for, at, of, with, or to.
My family plans vacations to see them.
• An apostrophe shows where a letter or letters have been left out of a
contraction. Possessive pronouns do not have apostrophes.
Every park we visited had been its own reward.
A. Circle the correct subject pronoun, object pronoun, or possessive pronoun

in parentheses.
1. (I, Me) enjoy visiting Yosemite National Park.
2. The Sierra Nevada Mountains has (it’s, its) special beauty.
3. (They, Them) are located in east-central California.
4. Seven hundred miles of trails make experiencing (it’s, its) landscape easy.
5. Most of (they, them) lead to the High Sierra.
B. Write each sentence. Use a subject pronoun, an object pronoun, or a

possessive pronoun in place of the underlined word or words.
6. California’s Yosemite National Park is one of the most spectacular in the world.
7. John Muir, a naturalist, first saw the park in the 1860s.
8. John Muir helped get Congress to make it a national park in 1890.

9. My mother bought a book of photographs of the park.
10. Next year, my family and I will look for some of the sights shown in the book.
McGraw-Hill Language Arts At Home: Write a paragraph about a place you have visited
Grade 5, Unit 5, Pronouns, with family or friends. Include subject, object, and
10 pages 360–361 possessive pronouns. 76
Name Date Practice 1.1
77
Study Skills: Use a Dictionary
• A dictionary gives word meanings, pronunciation, and parts of speech

for each entry word. Words are listed in alphabetical order. Guide words at
the top of the page show the first and last entry words on the page.
bloat/blond
bloat To become too full or swollen; swell: Eating too much bloated his stomach. bloat
(blot) verb, bloated, bloating.
blob A drop or small lump of something soft: I got a blob of paint on my blouse. blob
(blöb) noun, plural blobs.
block 1. A piece of something hard and solid: The building was built with blocks of stone.
2. An area in a town or city with four streets around it: I walked my dog around the block.
3. The length of one side of a block in a town or city: I live two blocks from school. 4. A
number of things that are alike: The teacher bought a block of foreign stamps to show
his class. 5. Anything that stops or obstructs something else: The fallen tree was a block
to highway traffic. 6. A pulley in a frame. Noun.
• To get in the way of; obstruct: Max's bicycle blocked the sidewalk. Verb.
block (blök) noun, plural blocks; verb, blocked, blocking.
Use the dictionary excerpt above to answer the questions. Write your answers.
1. If the entire page were shown, what would the last entry word be?
2. Could the word blood be on this page? How can you tell?
3. How many definitions are shown for the noun block?

4. In the following sentence, is block a noun or a verb?
After the storm, a large tree blocked our driveway.
5. Which definition of block is used in the following sentence?
My little brother made a tower of blocks.
At Home: With a parent, see how many meanings McGraw-Hill Language Arts
you can think of for a word, such as catch or run. Grade 5, Unit 5, Study Skills,
77 Then look it up in the dictionary to check your work. pages 368–369 5
Vocabulary: Word Choice
• Choose vivid verbs and vivid adjectives to make your writing clearer and
more exciting.
The big house was on a hill.
The rambling house was perched on a hill.
A. Circle the vivid adjective or verb to finish each sentence below.

1. Mark lives in a (big, gigantic) house.
2. It has an (ancient, old) tree in the yard.
3. An old tire swing (hangs, dangles) from a high branch.
4. The swing is held by a (thick, big) rope.
5. You can (clutch, hold) the rope and swing out over
the creek.
6. The creek (goes, meanders) through the field.
7. The creek (runs, bubbles) under a
(rickety, broken-down) bridge.
8. The water (is, feels) (cold, frigid).
9. Ducks (swoop, fly) along the surface of the water,
(looking, searching) for a landing site.
10. We swing over the water on the tire,
(yelling, squealing) with delight.
B. Think of two vivid words for each adjective or verb below. Write your ideas on
the lines.
11. shy
12. comfortable
13. sweet
14. run
15. laugh
McGraw-Hill Language Arts At Home: Where do you like to play? Write a description of
Grade 5, Unit 5, Vocabulary, a favorite spot, using vivid verbs and adjectives.
15 pages 370–371 78
Composition: Writing a Description
• A good written description uses vivid language and sensory details to

create a clear picture of something or someone.
Wispy gray clouds skid silently across the evening sky like owls on the prowl.
A. Match each item below to a sensory detail. Write the letter of detail on the line.
1. the sun a. buzzing and moving
2. a crowd of people b. wheezing and gasping
3. footsteps on gravel c. cozy and drowsy
4. the brakes on the bus d. warm and round
5. a rainy afternoon e. crunch and munch
B. Use vivid language and sensory details to write a descriptive sentence that will create
a clear picture for each item below.
6. a big, old house
7. a fresh-baked apple pie
8. brand new shoes
9. a windy day
10. diving into cold water
At Home: What is your dream house like? Write a McGraw-Hill Language Arts
description, using vivid language and sensory Grade 5, Unit 5, Composition Skills,
79 details. pages 372–373 10
Features of Writing That Compares
Writing that compares

• explains how two topics are similar.
• explains how two topics are different.
• uses logical organization to arrange facts and details.
• uses words of comparison and contrast.
A. Read the paragraph. Then, copy the Venn diagram on a separate sheet of paper.
Make it large.
Students who are interested in playing basketball or tennis should consider the
skills they need to do well in each of these sports. Both basketball and tennis players
need good hand-eye coordination. Like all successful athletes, basketball and tennis
players should enjoy competition. Basketball players often prefer playing on a team.
However, tennis players usually prefer competing on their own. In the case of
basketball players, those who want to play this sport benefit if they can jump high.
Unlike basketball, the sport of tennis does not demand high jumping as a basic skill.
B. Use the information from the

paragraph to answer the
questions and complete the
Venn diagram. Write your
answers in the spaces on
your Venn diagram.
1. Write the two topics being compared and contrasted.
2. What is a skill that a basketball player has that a tennis player does not need?
3. How does a basketball player compete compared to a tennis player?

4. What is a skill that both a basketball and tennis player need?
5. What does both a basketball and tennis player enjoy?
McGraw-Hill Language Arts At Home: Think of another contrast between the skills that
Grade 5, Unit 5, Writing That Compares, basketball and tennis players need in order to succeed.
5 pages 380–381 Add them to the chart. 79a
Prewrite: Writing That Compares
Writing that compares shows how two people, places, things, or ideas are alike
and how they are different. When writing a comparison, writers sort, or classify their
information. Use a chart or diagram to classify information.
A Venn diagram is a good tool to use when planning comparison writing. After you
brainstorm some ideas about what you want to compare, list similarities and
differences on the chart.
COMPARE AND CONTRAST CHART
CHECKLIST
• Did you think about your purpose and audience?
• Did you list similarities and differences?
• Do you need to do research to add to the chart?
At Home: Compare two chairs or two tables in your home. McGraw-Hill Language Arts
List their similarities and differences. Ask a family member Grade 5, Unit 5, Writing That Compares,
79b to do the same. Then, together, compare both of your lists. pages 382–383
Revise: Writing That Compares
One way to revise writing that compares is
to elaborate. You may need to add more
details about an object or some traits about
a person you had not included earlier.
Comparison-and-contrast words, such as in
addition, unlike, similarly, on the one hand,
can help make your writing clearer.
Sara began a comparison of the two clocks found in her home. Read
what she has written. Then revise her writing below or on another
piece of paper by adding more information and details and some
comparison-and-contrast words.
We have two clocks in our home. They are different in many
ways and alike in some ways. First of all, they both tell time, but
the grandfather clock sits in our living room. The teapot clock is
over the stove in our kitchen. The grandfather clock needs to be
wound up every night. The teapot clock runs on two double-A
batteries. The grandfather clock is made of wood and decorated
with curlicues and swirls. The teapot . . .
McGraw-Hill Language Arts At Home: Write a comparison of two clocks or two rooms
Grade 5, Unit 5, Writing That Compares, in your home. Then revise your writing by adding more
pages 388–389 details. 79c
Proofread: Writing That Compares
After you revise your comparison, you will need to
PROOFREADING proofread to correct any mistakes in mechanics,
new paragraph
∧ add Read the following comparison. Proofread to correct
punctuation and grammar mistakes. Double-check
take out pronouns to make sure they are used correctly. Watch
Make a for possessive pronouns and pronoun-verb
capital letter. contractions. Use a dictionary to help check spelling.
Make a Use the proofreading marks from the box.
small letter.
sp Check the
spelling.
. Add a period.
My twin cousins
I have identical twin cousins, Joe and John. They look exactly
alike except that Joe has a tiny birthmark under his chin. Unless
you look very closely, youd miss it. Both have straight, dark brown
hair, but now Joes is longer because he wants to grow a ponytale.
The twins like many of the same things. They both play baseball
and are on Little League teams. Joe is a catcher and John is a
second baseman. The twins also enjoy music, from jazz to rock to
hip-hop. Joe plays the giuitar, and John plays the piano.
Theyre both good guys, but Joe is a bit more outgoing than
John. John is specially shy in front of strangers. Joe, however,
will casually saunter up to someone and say, “Hi. Im Joe.” Joe is
the one who would take a lead in the school play. John would
rather work the lights or curtens. John told I he wants to be a
doctor when he grows up. Joe prefers computers.
B. On a separate sheet of paper, rewrite the paragraphs with your corrections.
At Home: Look up the word saunter in a McGraw-Hill Language Arts

dictionary and a thesaurus. Use saunter and three Grade 5, Unit 5, Writing That Compares,
79d of its synonyms in separate sentences. pages 392–393 10
Adverbs
REMEMBER THE RULES
• An adverb is a word that tells more about a verb.
• An adverb tells how, when, or where an action takes place.
My dog suddenly hurt his paw. (tells when)
I quickly took my dog to Hillside Animal Hospital. (tells how)
My aunt works there. (tells where)
A. Underline the adverb in each sentence. Draw an arrow from the adverb to the
verb it describes.
1. A friend unexpectedly invited my aunt to an animal shelter.
2. My busy aunt reluctantly said, “yes.”
3. My aunt always dreamed of a career in nursing.
4. After the experience at the shelter, she quickly changed

her mind.
5. She decided definitely on a career with animals.
6. She worked hard in college and in veterinarian school.
7. My aunt now practices veterinary medicine in my town.
8. Yesterday I went to the animal hospital.
9. My aunt gently handles sick animals.
10. She spoke quietly to each one.
B. Circle the adverb in each sentence. Then circle how, when, or where to tell
what question the adverb answers.
11. Veterinarians often give shots to cats and dogs. how when where
12. They frequently treat dogs and cats for fleas. how when where
13. Some veterinarians eagerly care for large animals. how when where
14. Veterinarians thoroughly examine a sick or injured how when where
animal.
15. Veterinarians are there twenty-four hours a day. how when where
McGraw-Hill Language Arts At Home: List the adverbs from sentences 1-10. Then
Grade 5, Unit 6, Adverbs, write how, when, or where next to each adverb to tell
15 pages 416–417 what question the adverb answers. 80
Adverbs Before Adjectives and Adverbs
REMEMBER THE RULES
• Adverbs tell more about adjectives and other adverbs.
Benjamin Franklin was a very important statesman. (Very tells about
the adjective important.)
Benjamin Franklin traveled to other countries quite often. (Quite tells
about the adverb often.)
A. Draw an arrow from each underlined adjective or adverb to the adverb that tells
more about it.
1. Benjamin Franklin was quite successful at an early age in Boston.
2. At age 15, he wrote a series of unusually noteworthy newspaper articles.
3. These articles for his brother’s newspaper were extremely popular.
4. In a few years, Benjamin found it too difficult to work for his brother.
5. He decided fairly quickly to leave Boston and settle in Philadelphia.
6. Benjamin Franklin’s move to Philadelphia very definitely changed

his life.
7. In Philadelphia, Benjamin made so many friends.
8. One really important friend was the governor of Pennsylvania.
9. Somewhat cautiously, Benjamin went to London at the governor’s suggestion.
10. In London, he became a truly outstanding person in the field of publishing.
B. Circle the word that tells what the underlined adverb describes.
11. Benjamin Franklin returned to Philadelphia and adjective adverb
bought an especially boring newspaper.
12. He very soon changed it into a lively paper. adjective adverb
13. In Philadelphia, Benjamin was almost always adjective adverb

involved in public work.
14. His quite extraordinary contributions included adjective adverb
helping to establish a public library.
15. Franklin also contributed to the terribly important adjective adverb
task of creating the U. S. Constitution.
At Home: Choose five adverbs from this page. McGraw-Hill Language Arts
Write a sentence using each one. Grade 5, Unit 6, Adverbs,
81 pages 418–419 15
Comparing with Adverbs
REMEMBER THE RULES
• Adverbs that compare two actions use -er or more.
• Adverbs that compare three or more actions use -est or most.
• Don’t combine both -er and more or -est and most.
Kate plays basketball more expertly than her friend Cheryl. (compares
two actions)
Of her four friends, Kate plays the most expertly. (compares three or
more actions)
A. In each sentence, circle the adverb that compares. Then circle the number of
actions the adverb compares.
1. Of all the girls in her class, Kate learned two actions three or more actions
sports the easiest.
2. She played basketball and soccer more two actions three or more actions
skillfully than her older brother and sister.
3. Kate decided to focus more seriously on two actions three or more actions
basketball than soccer.
4. She practiced the longest of any player on two actions three or more actions
the school’s basketball team.
5. As a result, she scored points more often two actions three or more actions
this year than last year.
B. Choose the correct comparative or superlative adverb in dark type to complete

each sentence. Write it on the line.
6. Of all Kate’s fans, her family cheers at games.
more loudly most loudly
7. Kate’s team made free throws than the other team.
more frequently most frequently
8. Of all the players, Kate moved the ball down the floor .
faster fastest
9. Of the two basketball teams, Kate’s team played .
harder hardest
10. Kate yelled during the game than her coach did.
more excitedly most excitedly
McGraw-Hill Language Arts At Home: Write two sentences comparing two actions.
Grade 5, Unit 6, Adverbs, Then write two sentences comparing three or more
10 pages 420–421 actions. 82
Negatives
REMEMBER THE RULES
• A negative is a word that means “no” or “not.”
• Use only one negative in a sentence.
Incorrect: There weren’t no bandages in the hospital.
Correct: There weren’t any bandages in the hospital.
Correct: There were no bandages in the hospital.
A. Put a check mark in front of sentences that have a negative. Circle the negative.
1. Florence Nightingale decided at age 16 that she wanted to help people.
2. She didn’t know then exactly what she would do.
3. When she became an adult, she did not forget her goal.
4. Florence decided she wanted to work in a hospital.
5. Florence’s mother couldn’t understand this decision.
6. Hospitals then were no place for a young woman like Florence.
7. Nothing would stop Florence from leaving home to study nursing.
8. During a war in 1854, Florence was asked to care for wounded soldiers.
9. She was upset that the hospital had no cots or medical supplies.
10. No one was taking care of the sick and injured men.
B. Underline the two negatives in each sentence. Then rewrite the sentence
correctly, using only one negative.
11. Florence wrote angry letters explaining that there weren’t no supplies.
12. She was also angry that people hadn’t done nothing to clean up the hospital.
13. Florence would not accept no unclean conditions.

14. No one did no more than she to introduce the world to skilled nursing.
15. England held celebrations to honor her, but she didn’t go to none of them.
At Home: Find four sentences that contain McGraw-Hill Language Arts

negatives in a story. Copy the sentences and Grade 5, Unit 6, Adverbs,
83 underline the negatives. pages 422–423 15
Mechanics and Usage: Punctuation in Dialogue
REMEMBER THE RULES
• Quotation marks enclose a person’s exact words.
• A comma or commas separate a phrase, such as she said, from the
quotation itself.
• A comma or a period goes inside closing quotation marks.
• A question mark or an exclamation mark goes inside the quotation marks
when it is part of the quotation.
• A question mark or an exclamation mark goes outside the quotation marks
when it is part of the entire sentence but not part of the quotation.
• A new paragraph is used for each new person who speaks.
Ben said, “You dance very well.” (period inside quotation marks)
Jasper exclaimed, “I love to dance!” (exclamation mark inside quotation
marks)
Kelly asked, “Where did you learn to dance?” (question mark inside
quotation marks)
A. Underline the direct quotation and punctuate each sentence.

1. Jasper announced, I’m going to be a dancer when I grow up.
2. Are you taking dance lessons now? asked Kelly.
3. Jasper replied, I have a dance class every day.
4. I want to dance in musical shows, Jasper explained.

5. I think that would be exciting! Ben exclaimed.
B. Add capital letters and punctuation marks to the following sentences.
6. this show is great Ben yelled.

7. Kelly cried i love Jasper’s dancing!
8. Ben remarked he moves just like my dog.
9. does your dog play with a plastic disk Kelly asked.
10. Ben nodded and said he catches it just like Jasper.
McGraw-Hill Language Arts At Home: Write four sentences of your own as a dialogue.
Grade 5, Unit 6, Adverbs, Then ask a parent or an older brother or sister to read the
10 pages 424–425 dialogue with you. 84
Mixed Review
REMEMBER THE RULES
• An adverb tells how, when, or where an action takes place.
She plays the violin beautifully. (tells how) She plays often. (tells when)
She plays nearby. (tells where)
• An adverb can tell more about an adjective or another adverb.
Her violin is quite old. She handles it very carefully.
adverb adjective adverb another adverb

• A negative is a word that means no or not. Use only one negative in a
statement. No one had ever heard her play.
A. Circle the adverb in each sentence. Then draw an arrow from the adverb to the
verb, adjective, or other adverb it tells more about.
1. A young girl had always dreamed of becoming a musician.
2. She took violin lessons and practiced regularly.
3. One day, she had a very serious accident.
4. As a result of the accident, one hand was badly injured.
5. Continuing violin lessons seemed most unlikely.
6. The girl, however, decided positively not to give up her dream.
7. She worked extremely hard to strengthen her injured hand.
8. The young girl started violin lessons again.
9. Eventually she became a professional violinist.
10. The young woman now performs with an orchestra in my city.
11. My friends and I go to her concerts quite often.
B. Underline and correct the double negatives. Cross out words and write new
words.
12. Her family doesn’t miss none of her concerts.
13. The girl hadn’t no thought of giving up.
14. There wasn’t nothing else she wanted to do.
15. No decision was never more important.
At Home: For sentences 1-6, write verb, adjective, McGraw-Hill Language Arts
or adverb to identify the kind of word the circled Grade 5, Unit 6, Mixed Review,
85 adverb describes. pages 426–427 15
Prepositions
REMEMBER THE RULES
• A preposition relates a noun or pronoun to another word in a sentence.
Abraham Lincoln was President during the Civil War.
A. Find the preposition in each sentence and write it in the box.

1. When he was a young man, Abraham Lincoln lived in Illinois.
2. There he was elected to the state legislature.
3. Later he became a lawyer and practiced law for a while.
4. After several years, Lincoln left politics.
5. Soon Abraham Lincoln went back into politics.
6. He was a U.S. Senate candidate against Stephen Douglas.
7. Lincoln’s life was changed by this decision.
8. There were several debates between Lincoln and Douglas.
9. From the debates, Abraham Lincoln got national attention.
10. His ideas about slavery attracted the Republican party.
B. Choose a preposition from the box below to complete each

sentence. Write the letter of the preposition on the line.
11. Lincoln became the Republican candidate U.S.

President in 1860.
12. Abraham Lincoln became President March 4, 1861.

a. at
13. He impressed the American people his speeches.
b. during
14. His speech Gettysburg became famous. c. for
d. on
15. his presidency, Lincoln declared slavery unlawful. e. with
McGraw-Hill Language Arts At Home: Choose four prepositions and use each one in a
Grade 5, Unit 6, Adverbs, written sentence.
15 pages 428–429 86
Prepositional Phrases
REMEMBER THE RULES
• A prepositional phrase begins with a preposition and ends with a noun or
pronoun.
• The object of the preposition is the noun or pronoun after the preposition.
Chang skated across the ice. (prepositional phrase)
preposition object of preposition
A. Circle the prepositional phrase in each sentence.

1. A young boy was frail and small for his age.
2. His parents thought working at a sport would make him stronger.
3. The boy and his parents talked about sports he might enjoy.
4. The young boy quickly decided on ice skating.
5. In a short time, everyone knew it was a good decision.
B. Circle the preposition in each sentence. Then draw an arrow from the
preposition to the noun that is the object of the preposition.
6. The boy skated very well from the beginning.
7. He skated confidently around the rink.
8. After a while, the boy took ice-skating lessons.
9. Over the years, he became a better and better skater.
10. He entered ice-skating competitions against excellent skaters.
11. During his childhood, he won many awards and titles.

12. The young boy grew into a strong young man.
13. Then he began working toward a special goal.
14. He dreamed of the Olympic games, and he reached his goal.
15. He represented America proudly at the Olympics and won a gold medal!
At Home: In sentences 1-5, write a P over the McGraw-Hill Language Arts

preposition and an O over the object of the Grade 5, Unit 6, Adverbs,
87 preposition. pages 430–431 15
Objects Pronouns in Prepositional Phrases
REMEMBER THE RULES
• An object pronoun is the pronoun that follows a preposition in a sentence.
• Use object pronouns me, you, him, her, it, us, and them as objects in
prepositional phrases.
Living in another country could be an adventure for you.
object pronoun
A. Underline the prepositional phrase in each sentence. Then circle the

object pronoun.
1. One day, my dad had a surprise for me .
2. He had decided to take the family with him .
3. Dad asked how my sister and I felt about it .
4. Both of us thought it was a good decision.
5. Mom and Dad said that our feelings were important to them .
6. Dad hoped it would be an interesting experience for us .
7. We made friends there and learned many things from them .
8. We practiced our Spanish with them .
9. My friend Gregorio gave a book to me .
10. I read a story in it .
B. Write the missing object pronoun to complete each sentence. Choose the
correct pronoun from the box.
I me it she her him he they them you we us
11. My sister had a friend Bella, and she sang Mexican songs with .
12. I kept a journal and wrote in every day during our stay.
13. I think keeping a journal encourages you to look around .
14. Look for an article by about my special time in Mexico.
15. I would be happy to show my photos to anytime.
McGraw-Hill Language Arts At Home: Write four sentences about a special experience
Grade 5, Unit 6, Adverbs, you have had with family members or friends. Use a different
15 pages 432–433 object pronoun in a prepositional phrase in each sentence. 88
Interjections
REMEMBER THE RULES
• An interjection expresses strong emotion.
• Use a comma after a mild interjection and an exclamation mark after a
strong interjection.
Hey! Here are Shadow’s kittens. (strong interjection)
Oh, they’re so cute. (mild interjection)
A. Circle the interjection in each sentence. Then circle mild or strong to show the
kind of interjection it is.
1. Oh, that man seems so lonely. mild strong
2. Well, let’s see if petting a kitty can cheer him up. mild strong
3. Wow! He has a big smile on his face. mild strong
4. Hey! Why don’t we ask if he’d like a pet kitten? mild strong
5. Great! He decided he would like one. mild strong
6. Well, let’s take him to see Shadow’s kittens. mild strong
7. Aw, the tiny gray one is purring in his lap. mild strong
8. Oh, no! Now she’s chewing on his finger. mild strong
B. Add capital letters and punctuation marks to the following sentences.
9. Oops she just slipped and tumbled over
10. Good grief what is she up to now
11. Well nothing she does seems to bother him
12. Hooray the man is taking her home

13. Oh did you hear he named his kitten Friend
14. Aha I think the kitten will change his life
15. Gee what a difference a pet can make
At Home: Write four sentences of your own about McGraw-Hill Language Arts
the man and his kitten. Use a different interjection Grade 5, Unit 6, Adverbs,
89 in each sentence. pages 434–435 15
Combining Sentences: Complex Sentences
REMEMBER THE RULES
• A complex sentence has two closely related ideas joined by a conjunction.
John James Audubon observed birds before he drew them.
A. Draw one line under the conjunction in each sentence. Draw two lines under
each of the two closely related ideas.
1. John James Audubon studied drawing in France when he was a boy.
2. Then he studied birds after he moved to a farm in America.
3. Audubon ran a general store as he continued to study American birds.
4. At one time he taught drawing although he was still interested in birds.
5. Soon Audubon decided to focus on birds because they appealed to him so much.
6. He planned to paint pictures of birds until he had enough paintings for a book.
7. Audubon’s paintings were realistic images because he observed birds closely.
8. Audubon took his paintings to England although he continued to live in America.
9. He found a publisher in England after exhibitions of his paintings were so popular.
10. His first book was quite large because it contained life-size drawings.
B. Use a conjunction from the box to combine each pair of sentences.
after before since until when
11. There were 1,065 different birds in Audubon’s book. It was published.
12. Audubon did not write about birds. He worked with another naturalist.
13. Audubon experimented with birds. Others in America did so after him.
14. Bands have been put on the legs of birds. Audubon introduced the idea in 1803.
15. Audubon’s last book was completed by his sons. He died in 1851.
McGraw-Hill Language Arts At Home: Write two short sentences of your own with
Grade 5, Unit 6, Adverbs, related ideas. Then join the ideas with a conjunction and
15 pages 436–437 write one sentence. 90
Mechanics and Usage: Commas with Introductory
Prepositional Phrases and Interjections
REMEMBER THE RULES

• Use a comma after a prepositional phrase at the beginning of a sentence.
• Use a comma after a mild interjection.
In her youth, Harriet Tubman was a slave. (prepositional phrase)
Oh my, was she ever freed? (mild interjection)
A. Underline the prepositional phrases in the sentences and circle the interjections.
1. Before the Civil War, some people helped enslaved men and women.
2. Of the many helpers, Harriet Tubman was the most famous.
3. Gee, she was once enslaved herself.
4. After her escape, she helped others.
5. She led many people to freedom.
6. For her capture, slave owners offered a reward.
7. My goodness, she was brave.
8. During that time, the escape route was called the Underground Railroad.
9. Oh, how did they travel?
10. In most cases, they walked long distances.
B. Add the comma that is missing from each sentence.
11. In the beginning Ohio and Pennsylvania were the most helpful states.
12. After a few years all northern states were involved.

13. From 1830 to 1860 around 50,000 enslaved people made it to the North.
14. Good grief that’s so many people.
15. Well it took thirty years to free that many.
At Home: Choose a story that has dialogue. Look McGraw-Hill Language Arts
for mild interjections and prepositional phrases at Grade 5, Unit 6, Adverbs,
91 the beginning of sentences. pages 438–439 15
Mixed Review
REMEMBER THE RULES
• A preposition is a word that relates a noun or pronoun to another word in
the sentence.
• A prepositional phrase begins with a preposition and ends with a noun
or pronoun.
• The object of the preposition is the noun or pronoun in a prepositional
phrase.
Jared’s uncle has a restaurant on a busy street.
↑ ↑
preposition object of the preposition
• An interjection is a word or group of words at the beginning of a sentence
that show strong feeling.
Oh dear, the restaurant is closed.
A. Circle the prepositional phrase in each sentence. Then draw one line under the
preposition and two lines under the object of the preposition.
1. Jared decided to work in his uncle’s restaurant.
2. He would do the job during his summer vacation.
3. The young man wanted to learn about the restaurant business.
4. Jared planned to have a restaurant of his own one day.
5. His uncle’s restaurant was open for dinner every day. .
B. Choose an interjection from the box to add to each sentence. Add a comma or
an exclamation mark after each interjection.
Wow Well Oops Oh boy Now Hey Gee

6. Let's go eat at his uncle’s restaurant.
7. On what street is it located?
8. The lights on the ceiling sure are pretty.
9. I see my favorite dish on the menu.
10. I spilled my water on the table.
McGraw-Hill Language Arts At Home: Underline the prepositional phrases in sentences

Grade 5, Unit 6, Mixed Review, 6–10.
10 pages 440–441 92
Common Errors: Adverbs
REMEMBER THE RULES
• An adjective describes a noun. An adverb tells more about a verb, an
adjective, or another adverb.
A large spider ran surprisingly quickly across the table.
• Good is always an adjective; well is an adverb, except when it
means “healthy.”
Spiders have adapted well to being good hunters.
• Do not use two negative words together in a sentence.
No one I know never ever liked spiders.
• Some adverbs have an -ly ending, which makes them easy to recognize. For
most adverbs, do not change the spelling of the word when you add -ly.
A. Write the word in parentheses ( ) that completes each sentence correctly.

1. I (recent, recently) read an article about spiders.
2. The author seemed to (complete, completely) enjoy her subject.
3. It (wasn’t, was) no easy undertaking to write the article.
4. The article was (good, well) written with many illustrations.
5. Spiders are best known for their (delicate, delicately) spun webs.
B. Rewrite each sentence correctly. Be sure you correct each double negative by
using a positive word or by dropping not or n’t.
6. The web of the orb spider is made good for quick trapping insects.
7. The bolas spider doesn’t never trap insects in a web.
8. It clever traps them on a single strand of sticky silk.

9. Some spiders quiet hunt for food instead of using a web as a trap.
10. Wolf spiders run swift in search of their prey.
At Home: Write a paragraph about a spider or McGraw-Hill Language Arts

insect you have seen. Use at least five adverbs in Grade 5, Unit 6, Adverbs,
93 your writing. pages 442–443 10
Name Date Practice 1.1
94
Study Skills: Use the Card Catalog
• The card catalog can help you find materials in a library or resource center.
Many libraries have their catalogs on-line.
• Every book in the library has an author card and a title card. Many books also
have a subject card.
• The call number of a book helps you locate it in the library.
Author Card Title Card
J325.1 S Siegel, Beatrice J325.1 S Sam Ellis’s Island

Siegel, Beatrice
Sam Ellis’s Island. –New York: Four Winds
Sam Ellis’s Island.–New York: Four Winds
Press, 1985
Press, 1985
86 pp. : ill. ; 24 cm.
86 pp. ill.; 24 cm.
An illustrated history of the tiny island which at
one time was the gateway to the United States.
1. Ellis Island Immigration Center–History
1. Ellis Island Immigration Center–History
2. United States–Emigration and Immigration–History 2. United States–Emigration and Immigration–History
Subject Card
Use the cards to answer the questions.
J325.1S ELLIS ISLAND
1. What is the title of the book? IMMIGRATION CENTER–HISTORY
Siegel, Beatrice
Sam Ellis’s Island.–New York: Four Winds
2. Who is the publisher of the book? Press, 1985
How many pages does it have? 86 pp. ill.; 24 cm.
3. If you knew the author, but could not 1. Ellis Island Immigration Center–History
remember the title of the book, what 2. United States–Emigration and Immigration–History
would you look under?
4. Write one subject you could find this book under.
5. Where would you look to see if the library has other books by Beatrice Siegel?
McGraw-Hill Language Arts At Home: Choose a book and tell what three cards you
Grade 5, Unit 6, Study Skills, might find for that book in a library card catalog.
5 pages 450–451 94
Vocabulary: Figurative Language
• Figurative language can make your writing more interesting and exciting.
• Similes, metaphors, and personification are forms of figurative language.
A simile uses like or as to make a comparison.
This bed is as warm as toast.
A metaphor compares two things without using like or as.
A blanket of snow lies on the ground.
Personification gives human qualities to things.
The wind sings me to sleep.
A. Read each sentence below. Identify the type of figurative language that is
underlined. Write simile, metaphor, or personification.
1. The fog tiptoed across the field.
2. The sky was a cauldron of darkness.
3. Leaves fell like snowflakes.
4. The breeze teased the tree branches.
5. Spears of lightning criss-crossed the sky.
6. The wind whistled around the house.
7. We were bundled up like socks in a drawer.
8. The cold bit our fingers.
9. A lava flow of soup erupted from the pot.
10. The crackers floated like ducks on a pond.
B. Think of a simile, metaphor, or personification for the following things. Then use
your figurative language in a sentence.
11. air
12. hunger
13. quiet
14. busy
15. sleepy
At Home: What kind of weather do you like? Write a McGraw-Hill Language Arts
description of a favorite kind of day. Use similes, metaphors, Grade 5, Unit 6, Vocabulary,
95 and personification to add interest to your description. pages 452–453 15
Composition: Dialogue
• Dialogue is the exact words characters speak in a story.

• Dialogue can be used to describe a character and keep the story action moving.
• A speaker’s exact words are enclosed in quotation marks.
• Descriptive dialogue can be used to describe how a person sounds.
“Don’t you dare jump up on the couch, you bad dog,” snapped Nancy.
A. Read each statement below. On the lines, write each speaker’s exact words.
1. “Wait!” yelled Joe.
2. Bill frowned and said, “I don’t get it.”
3. “This isn’t what I wanted,” said Ty, “but it will do.”
4. “Hey!” cried Jan, waving. “You forgot your coat!”
5. Jed stared at the door and whispered, “Who is it?”

6. “They’re here!” gasped Alan, spotting Mom’s car.
7. “If you need a ride,” said Glen, “let me know.”
8. “I wanted Ellie to join us, but she is busy,” Liz said to Jody.
9. “Did you hear what happened?” asked Lou.

10. Hap shook his head and muttered, “No way.”
B. Use descriptive verbs to finish the sentences.

11. “I’m allergic to cats,” Jeffrey.
12. “Your haircut looks absolutely fantastic,” Alice.

13. “That's pretty funny,” Mark.
14. “I’m giving you five seconds to get in bed,” Mom.
15. “Be quiet,” Syd “or you'll wake the baby.”
McGraw-Hill Language Arts At Home: Interview a family member about a special event
Grade 5, Unit 6, Composition Skills, or memory. Write down the interview in the form of a
15 pages 454–455 dialogue. 96
Features of a Story
A good story
• has an interesting beginning, middle, and end.
• describes a setting, telling when and where a story takes place.
• has characters that move the action along.
• has a plot with a problem that is solved at the end.
• often uses dialogue.
Read the story. Then, answer the questions below.

Tulips poked out from the soil. Just like these spring flowers, Paula hoped for a
new beginning in her life. A week had passed since Paula’s family moved to
Clarksville, and she hadn’t yet made a new friend.
Paula inspected the small garden and rearranged some soil with her favorite
hand-held garden shovel. Then, she walked to the bus stop.
The doors to the school bus opened, and when Paula sat down she realized that
she was still holding her shovel.
A girl sitting across the aisle spotted the shovel and said, “You’re just the person
I need!”
“Really?” Paula was as surprised as she was delighted.
“Sure,” the girl said. “My name’s Shelly, and my job is to monitor the school
garden. Boy, could I use your shovel. And, I could use your help.”
1. Who is this story about?
2. What is the setting of the story?
3. What event forms the beginning of the story?

4. What event forms the middle of the story?
5. What event forms the end of the story? How does it help the main character solve
his or her problem?
At Home: What kind of story could you tell that McGraw-Hill Language Arts
takes place on the way to your school? Write events Grade 5, Unit 6, A Story,
96a for the beginning, middle, and end of the story. pages 462–463 5
Prewrite: A Story
A story is a narrative that comes from a writer’s imagination. A good story has
interesting characters, a conflict, a setting, and a plot. The plot includes a well
developed beginning, middle, and a satisfying end.
To plan a story so that the plot events unfold in a logical way, you can use a story
map. First brainstorm some ideas. Then fill in the chart.
STORY MAP
Title:
Setting:
Characters:
Problem:
Events
Solution:
CHECKLIST
• Have you decided on characters, setting, and a plot?
• Have you decided on how to begin your story, and how to develop it through
to the end?
McGraw-Hill Language Arts At Home: Pretend you chose the woods as a setting for a
Grade 5, Unit 6, A Story, story. List some animals and plants that you would
pages 464–465 ordinarily see in this setting. 96b
Revise: A Story
You can revise your story by elaborating. Add more details to make your writing
clearer and some vivid descriptions to perk up the narrative. You might also think
about adding realistic dialogue. Dialogue words, such as suggested, exclaimed,
shouted, whispered, announced, can make your writing more vivid.
Use another sheet of paper to revise the following story excerpt by adding some
colorful adverbs or adjectives. Add dialogue, using the correct punctuation, and
remember to indent paragraphs. Finally, write a satisfying ending to the story.
Bill was determined to build a robot that could do the chores he

disliked. You robot, he told his pile of materials that were strewn
all over the garage floor, someday soon you will do what I want
you to do like mow the lawn.
Bill worked for hours and then fell asleep on the bench near
the tool table. Suddenly the robot began to move its legs, then
body, and then its head. What do you want me to do first, sir,
asked the robot.
The robot asked again. “What do you want me to do?” Since
there was no answer, the robot lifted the garage door and marched
onto the front lawn. He began mowing the lawn—clip, clip, clip.
Then he trimmed the bushes, clip, clip, clip. He just couldn't stop working.
All of a sudden Bill woke up.
At Home: Pretend that the character Bill above is the main McGraw-Hill Language Arts
character in a story that takes place in colonial times. Write Grade 5, Unit 6, A Story,
96c a paragraph that describes the setting of his story. pages 470–471
Proofread: A Story
After you revise your story, you will need to proofread

PROOFREADING it to find and correct any mistakes in mechanics,
new paragraph
A. Read the following story. Correct errors in
∧ add
punctuation and spelling. Look for grammar
take out mistakes. Indent paragraphs and the beginning
of dialogue. Use the proofreader’s marks from
Make a
capital letter. the box to mark the errors you find.
Make a
small letter. In the beginning of the twentieth century,
sp Check the 1905 to be exact, the Ramsey family lived in a

spelling.
small town in missouri. They lived in a
. Add a period.
small, four-room wooden house that mr.
Ramsey had built with the help of his neighbors. Abigail was ten years
old. Her brother Jake was 13.
“Come, look! shouted Abigail. Mr. Sorensen is putting in the wiring.
Soon we will have electric lights.” “Yes,” answered Jake. Now I won’t
have to clean the soot from our lantern lights.”
“And I won’t have to clip the wicks and add the kerosene,
answered Abigail.
It was dusk when Mr. Sorensen left. Mrs. Ramsey turned on every
single light in the house. Let’s go for a stroll,” she said.
They walked to town and back, and when they returned home,
they all stood gazing at their house in a blaze of light. “I never
thought I’d live to see this day,” said Mr. Ramsey.
B. Use the corrections marked to rewrite the paragraph on another piece of paper.
McGraw-Hill Language Arts At Home: Write a short story about an event that takes
Grade 5, Unit 6, A Story place long ago. Proofread your work.
10 pages 474–475 96d

Sentences and Sentence Fragments: Practice

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Name Date Practice 1

Sentences and Sentence Fragments

A. Circle sentence or sentence fragment for each group of words.

B. Choose words from the box to make each fragment a sentence.

11. was especially Their ears

rabbits in America. is 40 miles per hour

14. can be eight inches long.

15. They get water .

A. Tell whether each sentence is declarative or interrogative. Circle your answer.

1. I remember being in a parade on the Fourth of July. declarative interrogative

2. I was on a float, dressed as Thomas Jefferson. declarative interrogative

3. Why is Jefferson important in America’s history? declarative interrogative

4. Did he write the Declaration of Independence? declarative interrogative

5. I held a quill and pretended I was writing. declarative interrogative

6. My friend was dressed as Benjamin Franklin. declarative interrogative

7. Franklin had a printing business in Philadelphia. declarative interrogative

8. Have you heard about his experiments

9. Franklin helped write the Declaration

10. Who else helped write the Declaration? declarative interrogative

B. Fix each sentence. Add a period or question mark.

12. How many British colonies were there in America

13. The Declaration was written on parchment

14. Who signed the Declaration of Independence

15. Today it is kept in a sealed case to protect it

At Home: Write two interrogative sentences about McGraw-Hill Language Arts

A. Tell whether each sentence is imperative or exclamatory. Circle your answer.

2. Watch how I make rain. imperative exclamatory

3. Please don’t touch the controls. imperative exclamatory

4. What a lot of rain! imperative exclamatory

5. Oh, now there’s a flood! imperative exclamatory

6. How powerful water can be! imperative exclamatory

7. Follow the path of the moving water. imperative exclamatory

8. Notice what happens to the soil. imperative exclamatory

9. Look at the houses. imperative exclamatory

10. How dangerous a flood is! imperative exclamatory

B. Fix each sentence. Add a period or an exclamation mark.

11. Listen to the recording I made

12. How noisy rushing water is

13. Tell me what you think of my exhibit

14. What fun I had at the science fair

15. How exciting it was to win a blue ribbon

A. Circle the comma and conjunction in each compound sentence.

2. He studied reading and writing, but he also studied cargo ships.

3. Marco’s father had traveled to China, and he planned another trip.

5. The travelers could sail in an unsafe ship, or they could go on by camel.

7. He was impressed by Marco he invited Marco to work for him.

At Home: Write three compound sentences about McGraw-Hill Language Arts

2. guess the animals he saw in the woods

4. how excited he was to see a porcupine

5. did you know that porcupines can climb trees

B. Rewrite each compound sentence. Use correct capitalization and punctuation.

8. is a moose in the horse family or is it a kind of deer

2. The day is cold the sunshine feels wonderful

3. We can make sandwiches I’ll carry them in my backpack

5. Get your gloves then you’ll be ready to go

the plants grow. Rain and sun

15. Lian’s father

A. Circle the simple subject of each sentence.

2. The acting teacher puts on a play each year.

3. Mrs. Baseman asked for volunteers.

4. My cousin Jesse was in a play this year.

5. The play took place in the future.