Eng1l

ENG1L
ENGLISH, GRADE 9

Lesson 1

(Revised May 2006)
ENG1L English Unit 1 Introduction
Introduction

This course provides foundational literacy and communication skills to prepare students
for success in their daily lives, in the workplace, or in the Grade 11 English Workplace
Preparation course.

This course is organized by strands that develop the listening and talking skills, reading
and viewing skills and writing skills. In all strands, the focus is on developing
foundational literacy skills and on using language clearly and accurately in a variety of
authentic contexts.

Students develop strategies and put into practice the processes involved in talking,
listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth
in these areas.

How to Work Through This Course

Each unit has 5 lessons and each must be completed for credit. You will complete all
assignments on your own paper. Be sure to clearly number the lesson and key
question for each assignment. Upon completion of Units 1 and 2, you will write a mid-
term test on Units 1 and 2. After you have finished Units 3 and 4, you will write the final
examination. In summary, this course is made up of 4 units with assignments, a mid-
term test and a final examination.

Begin work on your next lesson(s) right away! Do not wait until you receive your
evaluated assignments from the marker.

What You Must Do To Get a Credit

In order to be granted a credit in this course, you must:

Successfully complete the Key Questions for each unit and submit them
for evaluation within the required time frame.
Complete the mid-term exam after Unit 2.
Complete and pass a final examination at the end of the course.

The evaluation will include assessment in the four categories as outlined by the Ministry
of Education (knowledge and understanding, thinking and inquiry, communication, and
application). The evaluation is balanced according to the divisions outlined in Durham
District School Boards Guidelines for Grading Practices.

Copyright 2005, Durham Continuing Education Page 2 of 61
Important Symbols

Questions with this symbol are Key Questions that give you an opportunity
to show your understanding of the course content. Ensure that you complete
these thoroughly as they will be evaluated.

Questions with this symbol are Support Questions that give you an
opportunity to practice the course content. These questions are designed to
help you learn the information and are not evaluated. The answers to these
questions are included at the end of each unit to aid your learning.

Your Final Mark
Each Unit has 5 lessons each worth 2% (10% per Unit x 4 Units) 40%
Midterm Test 30%
Term

Final Examination 30%

Lesson Outline

Unit 1: Thinking About Transitions
Lesson 1 Who Am I?
Lesson 2 Becoming an Experienced Reader
Lesson 3 Using Reading Strategies
Lesson 4 Using Words Effectively
Lesson 5 Becoming an Experienced Writer

Unit 2: The Transitions of Others
Lesson 6 Using Reading Strategies: News Reports
Lesson 7 the Writing Process: News Reports
Lesson 8 Writing a Summary
Lesson 9 the Information Paragraph
Lesson 10 Note-Taking Skills

Unit 3: Life Transitions
Lesson 11 Becoming an Effective Viewer
Lesson 12 Viewing the Newspaper, Part 1
Lesson 13 Viewing the Newspaper, Part 2
Lesson 14 Viewing the Internet
Lesson 15 Viewing Images

Unit 4: My Transitions
Lesson 16 Becoming an Effective Communicator
Lesson 17 Communicating With Technology
Lesson 18 Communicating With Graphs, Charts and Tables
Lesson 19 Communicating With Brochures
Lesson 20 Look How Far Ive Come!
References

Aker, Don and David Hodgkinson. Language and Writing 9. Ottawa: International
Thomson Publishing, 1999.
Davies, Richard and Glen Kirkland. Canadian Writers Handbook. Toronto: Gage
Learning Corporation, 2000.
Dawe, Robert T. Resourcelines 9/10. Scarborough: Prentice Hall, 1999.
Douglas, Carla. Dont Panic. Barrie: Wintertickle Press, 2003.
Gaetx, Lynne. Open Road. Quebec: Editions du Renouveau Pedagogique Inc., 2003.
Gaetx, Lynne. Open Window. Quebec: Editions du Renouveau Pedagogique Inc.,
2003.
Gilling, Demond. EnglishSmart 6. Richmond Hill: Popular Book Company Ltd., 2004.
Literacy Power E. Toronto: Gage Learning Corporation, 2004.
Literacy Power F. Toronto: Gage Learning Corporation, 2004.
Literacy Power G. Toronto: Gage Learning Corporation, 2003.
Literacy Power H. Toronto: Gage Learning Corporation, 2004.
Literacy Power OSSLC. Toronto: Gage Learning Corporation, 2004.
Pearson, Robin and Debbie J . Chambers. Inside Track 1. Don Mills: Oxford University
Press, 2005.
Saliani, Dom. Communicate!. Scarborough: Thompson Canada Ltd., 2002.
Seuss, Dr. Oh, the Places Youll go!. New York: Random House, 1990.
Think Literacy: Cross-Curricular Approaches Grades 7-12. Canada: Queens Printer for
Ontario, 2003.
Walters, Eric. Camp X. Toronto: Puffin Canada, 2002.

Websites:
www.ddsb.durham.edu.on.ca
www.equo.com
www.cbc.ca/greatest/greatestcanadians
www.google.ca
www.instantreplaysportcard.com/items/lithos/hockey
www.time.com/time100/heroes/profile/robinson01

ENG1L English Unit 1 Lesson 1
Unit 1: Thinking About Transitions

The term transition may have different meaning to each individual. A transition is a
change in what makes you who you are. It includes a change in your beliefs, values,
decisions and actions. There are many factors that cause a transition in your life. The
strategies of experienced readers will be introduced and practiced in this unit to help
you transition into a better reader. You will also be introduced to the writing process
that will be further developed in Unit 2.

This unit also includes an introduction to the Response J ournal. Entries in your
Response J ournal will be completed ongoing throughout the course. Please refer to the
criteria and evaluation for a Response J ournal entry as included in the introduction to
Unit 1.

Lessons within this unit:
Lesson 1 Who Am I?
Lesson 2 Becoming An Experienced Reader
Lesson 3 Using Reading Strategies
Lesson 4 Using Words Effectively
Lesson 5 Becoming An Experienced Writer

Evaluation:
Key Questions Title Mark Value
Key Question #1 Using Parts of Speech Writing Sentences 18 marks
Key Question #2 Who Was I Then - Table 18 marks
Key Question #3 Me Then and Me Now Venn Diagram 14 marks
Key Question #4 Response J ournal Entry #1 10 marks
Key Question #5 Before Reading Strategies 10 marks
Key Question #6 During Reading Strategies 20 marks
Key Question #7 Response J ournal Entry #2 10 marks
Key Question #8 Using Before Reading Strategies 10 marks
Key Question #9 Using During Reading Strategies 30 marks
Key Question #10 Using After Reading Strategies 10 marks
Key Question #11 Spelling Rules: Editing 15 marks
Key Question #12 Spelling Rules: Choosing the Correct Word 20 marks
Key Question #13 Writing Correct Sentences 15 marks
Key Question #14 Using the Writing Process 40 marks
Key Question #15 Response J ournal #3 10 marks
Total Marks 250 marks

Each lesson will take between three and five hours to complete, some individual times
may vary. Each lesson will have key questions that you will need to submit to your
instructor for evaluation. Take your time on each assignment and be sure to revise your
written work. Good luck!
Overall Expectations

By the end of this unit, students will:

DRVV.01: develop reading strategies to understand and make connections with texts
DRVV.02: read and recognize a variety of short, engaging, authentic, and relevant
print text forms
DRVV.03: identify their strengths as independent readers and reflect on next steps in
further developing their reading and viewing skills
DWSV.01: apply the writing process by generating and organizing ideas, writing a
draft, revising, and editing to produce a variety of short written texts
DWSV.03: identify their strengths as writers and reflect on next steps in further
developing their writing skills

The Response Journal

What is a Response Journal?

A Response J ournal is a notebook that records your personal learning experiences
over the entire course. You will record your current reading and writing strategies and
write about what new strategies you are learning and using.

How do I write a Response Journal Entry?

You will be asked to write Response J ournal entries throughout the entire course. They
will be Key Questions within lessons. Submit your Response J ournal entries when you
submit your lessons for evaluation.

Length: Each journal entry should be page in length (approximately 150 words).

Format: Write using a pen, not a pencil.
Use sentences to express your ideas.
Number each Response J ournal.

Evaluation: Each Response J ournal entry will be marked out of 10. The following
page provides the rubric that will be used for evaluation of your Response
J ournal entries.
Evaluation Rubric for a Response Journal Entry

Category/Criteria Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
Knowledge/ Understanding

Understanding of
how this concept
prepares students
for success in
school and
everyday life

Demonstrates
limited
understanding
of self and of
purposes of
activities

Demonstrates
some
understanding
of self and of
purposes of
activities

Demonstrates
considerable
understanding
of self and of
purposes of
activities

Demonstrates
a high degree
of
understanding
of self and
purposes of
activities

Thinking/ Inquiry

Focus on a
particular
topic/angle

Developed the
focus with
limited
effectiveness

Develops the
focus with
some
effectiveness

Develops the
focus with
considerable
effectiveness

Develops the
focus with a
high degree of
effectiveness

J udgement of
value and impact
of unit on their
growth according
to criteria

Evaluates with
limited
effectiveness

Evaluates with
some
effectiveness

Evaluates with
considerable
effectiveness

Evaluates with
a high degree
of
effectiveness
Communication

Expression and
organization of
ideas and
information in
written form

Expresses and
organizes
ideas with
limited
effectiveness

Expresses and
organizes
ideas with
some
effectiveness

Expresses and
organizes
ideas with
considerable
effectiveness

Expresses and
organizes
ideas with a
high degree of
effectiveness

TOTAL MARKS: ___/10 MARKS

Lesson 1: Who Am I?

The first lesson of this unit will get you thinking about who you are today. In order to
help you uncover how you have changed since you were a small child, you will
complete exercises that require you to compare who you were then to who you are
today. This unit also introduce you to the Parts of Speech the most basic parts of the
English Language. You will learn the five parts of speech noun, pronoun, adjective,
verb, and adverb, and practice using these in sentences. You will also use these parts
of speech in your comparison of yourself. Furthermore, you will learn how to use a Venn
diagram a useful tool for making comparisons.

SUPPORT
QUESTION #
PRACTICE ACTIVITY
1 Nouns, Pronouns, and Adjectives
2 Verb Tenses
3 Using Adverbs

KEY
QUESTION #
Activity Marks
1 Using Parts of Speech Writing Sentences 18
2 Who Was I Then? Table 18
3 Me Then and Me Now Venn Diagram 14

Total: 50

Specific Expectations

By the end of this lesson, students will:

DWS1.04: organize ideas and information for writing by using appropriate strategies
DWS1.10: use appropriate strategies to edit written work:
Grammar and Usage:
use consistent and appropriate verb tense (past, present, future)
use capitalization appropriately (proper nouns)
DWS2.02: convey meaning in their writing, using graphic and visual elements (Venn
diagram, tables)

In your life, you will experience many transitions. A transition occurs when there is a
change in your interests, knowledge, or ideas. As you mature, you go through many
transitions. As a child, you probably had many interests that you no longer have. Take
a moment and think about yourself as a child. You will use these memories at the end
of this lesson. The following lesson on Parts of Speech will help you organize your
memories into categories.

Parts of Speech

In the English Language, there are five main parts of speech that are used. The five
parts of speech, their definitions and examples are outlined in this lesson.

Noun

Definition: A noun is a person, place, or thing.

Nouns can be proper or common.
Proper Nouns Common Nouns

Words that name specific people, places,
or titles.

John, Kim, Toronto, Ajax, The Hobbit

Proper nouns always start with a
capital letter.

Words that name general items.

desk, computer, car, map, city

Common nouns do not start with a
capital letter.

Pronoun

Definition: A pronoun is a word that takes the place of a noun.

I, me, she, he, them, they, us, we, his, her, their
Adjective

Definition: An adjective is a word that describes a noun or pronoun.

It gives more information about what something looks like, tastes like,
sounds like, or feels like.

small, large, tall, short, hairy, bald, yellow, blue, ugly, beautiful

Support Question #1

Nouns, Pronouns, and Adjectives

Lets practice locating and labelling the parts of speech you have learned!

Instructions:

A) Copy the following sentences into your notebook.
B) Underline all the nouns in each sentence.
C) Label each noun as either common or proper. Place the letters CN above the
noun to label it as common noun. Place the letters PN above the noun to label
it as proper noun.
D) Place a double underline under all the pronouns used in the sentence.
E) Use a wavy underline to label the adjectives.

PN CN PN CN
Example: Jon and his best friend go to Canadas Wonderland each summer.

1. Michaels favourite toy is a stuffed, brown teddy bear his grandmother
gave him.
2. As a young child, Megan liked to draw her mother pictures of beautiful,
yellow flowers.
3. My sister and her husband own a large, hairy dog named Cassie.
4. I love to drink floats made with vanilla ice cream and rootbear.
5. Ashams birthday party was the best party I have ever been to.

If you have correctly identified the parts of speech, you should have the following totals:

Proper Nouns - 4
common nouns - 15
pronouns - 6
adjectives - 12

* Remember to check your answers with the answers at the end of the unit.

Verbs

Definition: A verb is an action. It describes something you can do.

run, walk, jump, sing, swim, drive, cook, draw

Verbs can occur in three tenses: past, present, future.
Past Tense Present Tense Future Tense

The action of the verb
happened in the past.
These verbs usually end in
ed.
I played yesterday.
Julie walked to the park.

The action is happening
right now. These verbs
usually end in ing.

I am playing basketball.
Eleanor is walking away.

The action will happen in
the future. These verbs
have the helping word will
before them.
I will play tomorrow.
Tim will walk on Friday.

Irregular Verbs: Some verbs change more than just their ending when we change
their tense. Sometimes we have to write the word in an entirely
different way.

I made a mistake, I am making a mistake, I will make a mistake.
I ran to the store, I am running to the store, I will run to the store.
I was hungry, I am hungry, I will be hungry.

Support Question #2

Verb Tenses

Lets practice using verb tenses: past, present and future.

Instructions: Copy the sentences in your notebook, filling in the blank with the
correct form of the verb. The verb to use is in (brackets) beside the blank. The verb
tense you must use is written at the end of the sentence in bold.

Example: The opposing team _________(score) twice to win the game. Past
The opposing team scored twice to win the game.

1. Sarahs mother is _____________(teach) her how to skate. Present
2. He ___________ (play) soccer after school. Future
3. Craig ___________(sing) in the school choir. Past
4. He is __________ (phone) his friend to come out and play. Present
5. The book __________(read) for Mondays class. Future
6. Nobody _________(see) the lost cat in the park. Past

Adverbs

Definition: An adverb is a word that describes how an action is done.
Adverbs often end with the letters ly .

quickly, slowly, carefully, neatly, quietly

Support Question #3

Using Adverbs

Instructions: Copy the sentences into your notebook by adding an adverb to
each sentence by filling in the blank.

1. They ran __________ and won the race.
2. The swimmer moved __________ in the pool.
3. The light shone ______________ and the insects flew ______________
towards it.
4. They will _____________ reach their destination.
5. Ian did not work hard and he scored _____________ on the exam.


Key Question #1

Using the Parts Of Speech

In this lesson, you learned the parts of speech and practiced identifying and writing
them. Its now your turn to use the new skills you have learned.

Instructions: In your notebook, write three sentences. The sentences should
include all the parts of speech studied and each sentence must use a different verb
tense.

Each sentence must include:
one Proper Noun 3 X 1 MARK
one common noun 3 X 1 MARK
one pronoun 3 X 1 MARK
one adjective 3 X 1 MARK
one adverb. 3 X 1 MARK

One sentence must be written using the past tense. 1 X 1 MARK
One sentence must be written using the present tense. 1 X 1 MARK
One sentence must be written using the future tense. 1 X 1 MARK

TOTAL MARKS: 18 MARKS
Key Question #2

Who Was I Then?

Think back to your childhood. What is your earliest memory? What was your favourite
toy? You certainly have changed a lot since then!

Instructions: Copy the chart below into your notebook and complete the chart below
with information that you can remember from your childhood. You need to organize
your memories into the parts of speech nouns, verbs, or adjectives. You should have
at least six words in each column of the table.

NOUNS
People or places that were
important to me as a Child
* Capitalize proper nouns
VERBS
Things I liked to do as a
child

ADJECTIVES
Words that describe me as
child

3 X 6 MARKS
Key Question #3

A Venn Diagram is
made of two
intersecting circles.
It is a useful tool for
performing
comparisons.

Me Then and Me Now

This question requires you to compare who you were as a child
to who you are now. You will use a Venn Diagram organize
this comparison.

How to use a Venn Diagram for a comparison: In the outside of each circle, write
words that are differences between the two topics. In the space where the circles
overlap, write the similarities of the two topics. Look at the following example to help
you learn how to effectively use a Venn Diagram.

SUMMER WINTER
warmweather
no school
shorts
bathing suit
sports
sunshine
cold weather
school
long pants
scarf/mitts

Instructions:

1. Draw a Venn Diagram in your notebook. (1 MARK)
2. Label the circle on the left of the diagram Me Then and label the circle on the
right Me Now. (1 MARK)
3. Complete the diagram by filling in the circles. Make sure you include both
differences and similarities between these periods of your life. You may use
the words you brainstormed in your table to fill in your Venn Diagram.
* You should have at least five words in each outer circle and at least two
words in the intersection of the circle. (12 MARKS)



ENG1L

ENGLISH, GRADE 9

Lesson 2

Lesson 2: Becoming an Experienced Reader

The first lesson of this unit asked you to think about whom you are today and compare
that to who you were as a child. This lesson will focus on the skills that you have
learned and improved while you grew older. In particular, Lesson 2 focuses on your
skills as a reader. This lesson will introduce you to the Reading Strategies of
Experienced Readers. You will learn the Before, During and After Reading Strategies
that experienced readers use when they read. As you learn and practice using these
strategies, you will begin to see how these Reading Strategies can help you become a
more successful reader.

KEY
QUESTION #
Activity Marks
4 Response J ournal Entry #1 10
5 Before Reading Strategies 10
6 During Reading Strategies 20
7 Response J ournal Entry #2 10

Total: 50



DRV1.01: review and build on prior knowledge by using appropriate strategies
DRV1.02: preview the features and organizational patterns of print and non-print
text, using appropriate strategies
DRV1.02: connect with the content by using appropriate strategies
DRV1.04: comprehend directly stated ideas by using a variety of strategies
DRV1.05: comprehend indirectly stated ideas by using a variety of strategies
DRV1.06: make connections by using a variety of strategies
DRV1.07: clarify and consolidate understanding by using a variety of strategies
DRV2.01: apply the reading process as strategic readers to a variety of texts
DRV3.02: monitor their comprehension, using a variety of appropriate strategies to
maintain engagement and accuracy in reading and viewing
DRV3.03: identify strengths, areas for improvements, next steps in refining reading
DWS1.01: generate ideas for writing by using pre-writing strategies
DWS1.08: revise their writing to clarify or connect ideas
DWS1.10: use appropriate strategies to edit written work
DWS3.03: identify strengths, areas for improvement, next steps in refining writing
skills
DWS3.04: write focused, personal reflections to explain their thinking, using teacher-
provided prompts


As you grew from a baby to a child, you began to develop skills. You began to learn to
read, to write, and to listen effectively. This lesson will explore the transition a
beginning reader follows in order to become a more experienced reader.

When you first learned to read, you probably read very simple books that helped you
learn short words and phrases. The following is an excerpt from a typical childhood
book, O the Places Youll Go by Dr. Seuss:

Today is your day.
Youre off to Great Places!
Youre off and away!

Did you notice that all the words were very simple and the sentences were very short?

These are the types of books children read when they are learning to read. Beginning
readers spend a lot of time reading the words, but dont spend much time connecting
meaning to those words.

As you moved on from your beginning years of reading, you began to read more difficult
words and longer sentences. Read the following excerpt from a novel for young teens,
Camp X by Eric Walters:

He was moving down the path slowly. I could tell by the way he was walking that
he was trying to muffle the sound of his footfalls. He held his weapon out before
him, looking first left and then right, scanning the forest. He was looking for me.
Little did he know just how soon he was going to find me, and that he was going
to pay for that privilege with his life.

Did you notice that the words are more difficult and that the sentences are longer?

The transition from an emerging or beginning reader to an experienced reader can be
easy if you learn to use effective reading strategies.

Key Question #4

In your notebook write your answers to the following questions:

Response Journal Entry #1

Think about yourself as a reader. What do you do before you read a text? What do you
do while you are reading the text? What do you do after you have read the text? Do
you find reading difficult or easy? Do you consider yourself an emerging reader or an
experienced reader? Why?


* The instructions for writing a Response Journal and the evaluation rubric are
located in the Introduction to Unit 1.

Reading Strategies

Have you ever read something and not understood it? Have you tried rereading the
text, but still could not understand? This is a common problem for people who do not
use effective reading strategies when they read.

There are three categories that the effective reading strategies can be grouped under:
Before Reading, During Reading, and After Reading. If you follow these reading
strategies, never again will get to the end of a text without understanding what you have
read.

Before Reading Strategies

Many emerging readers do not perform any before reading strategies. Think back to
your Response J ournal about reading earlier in this lesson. Do you complete any
before reading strategies? If you dont, you are missing out on a lot of information that
could help you understand a piece of writing. Experienced readers always use before
reading strategies before they begin reading.

There are three strategies that you can use before reading: accessing prior
knowledge, looking at the text layout, and forming questions about what you might
learn.

Prior Knowledge
Before you begin reading any piece of writing, you should spend some time
thinking about what you already know about the topic. What you already
know is called your prior knowledge. Accessing your prior knowledge will
help you get you thinking about the topic, making the new information you
are about to read easier to understand.

Text Layout
Many pieces of writing have certain elements that make the
text easier to understand. For example, a picture can
provide information about the topic or clarify the details of the
story. Titles, headings and subheadings can provide you
with information about what topics will be discussed in the
various parts of the text. Diagrams and graphs can
represent the written information in a visual way and make it
easier to understand. Looking at the layout of the piece of

writing can give you a lot of information about the topics to be covered in the text before
you even begin reading. This will also help you more easily understand the text you are
reading.
Questioning
Once you have thought about your prior knowledge on the topic and looked at
the layout of the text to preview the information that will be in the text, a good
thing to do is to form some questions that you think the text will answer. What
do you want to learn about the topic? What would you like to learn about the
topic? In texts with headings and subheadings, you can easily turn these into
questions. Making up questions about what you might learn in the text will help you set
a purpose for reading. You will be able to pay closer attention to the piece of writing
because you are looking for answers to your questions.

Key Question #5

Before Reading Strategies

Instructions: Choose a piece of writing that you have not read before. This could
be a magazine article, a newspaper article, a novel, or any other reading material you
have around your home. Once you have chosen a text, complete the following tasks on
lined paper.

Perform the three Before Reading Strategies:

1) Prior Knowledge What is the title or topic of the selection? What do you
already know about this topic? (3 MARKS)
2) Text Layout What information can you learn about the text by the way the
information is arranged? Are there any pictures, diagrams, charts, subheadings,
or maps? (4 MARKS)
3) Questioning Using your prior knowledge and the text layout, create some
questions to guide your reading. What do you want to learn about the topic?
What would you like to learn about the topic? (4 MARKS)


During Reading Strategies

Once an experienced reader has performed the before reading strategies, they are now
ready to read the text. Unlike emerging readers, who would read from beginning to end
without stopping, an experienced reader follows During Reading Strategies to make
sure they are understanding the piece of writing as they go along. Experienced
readers pay attention to the direct and indirect information stated in the text and they
make connections to what they are reading as they read. By following the During
Reading Strategies, you will never read through an entire text without understanding
what you have read.

What is written? Reading Direct Information

While you are reading, you must pay attention to what the text is telling
you. The information that is written on the page is known as Direct
Information. Direct information is the easiest to locate because the
words are right there on the page.

For example, a text might state: To make a grilled cheese, you will need bread, butter,
cheese, and a toaster oven.

GRI LLED
CHEESE
SANDWI CH
TOASTER
OVEN
CHEESE
BREAD
BUTTER
From this sentence, you learn the required
items needed to make a grilled cheese
sandwich. You dont have to do a lot of
thinking about this information because it is
clearly stated on the page.

Filling in a graphic organizer is an easy way to
keep track of all the direct information in a text.
The example below is a useful graphic
organizer for recording direct information as
you read along. It is called a bubble chart.

New Vocabulary

In many texts there are often new words that must be understood in order to figure out
what the piece of writing is saying. Even the most experienced readers will come
across some words that will be new to them. In order to understand these new words,
experienced readers will use strategies to help them. They try to use the context clues
in the text or they may go to a dictionary to find the meaning of the word.

Using Context Clues

Because you wont always have a dictionary at your side when you come across a new
word, you can sometimes use the context clues to help you figure out the meaning of a
word. The context is the sentence or passage in which a word appears. Any details in
the context that provide hints to the meaning of word are the context clues. The
following table outlines some of the common types of context clues:

Definition Example Synonym Antonym Explanation Description
Sometimes
the definition
of the word
is included
after the
word is
used.
A clue to the
words
meaning
might be
given to you
through an
example.
Sometimes
a synonym
is given that
means the
same as the
new word.
A word that
means the
opposite of
the new
word might
be stated.
An
explanation
can give a
clearer
definition of
the word.
Details
might be
given that
will describe
the new
word.

If you cant figure out the meaning of a word by the context clues, you might have to
look it up in a dictionary.

What is implied? Reading Indirect Information

Most pieces of writing include direct information as well as indirect
information. Unlike direct information that we can find by reading the words
on the page, indirect information requires us to think about what the words
on the page mean. We call this thinking about what the words mean
inferring.

Inferring is sometimes called reading between the lines. Writers dont always tell you
everything in a text. They expect you to read between the lines and fill in some of the
information for yourself. Experienced readers combine the clues in a selection with
what they already know to make an inference about the meaning of the text.

+ =

Details from Text Your Own Knowledge Inference
Lets look at an example from the article A Baseball Story: Jackie Robinson Breaking
the Colour Barrier, to practice inferring.

Jackie Robinson helped the Dodgers win several pennants and a World Series. He
also earned a place in the Baseball Hall of Fame.

From these sentences, an experienced reader could infer:

+ =

Details from
Text
- helped his team win
pennants
- helped his team win
World Series
- is in Baseball Hall of
Fame
Your Own Knowledge
- pennants are rewarded for
winning championships
- the World Series is the
most important competition
in baseball
- only the best baseball
players are put in the
Baseball Hall of Fame.
Inference

J ackie Robinson
must be a very good
baseball player.

Did you notice how the text never directly stated that J ackie Robinson was a very good
baseball player? We had to read between the lines by using the information that was
stated in the text added to our prior knowledge of the topic in order to infer that J ackie
Robinson was a good baseball player.


What do I think? Making Connections while Reading

Experienced readers pay attention to the direct information, make
inferences about the indirect information and also try to make
connections between the text and their own lives as they read.
An experienced reader is always forming predictions, asking
questions and making connections to the text by comparing what
is written to their own personal experiences.

Forming Predictions

While an experienced reader reads through a text, he or she is constantly
trying to predict what will come next. An experienced reader pays attention
to the clues an author gives to make predictions about the content of the
piece of writing. Lets try making a prediction from a selection of the article
Jackie Robinson Breaking the Colour Barrier.

In 1945, a man named Branch Rickey was running the Brooklyn Dodgers baseball
team. He thought it was time for black men to play in the major leagues.

Prediction: Branch Rickey will ask J ackie Robinson to join the major leagues and play
for his Brooklyn Dodgers team.

Predicting is a very important step during reading. It gets you thinking about what the
text might tell you. Sometimes your predictions might be incorrect, but this doesnt
matter. You have interacted with the text and made some connections which is
important while you read.

Asking questions

Along with making predictions while they read, experienced readers also ask
questions about what they are reading. Pay attention to the questions an experienced
reader might ask from the same selection of the article Jackie Robinson Breaking the
Colour Barrier, to practice inferring.

In 1945, a man named Branch Rickey was running the Brooklyn Dodgers baseball
team. He thought it was time for black men to play in the major leagues.

Questions: Why were black men not playing in the major leagues in 1945?
Why did Branch Rickey want black men to play in the major leagues?

Did you notice how the experienced reader asked questions about what he or she was
reading? The text does not give answers to the questions right now, but it might at
another point in the piece of writing. By asking questions, an experienced reader
connects the information from the text with questions he or she has about the content.

An experienced reader will now continue to read to find out if his or her questions will be
answered. Questioning will help the reader pay attention to important details.

Making Connections

While reading, experienced readers are making predictions, questioning the content,
and also comparing what they are reading to their own lives. Look at the personal
connections one experienced reader made to a selection from the article Jackie
Robinson Breaking the Colour Barrier.

Branch Rickey explained to Jackie how difficult playing on an all-white team would be.
He wanted Jackie to be prepared for the rude treatment he was sure to receive.

Personal Connections

I remember when I was a young girl, I joined a boys hockey team. In my small town,
there werent any teams for girls. I was so excited to play, but the boys on the team
were very mean to me and said that a girI shouldnt be allowed to play on their boys
team. They called me names and eventually I quit. I can understand that it might be
difficult for Jackie to join an all-white team because he is black. Maybe he would
receive the same rude treatment that I did.

Did you notice how this experienced reader connected what was happening in the text
with a personal experience from her life? Making personal connections with the text
and comparing what is being told to experiences in your own life is a great strategy for
helping you to understand the piece of writing. Sometimes you will connect very well
with a text, but other times, you wont have any similar experiences. In this case, you
should try to think about what you would do if you were faced with the same situation.

Key Question #6

During Reading Strategies

Using the same text you selected for Key Question #5, or another text of your choice,
complete the During Reading Strategies as you read the selection. Complete the
following questions on lined paper as you read:

Direct Information:
1. Create a bubble chart as you read. Place the topic of the text in the
middle bubble, then create joining bubbles for each piece of direct
information given on the topic. (5 MARKS)

2. Find five new vocabulary words while you read. Copy these words onto
your lined paper. Using a dictionary and/or the context clues in the text,
write a definition for each of the five words. (5 MARKS)

Indirect Information:
3. Find one example from the text when you had to infer in order to
understand the information. Record this example and explain how you
made the connection between what the text told you and what you already
know in order to infer the meaning of the example. (3 MARKS)

Making Connections:
4. Stop at least once while you read and make a prediction. What do you
think will happen next? Record your prediction on your lined paper.
(2 MARKS)
5. Stop at least once while you are reading and ask a question about the
information in the text. Record your question on your lined paper.
(2 MARKS)

6. While you are reading, think about how this text connects to your own
personal experiences. How can you relate what you are reading to
something in your life? Record your personal connection on your lined
paper. (3 MARKS)

After Reading Strategies

An experienced reader knows that performing Before Reading and During Reading
Strategies is not enough they will also perform After Reading Strategies. After
Reading Strategies let experienced readers make sure that they have understood
the main ideas of the text. After reading, an experienced reader will think about what
they have read and summarize the main ideas. Doing a summary of the text will allow
the experienced reader to add their new learning to the prior knowledge they already
had.

An effective way to organize your information into a summary is to use the following
technique:

Look at the following example of an experienced reader using this technique on the
following text.

Last Saturday, my brother and I decided to go camping for the night at a local
campground. We packed our tent and sleeping bags and put all of food in coolers to
keep cool. Unfortunately, just as we had finished packing all of our gear, it began to
rain. The rain got harder and harder and then thunder and lightning began. My brother
and I decided to put off our camping trip until next weekend, when the weather was
supposed to be sunny and dry.

Somebodywantedbutso

Somebody: My brother and I
Wanted: to go camping last Saturday night at the local campground
But: just when they had finished packing, it began to rain heavily and thunder
and lightning
So: the two boys decided to reschedule the camping trip for next weekend
when the weather was forecasted to be sunny and dry.

Did you notice how this technique allowed the experienced reader to summarize all the
main ideas in the story to demonstrate his or her understanding of what they read?

Key Question #7

Response Journal #2

Throughout this lesson, you have learned and practiced the Reading Strategies that
experienced readers use to read a piece of writing. These Reading Strategies can be
organized into three categories: Before Reading, During Reading, and After
Reading.

As you transition from an emerging reader to a more experienced reader, it is important
to pay attention to your own personal changes. In your notebook, reflect upon your
learning in this lesson about Reading Strategies and answer the following question.


This lesson has explored the learning strategies of an experienced reader. Think about
yourself as a reader. Which of the Reading Strategies do you already use? Which of
the Reading Strategies will you start to use more when you read? How can Reading
Strategies help an emerging reader become an experienced reader?

*The instructions for writing a Response J ournal and the evaluation rubric are located in
the Introduction to Unit 1.


ENG1L

ENGLISH, GRADE 9

Lesson 3

Lesson #3: Using Reading Strategies

Lesson 2 introduced you to the Effective Reading Strategies that experienced readers
use. In this lesson, you will practice using these Reading Strategies on longer
passages of text. You will work through a practice writing selection that will ask you to
focus on Before, During and After Reading Strategies. After you have practiced using
the Reading Strategies, you will demonstrate your knowledge and work towards
becoming an experienced reader by performing the Reading Strategies for another text.

KEY
QUESTION #
Activity Marks
8 Using Before Reading Strategies 10
9 Using During Reading Strategies 30
10 Using After Reading Strategies 10

Total: 50



DRV1.01: review and build on prior knowledge by using appropriate strategies
DRV1.02: preview the features and organizational patterns of print and non-print
text, using appropriate strategies
DRV1.02: connect with the content by using appropriate strategies
DRV1.04: comprehend directly stated ideas by using a variety of strategies
DRV1.05: comprehend indirectly stated ideas by using a variety of strategies
DRV1.06: make connections by using a variety of strategies
DRV1.07: clarify and consolidate understanding by using a variety of strategies
DRV2.01: apply the reading process as strategic readers to a variety of texts
DRV3.02: monitor their comprehension, using a variety of appropriate strategies to
maintain engagement and accuracy in reading and viewing

Using Before Reading Strategies

In Lesson 2, you learned that experienced readers always perform
Before Reading Strategies before they begin reading a piece of
writing. They think about their prior knowledge, they use the text
layout to make some predictions about the content of the selection
and they form questions based on what they think they will learn.

The text that follows is titled A Baseball Story: Jackie Robinson Breaking the
Colour Barrier. The following subheadings are used in the selection:

Jackies Childhood
Jackie as an Athlete
Jackie Joins the Major Leagues
Jackies Contribution

There is also one picture included in the selection.

Using only this basic information, follow along as an experienced reader performs the
following Before Reading Strategies for this selection:

Prior Knowledge: As an experienced reader, I want to spend some time
thinking about what I already know about this topic. When I read the title, A
Baseball Story: Jackie Robinson Breaking the Colour Barrier, I predict that
the story will be about baseball. Some things I already know about baseball are that it
is a game, organized into nine innings, and it uses baseballs, bats, gloves and bases. I
assume that the writing selection will be about a person named Jackie Robinson
because his name is in the title. I dont know anything about him yet. The last part of
the title makes me think that maybe skin colour might have been an issue in baseball,
but I dont know when it was. I know that there are both black and white players on
teams today, so maybe this writing selection is about something that happened in the
past. Ill have to read to find out.

Text Layout: When I first look at this text, I notice that there are
subheadings. These subheadings are useful to me because I can
use them to predict what type of information will be included in the
selection. For example, I have the following predictions about
what the content will be about under each subheading:

Jackies Childhood
I predict this section will give information about Jackies place of birth and his
education. Maybe it will tell us information about his family, too.


I predict this section will give me information about Jackies ability to play sports.
Because of the title, I assume it will talk about him playing baseball.

I know that the Major Leagues are what the professional baseball players play in.
These are teams like the Blue Jays and the Boston Red Sox. I wonder which
team Jackie joined? I predict this section will tell me this.

I know the word contribution means to give something back, so I predict this
section will talk about something Jackie did that had a lasting effect. Maybe this
section will explain the part of the title about Breaking the Colour Barrier.

I also notice the picture included with the selection. In this picture, I see a black man
wearing a baseball uniform. I wonder if this is Jackie Robinson. This idea would fit with
my prediction from the title that this text will focus on a time when baseball didnt have
all races playing.

Questioning:

As I thought about my prior knowledge and examined the text layout, I began to
form questions about the content of this writing selection. Some questions I have
are:

1. When does this story take place? What year and where?
2. Who was/is Jackie Robinson?
3. How did Jackie Robinson Break the Colour Barrier?

The experienced reader has performed all the Before Reading Strategies. Did you
notice how she connected information from the title with what she predicted the text
might be about based on the subheadings? Do you think you could perform the Before
Reading Strategies that this experienced reader did? I bet you could! Youll have an
opportunity to do so later in this lesson.

Using During Reading Strategies

Experienced readers always perform During Reading Strategies while they read through
a writing selection. Performing During Reading Strategies will help you to understand
the information as you read and prevent you from getting to the end without knowing
what you read about.

Listen in as an experienced reader performs During Reading Strategies as she reads
the selection, A Baseball Story: Jackie Robinson Breaking the Colour Barrier.


The text has been divided into chunks sections of the whole text. Read each chunk,
then read the experienced readers During Reading Strategies before you move on to
the next chunk of text. The experienced readers thoughts are written using italics.

Chunk #1
A Baseball Story: Jackie Robinson Breaking the Colour Barrier

Sometimes a tremendous change can occur because of a single individuals
determination. Some people might say J ackie Robinson was just a baseball player, but
he overcame discrimination and segregation to change professional sports forever.

Vocabulary: I see some words that I am not sure what they mean: discrimination and
segregation. I think I will look them up in a dictionary because there are not context
clues in the text to help me figure out the meanings of the words.

Chunk #2
Jackies Childhood

J ackie Robinson was born in Georgia in 1919. His father abandoned the family
when J ackie was very young, and his mother moved the family to Pasadena, California.
She taught her five children the value of love, cooperation, determination, and hard
work. She encouraged them in school and sports.

Direct Information: I have learned that Jackie was born in Georgia which I know is in
the United States and he was born in 1919, a long time before. His family then moved
to Pasadena, California. I dont know where that is exactly in California, but I dont think
it matters if I do.

Making Connections: Jackies mother seems like a good woman. She tried very hard
to give her children a good life, even though it must have been difficult to raise them
alone after the father left them.

Chunk #3

J ackie was a gifted athlete. After two years at Pasadena City College, J ackie
was offered a scholarship to UCLA. He played football, basketball, baseball, and track
and was the first four-sport athlete in the schools history.

Despite his success in college, he couldnt play major league professional sports.
Sports, like many other areas of American life at that time, were segregated. That
meant that blacks and whites did not play on the same team or play against each other.


J ackie joined the Kansas City Monarchs black baseball team in 1945, even
though he and some other black players were clearly good enough to be playing in the
major leagues.

Vocabulary: I notice the words segregated again, but this time there are context
clues to help me figure out the meaning of this word. The next sentence tells me that
segregation means that blacks and whites did not play on the same team or against
each other they were separate. This is what segregation means.
Question: I wonder why the Major Leagues were segregated? Why werent blacks
and whites allowed to play together? Jackie was very good at baseball, so why couldnt
he play? I dont have enough information to answer this yet.

Chunk #4

In 1945, a man named Branch Rickey was running the Brooklyn Dodgers
baseball team. He thought it was time for a black man to play in the major leagues, and
he had the support of the new baseball commissioner, Happy Chandler. Rickey asked
J ackie Robinson to become a part of this historic event. He chose J ackie not only for
his playing ability but for his strong character. Branch Rickey explained to J ackie how
difficult playing on an all-white team would be. He wanted J ackie to be prepared for the
rude treatment he was sure to receive. He asked J ackie to be strong enough not to
fight back.

Indirect Information: Branch Rickey wants Jackie on his team not only for his playing
ability but for his strong character. From this statement, I can infer that Jackie was a
determined person who never gave up. I guess his mother was able to raise him the
way she wanted, because Branch Rickey noticed these qualities in Jackie.
Prediction: Even though I am only just getting to know Jackie Robinson, I predict that
he will join the Major Leagues even though it might be difficult for him.

Chunk #5
J ackie accepted the challenge of facing the verbal attacks and signed a contract to play
for the Dodgers in 1945.


J ackie Robinson excelled at the game, helping the Dodgers win several
pennants and a World Series. He also earned a place in the Baseball Hall of Fame.

J ackie Robinson once said, A life is not important except in the impact is has on
others. By his own definition, his was a very important life. More than a sports hero,
he opened major league sports to other black athletes.

Prediction: My prediction about Jackie joining the Major Leagues was correct. He did,
just like I predicted.
Indirect Information: I think that J ackie is very proud of himself for what he was able
to do. He must have been very strong in character to break the colour barrier of
baseball.

Did you notice how the experienced reader used the During
Reading Strategies of looking at new vocabulary, making
predictions, paying attention to indirect information and by
making connections to read through the text? She stopped
throughout the text to think about what she was reading and to
make predictions about what might come next. By performing
these During Reading Strategies, this reader did not come to
end of the text without understanding what she had read.

Do you think you could use During Reading Strategies like this experienced reader?
You will have an opportunity to demonstrate your skills later in this lesson.

Using After Reading Strategies

Once you have completed Before and During Reading Strategies for a writing selection,
it is very important that you take the time to think about what you have read. You can
compare the information you learned with what you already knew or you can summarize
the main ideas to make sure you comprehended the text.

Lesson 2 introduced you to the summarizing technique of Somebody
wantedbutso This method is an easy way to double-check that you have
understand the main points of the writing selection.

Read the following example of an experienced reader who used this technique on the
text about J ackie Robinson.

Somebody: A black man named Jackie Robinson
Wanted: to be a professional baseball athlete
But: the major leagues in 1945 were segregated until Branch Rickey asked
Jackie to play for his Brooklyn Dodgers Major League baseball team

So: Jackie joined the team, led them to several pennants, a World Series win
and was inducted into the Baseball Hall of Fame, paving the way for other
black athletes to play in the Major Leagues of baseball.

Did you notice how this technique allowed the experienced reader to summarize all the
main ideas in the story to demonstrate his or her understanding of what they read?

Another useful After Reading Strategy is to compare your prior knowledge with what
you learned from the writing selection. Listen in as an experienced reader performs this
after reading strategy:

I had assumed the text would be about baseball based on the title and I was correct. I
had some questions about when this article took place because I wasnt aware of any
colour barriers in baseball today. After reading this article, I now know that segregation
existed in baseball until 1945 and that Jackie Robinson was the first black man to play
in the Major Leagues of baseball. Through his hard work, he paved the way for other
black men to follow.

Did you notice how this experienced reader was able to add the new information
learned from reading with the prior knowledge she already had?

Performing Reading Strategies

In lesson 2, you were introduced to the Effective Reading Strategies of Experienced
Readers. This lesson gave you an example of the Reading Strategies being performed
by an experienced reader. Now its your turn to use the reading strategies. Using the
reading strategies of experienced readers you have learned in this and the previous
lesson, complete the following questions. The questions have been divided into: Before
Reading Strategies, During Reading Strategies and After Reading Strategies. Look
back at the experienced readers example demonstrated in this lesson to help you work
with Reading Strategies.

All KEY QUESTIONS relate to the article, The Great One Wayne Gretzky, included
following the questions.

Key Question #8

Using Before Reading Strategies

Instructions: Before you begin reading the article, The Great One Wayne Gretzky,
complete the following Before Reading Strategies in your notebook.


Before Reading Strategies:

A. ACCESSING PRIOR KNOWLEDGE: Make a list of things that you already know
about the topic of the selection. (4 MARKS)

B. USING THE TEXT LAYOUT - Make a prediction about what the text may be
about based on the text layout. (2 MARKS)

C. QUESTIONING What do you want to learn about in this topic? Write 2
questions. (4 MARKS)

Key Question #9

Using During Reading Strategies

Instructions: As you read the article, The Great One Wayne Gretzky, complete the
following During Reading Strategies in your notebook.

During Reading Strategies:

D. DIRECT INFORMATION: In your notebook, create a bubble chart to record all
the information you learn about the topic. (5 MARKS)

E. VOCABULARY While you are reading, you will notice ten underlined words.
Copy the sentence with the underlined word into your notebook. Using the
context clues and/or a dictionary, write a definition for each word. (10 MARKS)

F. INDIRECT INFORMATION While you are reading, record, in your notebook,
two examples when you had to infer in order to understand the information.
Explain how you used your prior knowledge with what the text told you to arrive
at your answer. (4 MARKS)

G. PREDICTING After reading paragraph two, write a prediction in your
notebook about how well you think Wayne Gretzky performed in his first season
of organized hockey. (1 MARK)

H. PREDICTING -- After reading paragraph three, comment on your prediction.
Were you correct or incorrect? Record your answer in your notebook after your
prediction. (1 MARK)

I. QUESTIONING While you are reading, stop at least three times to write a
question about what you are reading. Record these questions in your notebook,
noting the paragraph you were reading when you thought of the question. (6
MARKS)

J . CONNECTING At least once while you are reading, make a personal
connection between the text and your own life. Write the connection you
thought of into your notebook. (3 MARKS)


Key Question #10

Using After Reading Strategies

Instructions: After you have finished reading the article, The Great One Wayne
Gretzky, complete the following After Reading Strategies in your notebook.

After Reading Strategies:

K. Once you have completed reading, summarize what you have learned by using
the format: Somebodywantedbutso. Write out your completed
Somebodywantedbutso in your notebook. (4 MARKS)

L. Compare what you learned from this writing selection with what you already
knew before you began reading. What new information about the topic do you
have? What information, if any, did you think you knew, but found was incorrect?
(3 MARKS)

M. While you read, you performed the During Reading Strategy of asking questions.
Which questions were left unanswered? What questions do you still have about
the topic? (3 MARKS)

TOTAL MARKS: 10
MARKS


The Great One Wayne Gretzky

1 When Wayne Gretzky was just six years old, he had his first
opportunity to play on a team. Up to that point, Gretzky had been
working hard developing his skills on the backyard rink that his father,
Walter Gretzky, had made for him. Mr. Gretzky was an avid hockey
fan and excellent teacher. He drilled Wayne on the basic skills and
instilled in him the desire to practice hard and always give his all in
every game.

2 Actually, Wayne was too young to play organized hockey, but his father managed
to sign him to play with the ten-year-olds in the Atom League in Brantford, Ontario.
Being so small, Wayne had difficulty controlling his oversized hockey sweater that
Wayne tucked in his jersey on the one side and consequently established his trademark
style. Years later, thousands of young hockey players would be wearing their jerseys
the same way imitating the Great One.

3 In his first season of organized hockey, Gretzky managed to score only one goal.
However, in his second season, he scored 27. He scored 104 in his third season and
an astounding 196 goals in the following season. By the time Wayne was ten, the
proper age for his league, he had established himself as a prodigy by scoring an
incredible 378 goals in a single season. As a young hockey player, Waynes idol was
Gordie Howe, the great Detroit Red Wings player, who held numerous scoring titles.
Little did Wayne know at that time he would go on to shatter all those records and set
new ones that seem insurmountable today.

4 Gretzky made his professional debut in 1978 at the age of 18 with the Indianapolis
Racers of the World Hockey League (WHA). The Racers fell into financial trouble and
had to sell Gretzky to the Edmonton Oilers. In his first season with the Oilers, Wayne
scored 43 goals and added 61 assists for a 72-game total of 104 points. When the
WHA began to fall apart, the Edmonton Oilers were incorporated into the National
Hockey League (NHL) for the 79-80 season and, in this, his first official year of the
NHL, Gretzky amassed 51 goals and 86 assists for a total of 137 points. He was voted
the Leagues most valuable player an honour he was to go on to achieve eight
consecutive times.

5 During his years with the Oilers, Gretzky broke Phil Espositos scoring record with
92 goals, surpassing the 200-point per season milestone. Later he established an all-
time scoring record with 215 total points in a single season.


ENG1L

ENGLISH, GRADE 9

Lesson 4

Lesson #4: Using Words Effectively

Reading is an important skill to develop. As a young child you
learned to read individual words, then short phrases. As you
continued to grow as a reader, you began to read longer and
more difficult pieces of writing. In order to move from an
emerging reader to an experienced reader, you learned the
effective Reading Strategies that must be used.

Another important skill that you began to develop early in your childhood was learning
how to communicate on paper. You first learned the letters of the alphabet, then used
these letter to write familiar words, such as your own name. As you grew, you began to
practice writing, learning how to form words into sentences and to express yourself
through the written word. This lesson will explore the transition from an emerging writer
to an effective writer. You will learn spelling rules, commonly misspelled words, how to
form complete sentences, and how to punctuate sentences correctly. These skills will
be very important in later lessons and units when you must revise your written work for
correct spelling and grammar usage.

SUPPORT
QUESTION #
PRACTICE ACTIVITY
4 Spelling Rules
5 Forming Plurals
6 Using Apostrophes
7 Punctuating Sentences
8 Writing Complete Sentences

KEY
QUESTION #
Activity Marks
11 Spelling Rules: Editing 15
12 Spelling Rules: Choosing the Correct Word 20
13 Writing Correct Sentences 15

Total: 50





Grammar and Usage:
- use complete and correct sentences
- use pronouns that agree with their antecedents
- use capitalization appropriately (beginning sentences)

Spelling:
- use knowledge of spelling patterns and rules, and a variety of
appropriate resources to spell correctly
- spell high-frequency words accurately
- use the apostrophe to show possession and contractions

Punctuation:
- use correct punctuation for end stops (period, question mark,
exclamation mark)

Learning to Spell

One of the first lessons an emerging writer learns is that all words have
a common way of being spelled. As a young child, you what sound each
letter makes and you also learn which letters word together to form
different sounds. Knowing the sounds of letters help you learn how to communicate in
writing. To communicate effectively, you must be able to spell correctly, and the key
thing to remember with spelling is:

When in doubt, use the dictionary!

There are many rules that emerging writers must learn in order to spell words
effectively. Many words in the English Language are commonly misspelled. The
following table lists some spelling rules (and exceptions) for some of these words.


Spelling Rules Chart

Spelling Rule Examples Exception
Rule #1
i before e except after c

diet, pier, deceive, receive

neighbour, weigh
Rule #2
When a word ends in a
consonant, double the final
consonant before adding a
suffix (a word ending) that
begins with a vowel ( -ing, -
ent) only if the word:
a) has only one syllable or is
accented on the last syllable
b) ends in a single consonant
preceded by a single vowel.

swim +ing =swimming
repel +ent =repellent

Canadian usage prefers to
double the final L regardless
of accent:
travel +er =traveller
shovel +ing =shovelling

*If in doubt, look at a
Canadian dictionary.
Rule #3
Drop the silent e before
adding a suffix that begins
with vowel.

care +ing =caring
sense +ible =sensible

Keep the final e in words
ending in ce or ge before a
suffix that begins with a or o:
manageable
courageous
To avoid confusion with other
words, keep the final silent e
in some words:
dye +ing =dyeing
(not dying)
singe +ing =singeing
(not singing)
Rule #4
Keep the final silent e before
adding a suffix that begins
with a consonant.

definite +ly =definitely

true +ly =truly
Rule #5
When a word ends in y
preceded by a consonant,
change the y to i before any
suffix except with one
beginning with i.

accompany +ment =
accompaniment
plenty +ful =plentiful
Some one-syllable words:
shy +ness =shyness
sky +ward =skyward
lady and baby with suffixes:
ladylike
ladyship
babyhood
Rule #6
Sometimes words that sound
the same, are spelled
differently when you write
them. These words are called
homonyms. Think about the
meaning of the word you want
to use in order to make sure
you spell it correctly.

there, their, theyre
to, too, two

Some words are spelled the
same, but have different
pronunciations.

read (present tense)
read (past tense)

live (as in, to be alive)
live (as in, to live somewhere)


Support Question #4

Spelling Rules

Using the rules for spelling that you just learned, complete this activity.

Instructions:

A) In each of the following sentences there are words in brackets. Choose which
of the words in brackets is spelled correctly.
B) Rewrite the sentences using the correctly spelled word.
C) After the sentence, write the number of the spelling rule you followed when
you chose which word was correctly spelled.

Example: It is important that parents are (loving/loveing) towards their children.

It is important that parents are loving towards their children. Rule #3

1. I love to play baseball and my brother loves to play (to/ too/ two).
2. The most (unbeleivalbe/ unbelieveable/ unbelievable) thing happened to me
yesterday.
3. When I get older, I want to spend time (travelling/ traveling) the world.
4. My (neighbour/ nieghbour) painted their house a bright purple.
5. I love (swimming/ swiming) in my pool during the warm, summer months.
6. During autumn, corn is very (plentyful/ plentiful) in southern Ontario.
7. (There/ their/ theyre) are many books to read in the Public Library.
8. Out of nowhere, a (shooting/shotting/ shoting) start crossed the sky.
9. Mountain climbers are very (courageous/ couragous) people.
10. Spelling is (definitely/ definitly/ defiantly) harder than I thought.


Forming Plurals

When you are changing nouns from singular to plural, there are some rules that need to
be followed to make sure you are spelling the pluralized nouns correctly. The following
table outlines the rules for forming plurals.

Rules for Plurals Examples Exceptions
To form the plurals of most English
nouns, add s.
violin/violins
night/nights

To form the plurals of other nouns,
follow these rules:

1. If the noun ends in s, x, z, ch,
or sh, add es.

2. If the noun ends in y
change the y to I and add es.

3. If the noun ends in y
preceded by a vowel, add s.

4. For some nouns ending in f
or fe, change the f to v and
add s or es. Noticing how the
plural is pronounced will help
you remember whether to
change the f to v.

5. If the noun ends in o
add es. (The best way to
handle plurals of words
ending in o preceded by a
consonant is to check their
spelling in a dictionary.)

6. If the noun ends in o
preceded by a vowel, add s.

7. The plurals of some nouns
are irregular.

8. Some nouns have the same
for in both the singular and
the plural.

dress/dresses fox/foxes
match/matches itch/itches

cry/cries
theory/theories
ruby/rubies

monkey/monkeys
buoy/buoys

kerchief/kerchiefs
safe/safes
knife/knives

potato/potatoes
hero/heroes
tomato/tomatoes

patio/patios
radio/radios
tattoo/tattoos

tooth/teeth man/men
mouse/mice child/children

deer/deer
moose/moose
salmon/salmon

The plurals of proper nouns:
The Murphys
The Rileys

Nouns for musical terms:
piano/pianos
solo/solos

Some nouns have two plural
forms:
zero/zeros or zeroes

Support Question #5

Forming Plurals

Using the rules for spelling that you just learned, complete this activity.

Instructions: Copy the following table into your notebook. The singular form of each
noun has been given to you. You must complete the table by writing the pluralized form
of each noun in the right column. Make sure you refer to the table of spelling rules for
forming plurals to help you. The first two have been done for you.

SINGULAR NOUNS PLURAL NOUNS
umbrella umbrellas
mouse mice
dog
goose
knife
princess
house
woman
hero
fly

Using the Apostrophe

Sometimes, when you want to show possession, you will have to use an apostrophe.
An apostrophe is a type of punctuation that shows ownership. It is written like a
comma, but it is written above the letters: girls. There are four rules you must learn in
order to effectively use quotation marks.

The Rules for Using Apostrophes

$ To form the possessive of a singular noun, add an apostrophe and an s:
Jims tie

$ To form the possessive of a plural noun that ends in s, simply add an
apostrophe:
Boys tickets

$ To form the possessive of a plural noun that does not end in s, add an
apostrophe and an s:
Womens books


$ To form the possessive of a name ending in s, either simply add an apostrophe
OR add an apostrophe and an s:
Dennis car OR Denniss car

$ To form a contraction, use an apostrophe to take the place of the missing
letters.
cannot = cant do not = dont could have = couldve

Support Question #6

Using Apostrophes

In each of the questions below, the word that belongs in the blank has been marked in
bold at the end of the sentence. Rewrite the sentence in your notebook, using the
correct possessive form or contraction of the word(s) in bold.

1. King treasure is stored in the palace safe. (Charles)
2. The used novels were originally other books. (children)
3. Scuba divers may come across sunken treasures. (ships)
4. Captain map was given to his first mate. (Flint)
The map was now J im map. (Hawkins)
5. Many other crew members read the map. (could not)

Homonyms

Other words that are often misspelled are words that are sound the same when said
aloud, but that are spelled differently on paper. These words are called homonyms.

Commonly Confused Homonyms

Buy/By/Bye

Buy is a verb meaning purchase.
When you start your first job, you can buy your own clothes.

By is a preposition meaning beside or through the act of.
He was standing by the car pumping gas.

Bye is short form for the phrase good bye.
I said bye to my friends.


Here/Hear

Here is used as either an adverb or subject and means in this place.
Here are several reasons for courtesy.
The dog came here and sat down.

Hear is a verb referring to the act of listening.
Do you hear the sound of marching feet.

Its/Its

Its is a contraction of it is or it has.
Its a lesson too late for the learning.

Its is a possessive pronoun.
Look at the dog its got my shoe in its mouth.

Knew/New

Knew is a verb meaning was familiar with or had knowledge of.
Kajtek knew the quickest was to get to our house.

New is an adjective meaning never before used.
The new cars had arrived at the showroom.

There/Their/Theyre

There is an adverb meaning at that place.
Go there.

There is a possessive pronoun meaning belonging to them.
We saw the Singhs at their house.

Theyre is a contraction for they are.
Theyre always right.

Through/Threw

Through is used as a preposition meaning from one side to another, or over.
The rock crashed through the window.

Threw is the past tense of the verb throw which means toss or hurl.
The picture threw the ball to the catcher.


To/Too/Two

To is most often a preposition meaning in the direction of.
They went to the folk festival.

Too is an adverb meaning also or more than enough.
Im going, too. There are too many weeds on the lawn.

Two is the word for the number 2.
Two players were traded before the deadline/

Where/Wear

Where is an adverb meaning in (at/to/from) what place.
Where are you going?

Wear is a verb meaning put on the body, or a noun and verb both referring to damage
done to something.
What should we wear to the commencement ceremony?
The back tires were showing signs of wear.

Whether/Weather

Whether is a conjunction suggesting choice and is often followed by or not.
She did not know whether or not to make a donation to this charity.

Weather is a noun referring to atmospheric conditions.
We watch the weather carefully when we are sailing.

Which/Witch

Which is the more common word; it is a pronoun used to ask questions.
Which route are you taking to get to the mountains?

Witch is a noun referring to a woman supposed to have magic powers.
On Halloween, my sister dressed up as a witch.

Commonly Misspelled Words

There are many words in the English language that are frequently misspelled or used
incorrectly. Some of these words do not follow any rules. You must memorize their
spelling in order to be sure to spell them correctly.


Some commonly misspelled words are:

a lot
not
alot
all right
not
alright
could have
not
could of
paid
not
payed
should have
not
should of
would have
not
would of

Writing Sentences

Once emerging readers have learned the basics of spelling individual
words, they are then ready to begin forming these words into
sentences. It is important when writing sentences to make sure you
use capital letters and end stops correctly.

Capital Letters

We learned in Lesson 1 that a capital letter is always used when writing proper nouns.
Capital letters are also used to begin a sentence.

End Stops

All sentences must have an end stop. An end stop is a piece of punctuation that lets a
reader know that a sentence is finished. Examples of end stops include periods (.),
question marks (?), and exclamation marks (!). Which type of end stop you use
depends on the type of sentence you are writing.

Periods: You use a period if the sentence makes a statement.

My mother bakes the best chocolate chip cookies.

You also use a period if the sentence makes a command.

Hand in your homework.

Question Marks: You use a question mark if the sentence asks a question.

What is your favourite television show?

Exclamation Marks: You use an exclamation mark if the sentence expresses surprise.

What an amazing bike I saw at the shop!
I dont believe it!

Support Question #7

Punctuating Sentences

Rewrite the following sentences into your notebook, adding capital letters and the
appropriate end stops.

Example: who plays shortstop on that baseball team
Who plays shortstop on that baseball team?

1. he graduated from Durham College
2. what kind of animal is that
3. please count them again
4. that is amazing
5. do you think you could carry a million one-dollar bills
6. that was the best game of the season
7. get out of my way
8. our team won the game
9. jerry saw a strange sight last night
10. what could he see in the dark

Writing Complete Sentences

When writing sentences, it is also important to make sure you are using complete
sentences. All complete sentences contain a subject (noun) and a predicate (verb).

The fluffy, white clouds drifted lazily overhead.

clouds is the main noun or drifted is the main verb or predicate of
subject of the whole sentence the sentence (its what the clouds do)

When writing sentences, many emerging writers often make errors. The following table
lists these common sentence errors and how they can be avoided.


Sentence Error What It Is Examples How to Fix It
Fragment a group of words,
punctuated as a
sentence that lacks
either a subject or a
complete verb
Because I like
having my
homework done on
time.
The narrator
thinking about the
loss of his friend.
Because I like
having my
homework done one
time, I do it as soon
as I get home.
run-on too many complete
sentences or
thoughts joined
together as a single
sentence
I got a lot of work
done today I
finished reading and
I went to the library
and I started my
assignment but I
didnt fill in the chart
because I couldnt
find it.
I got a lot of work
done today. I
finished the reading
and I went to the
library. I started my
assignment but I
didnt fill in the chart
because I couldnt
find it.
subject-verb
agreement
the rule that singular
subjects take
singular verbs and
plural subjects take
plural verbs
J anet and Dave is
taking skiing
lessons this winter.
J anet and Dave are
taking skiing
lessons this winter.
pronoun-antecedent
disagreement
(an antecedent is
the another name
for the noun the
pronoun is
replacing, i.e., Mike
went to his aunts
house. In this
sentence, Mike is
the antecedent of
his.)
pronouns do not
agree with their
antecedents
(masculine, or
feminine), number
(singular or plural),
or person (first
person, second
person, or third
person)
Students must
submit his/her
assignment on time.

*The antecedent
(Students) is plural,
but the pronoun
(his/her) is singular.
Students must
submit their
assignments on
time.

*The antecedent
(Students) is plural
and so is the
pronoun (their).

Support Question #8

Writing Complete Sentences

Copy each of the following sentences into your notebook. Then, decide whether each
sentence is complete and correct. If it is, write complete and correct at the end of the
sentence. If it is not, rewrite the sentence with the necessary corrections on the next
line.


Example A: The man had suddenly disappeared. Complete and Correct
Example B: At the end of a long horror movie. Incomplete
I was scared at the end of the horror movie. Complete and Correct
Example C: My family loves his cottage. Incorrect
My family loves their cottage. Complete and Correct

1. The small, brown, dog.
2. Monica loves her new bicycle.
3. I cant wait until summer arrives.
4. How many teeth do sharks have?
5. The winner of the race.
6. Because it is too cold.
7. Many scientists spend long hours in their labs.
8. The motorcycle went speedily down the road.

Key Question #11

Spelling Rules: Editing

You have just learned some spelling rules to avoid making common errors in spelling.
The person who wrote the passage below has not studied these spelling rules,
therefore, her spelling is very bad. Help this person to edit her writing.

In lesson #3, you learned the common spelling errors and the rules for forming plurals.
In lesson #1, you learned that all Proper Nouns must have capital letters. Use what you
have learned about capitalization and spelling to correct the fifteen errors in this
passage.

Rewrite the passage in your notebook using the correct spelling for each misspelled
word. Use a dictionary to double-check your spelling. (1 MARK per correction minus
errors)

It is difficult to beleive the amount of speling rules that exist in the English language.
i have alot of difficulty remembering which letters go wear. Theyre are silent letters
that you keep or delete dependding on their sounds. Sometimes you add s, but other
times you add es. Oh, and then there are the exceptions, when you change y to i
or change the whole word completly. How am I ever supposed to remember all these
rules? Its nearly impossible! My mother, shirley, is an excellent speller. She can spell
any word off the top of her head. My brother is the same. He inherited that skill from
my mom. Me, on the other hand, couldnt spell a whole passage correctly if you payed
me a million dollars. I just cant seem to get it right. If only sombody would teach me
the rules of spelling! Maybe then, I could become an excelent speller, two.


Key Question #12

Spelling Rules: Choose the Correct Word

This lesson taught you the rules for spelling, using apostrophes, using homophones.

Instructions: In each of the sentences below, choose the correct spelling of the word
in brackets. Rewrite the sentence with the correct word in your notebook. (1 MARK per
sentence)

1. Famous (actors/actors) movies are very popular.
2. I (couldnt/couldnt) find my favourite sweater.
3. You wont (believe/beleive) what happened!
4. The (boys/boys) books were still in his locker.
5. (There/Their/Theyre) are twenty-five books on the shelf.
6. The (bear/bare) ransacked the campsite.
7. J ohnny (shouldve/should of) studied for his test.
8. I (here/hear) the new movie is boring.
9. If you are going, Id like to come (to/too/two).
10. What are you going to (wear/where/were) to the party?
11. I guess it will depend on the (weather/whether).
12. (Which/Witch) shirt looks better?
13. There are definitely (alot/a lot) of people there.
14. Michael (payed/paid) for our tickets.
15. (Its/Its) hard to find my friends in the crowd.
16. Somebody (through/threw/though) some water on the floor.
17. The water ruined the (knew/new) suede chair.
18. We all offered to (buy/by/bye) them a new chair.
19. It was my (fathers/fathers) birthday present.
20. I (dont/dont) want to miss the next party.


Key Question #13

Writing Correct Sentences

Instructions: Create complete sentences that use all of the words in the list. Write your
sentences in your notebook.

* Remember to use capital letters and end stops correctly. Also, avoid run-on
sentences or sentence fragments. Follow the spelling rules to make sure you spell all
the words in the sentence correctly, as well. (3 MARKS per sentence).

1. bus, children, school, quickly, late

2. skateboard, cement, knee, pain, jump

3. pen, pencil, notebook, eraser, pages

4. friends, party, house, summer, music

5. cheese, bread, knife, spread, butter]



ENG1L

ENGLISH, GRADE 9

Lesson 5

Lesson 5: Becoming an Experienced Writer

When first beginning, an emerging writer learns how to spell words correctly. There are
many spelling rules that must be learned. Once these have been mastered, the
emerging writer then learns how to group these words together into complete
sentences. The emerging writer learns the rules for capitalization and punctuating
sentences. Once an emerging write can write sentences correctly, they then learn how
to form these sentences into paragraphs. This lesson will focus on using the spelling
and grammar rules learned in the first lessons and applying these skills to write well-
structured paragraphs. You will be introduced to the steps in the writing process and
write a paragraph following these steps. You will also use your spelling and grammar
skills to revise your paragraph.

KEY
QUESTION #
Activity Marks
14 Using the Writing Process 40
15 Response J ournal #3 10

Total: 50



DWS1.01: generate ideas for writing by using prewriting strategies
DWS1.04: organize ideas and information for writing by using appropriate strategies
DWS1.05: identify the main idea and key supporting details as they visualize the final
product by creating an organizational plan
DWS1.07: create a first draft in the appropriate form that suits the purpose and
audience
DWS1.08: revise their writing to clarify or connect ideas
DWS3.03: identify strengths, areas for improvement, and next steps, in refining their
writing skills
DWS3.04: write focuses, personal reflections to explain their thinking, using teacher-
provided prompts

Writing Paragraphs

A paragraph is a series of sentences that focus on one main idea. The main idea of a
paragraph is the most important point the writer makes in that paragraph. The main
idea expresses what the paragraph is about. The sentence that states the main idea is
called the topic sentence.
The other sentences in the paragraph usually provide details that support, or tell about,
the main idea. They are called supporting details. To finish the paragraph, a
summary sentence is used that restates the main idea of the paragraph again.

Read the following paragraph:

My favourite sport during the winter is snowboarding. I learned to snowboard
when I was 12 years old and have loved it ever since. I go to the snow hills every
weekend and practice all my moves. I rarely fall down at all anymore. I love hearing
the wind whistle through my ears as I soar down the hill. I cant think of anything I enjoy
more than snowboarding on a cold, winter day.

Main Idea: snowboarding

Topic Sentence: My favourite sport during the winter is snowboarding.

Supporting Details:- learned at age of 12
- practice every weekend
- rarely fall
- love hearing wind in ears

Summary Sentences: I cant think of anything I enjoy more than snowboarding on a
cold, winter day.

The Writing Process

Similar to the Reading Strategies that experienced readers
follow, experienced writers also follow steps when they write.
The steps in the writing process are: Prewriting, Drafting,
and Revising.

Prewriting

Prewriting is a very important step in the writing process. This is when you will think
about all the ideas you have on a given topic. It helps you think about what you will
write about and what supporting details you will use to support your main idea.

There are three stages in the prewriting process:

Stage 1: Brainstorming Thinking about the topic

When you are brainstorming ideas on a topic, you should let your mind go free and write
down anything and everything you know about the topic.

Look at the following example of brainstorming on the topic Hockey.

Goalie puck net
goals helmet Three periods
stick skates rink

After you have completed brainstorming all your ideas about a topic, you are ready to
move onto the next stage in the writing process: Organizing Your Ideas.

Stage 2: Organizing Your Ideas Choosing what to write about

The second stage of prewriting requires you to organize your brainstorming information.
You must look at your list of brainstormed ideas and try to arrange them into a
paragraph on one aspect of the topic.

If we use the list of brainstormed information about hockey from the proceeding
example, there seems to be a lot of information on the equipment needed for playing
the sport of hockey: puck, net, rink, skates, helmet, stick

Once you have decided on the specific aspect of the topic you want to write about, you
are ready to plan your paragraph.

Stage 3: Planning

The final stage in the prewriting process is Planning. In this stage, you will organize
your supporting details and write a Topic and Summary Sentence.

A graphic organizer, like the one following, is helpful to use in the Planning stage of the
prewriting process.

Paragraph Organizer

Topic Sentence: State the main
idea of your paragraph in a
complete sentence.

Supporting Details: Include at
least three examples to add
information on the main idea of
the paragraph.
Example #1:

Example #2: Example #3:

Summary Sentence: Write a
complete sentence that restates
the main idea of the paragraph.

Once you have finished all three stages in prewriting, you are ready to move onto
drafting your paragraph.
Drafting

In order to draft your paragraph, you will use the information you planned for your
paragraph in your graphic organizer.

Begin with your topic sentence. Next, organize your supporting details into sentences.
Finally, add your summary sentence to the end.

Read this example paragraph:

Hockey is a sport that requires a lot of equipment to play the game. First of all,
because hockey is play on the ice, you need a pair of skates. To protect your head, you
should always wear a helmet. You will also need a hockey stick and puck. In order to
score goals, you will have to make sure there is a net. If you have all these materials,
you are ready to play the game of hockey.

Once you have written your paragraph, you are ready to move onto the final step in the
writing process: Revising.

Revising

Revising is a very important step in the writing process. This is the time when you go
back over your paragraph to make sure you have spelled all the words correctly. You
can also make sure that you have used complete and correct sentences. The following
checklist is helpful for revising paragraphs:

Checklist for Revising Paragraphs

Is there one main idea in my paragraph?
Did I use a topic sentence that states the main idea?
Do my supporting details add support for the main idea?
Did I include a summary sentence that restates the main idea?
Did I follow the spelling rules to make sure that I spelled all the words in
the paragraph correctly?
Did I check a dictionary if I was unsure how to spell a word?
Are all my sentences complete (no run-on or fragments)?
Do my subjects agree with their verbs?
Do my pronouns agree with their antecedents?
Did I use capital letters correctly for proper nouns and to begin
sentences?
Did I use the appropriate end stops for the type of sentence?

Taking the time to revise your work can make you sure that you have written a great
paragraph.

Key Question #14

Using the Writing Process

In this lesson, you have been introduced to the three steps in the writing process. You
were able to follow along as an example was carried through all three steps in the
writing process. Now its your turn to write.

Instructions:

A. Prewriting:
i) Choose one of the following topics to write about:
baseball basketball soccer football lacrosse

ii) In your notebook, brainstorm a list of everything you know about the topic
you chose. (4 MARKS)

iii) Organize your brainstormed list. Choose one aspect of the topic to write
about. Write the aspect in your notebook and list the information that
supports that aspect beside it. (2 MARKS)

iv) Draw the Paragraph Organizer in your notebook. Complete all parts of the
graphic organizer to plan your paragraph. (8 MARKS)

B. Drafting
v) Write a draft of your paragraph. Be sure to use the information from your
Paragraph Organizer. (5 MARKS)

C. Revising
vi) Once you completed your draft, copy the Checklist for Revising
Paragraphs into your notebook. Cross off each item from the checklist as
you revise your paragraph. (11 MARKS)

vii) Rewrite your paragraph with all the revisions. (10 MARKS)
Topic Sentence: 2 marks
Supporting Details: 3 marks
Summary Sentence: 2 marks
Spelling and Grammar: 3 marks

Key Question #15

Response Journal #3

This lesson has introduced you to the strategies that experienced writers follow.
Experienced writers make sure they have used complete sentences that include proper
punctuation and capital letters. They also make sure their subjects and verbs agree as
well as their pronouns and antecedents. Good writers follow rules to make sure they
spell words correctly and if they are in doubt, they always check a dictionary. When
writing paragraph, experienced writers following the writing process by prewriting
(Brainstorming, Organizing, Planning), drafting, and revising. They make sure they
have a topic sentence, supporting details, and a summary sentence that are all focused
on one main idea.


Now is the time for you to reflect on your strengths and areas you would like to improve
upon in your writing. In your notebook, complete the following sentence beginners
called prompts. These will help you identify your skills as a writer.

Prompts:

My strengths in writing are

Areas that I would like to improve upon in my writing are

Some things I learned in this lesson about writing are

*The instructions for writing a Response J ournal and the evaluation rubric are located in
the Introduction to Unit 1.

ENG1L English Unit 1 Answers to Support Question
Unit 1: Support Question Answers

Support Question #1 Nouns, Pronouns, and Adjectives

PN CN CN CN
1. Michaels favourite toy is a stuffed, brown teddy bear his grandmother
gave him.

CN PN CN CN
2. As a young child, Megan liked to draw her mother pictures of beautiful,
CN
yellow flowers.

CN CN CN PN
3. My sister and her husband own a large, hairy dog named Cassie.

CN CN CN
4. I love to drink floats made with vanilla ice cream and rootbear.

PN CN CN
5. Ashams birthday party was the best party I have ever been to.

Support Question #2: Verb Tenses

1. Sarahs mother is teaching her how to skate. Present
2. He will play soccer after school. Future
3. Craig sang in the school choir. Past
4. He is phoning his friend to come out and play. Present
5. The book has to be read for Mondays class. Future
6. Nobody saw the lost cat in the park. Past

Support Question #3: Using Adverbs

* the answers provided are possible adverbs that would complete the sentence. You
may have used different adverbs that are still correct.

1. They ran quickly and won the race.
2. The swimmer moved slowly in the pool.
3. The light shone brightly and the insects flew dizzily towards it.
4. They will swiftly reach their destination.
5. Ian did not work hard and he scored poorly on the exam.

Support Question #4: Spelling Rules

1. I love to play baseball and my brother loves to play too.
2. The most unbelievable thing happened to me yesterday.
3. When I get older, I want to spend time travelling the world.
4. My neighbour painted their house a bright purple.
5. I love swimming in my pool during the warm, summer months.
6. During autumn, corn is very plentiful in southern Ontario.
7. There are many books to read in the Public Library.
8. Out of nowhere, a shooting start crossed the sky.
9. Mountain climbers are very courageous people.
10. Spelling is definitely harder than I thought.

Support Question #5: Forming Plurals

SINGULAR NOUNS PLURAL NOUNS
umbrella umbrellas
mouse mice
dog dogs
goose geese
knife knives
princess princesses
house houses
woman women
hero heroes
fly flies

Support Question #6: Using Apostrophe

1. King Charles treasure is stored in the palace safe.
2. used novels were originally other childrens books.
3. Scuba divers may come across sunken ships treasures.
4. Captain Flints map was given to his first mate.
5. The map was now J im Hawkins map. Other crew members couldnt read the
map.

Support Question #7: Punctuating Sentences

1. He graduated from Durham College.
2. What kind of animal is that?
3. Please count them again.
4. That is amazing?
5. Do you think you could carry a million one-dollar bills?
6. That was the best game of the season.
7. Get out of my way.
8. Our team won the game.
9. Jerry saw a strange sight last night.
10. What could he see in the dark?

Support Question #8: Writing Complete Sentences

1. The small, brown, dog. Incorrect
The small, brown, dog ran in the park. Complete and Correct.

2. Monica loves her new bicycle. Complete and Correct.

3. I cant wait until summer arrives. Complete and Correct.

4. How many teeth do sharks have? Complete and Correct.

5. The winner of the race. Incorrect
Mark was the winner of the race. Complete and Correct.

6. Because it is too cold. Incorrect.
I wont go camping because it is too cold. Complete and Correct.

7. Many scientists spend long hours in their labs. Complete and Correct.

8. The motorcycle went speedily down the road. Complete and Correct.


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