Analytical Grammar JR

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JUNIOR ANALYTICAL GRAMMAR Teacher Notes (Introduction)
EDUCATIONAL PHILOSOPHY
I know that home teachers may react to the words "Educational Philosophy" with skepti-
cism since teachers often use it as a screen behind which to hide their own incompetence!
There is, however, really no other term to use. I just thought it was important to tell you
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what my overall vision of the educational process is, and why I think so much of what we
call education these days does not, in fact, educate.
A
I call my educational vision "scaffolding." Visualise a huge office building under con-
struction. It is made up of steel supports and bars which hold all the other stuff on the
SA I O
building together.
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Now, imagine an enormous crane with a heavy steel support which is supposed to go on the
9th floor of the building. What would happen if the crane let go of that steel support in
O A N
midair - in the place where it was supposed to go - BEFORE THE OTHER EIGHT FLOORS
HAD BEEN BUILT? The piece of steel would come crashing to the ground!
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N H W
If, however, the first eight floors have been well-built beforehand, then that piece of steel
would rest snugly and permanently in its proper place.
R
O DO
The reason that so much of what we teach (especially in the language arts area - notably in
punctuation) doesn't "stick" is because we haven't carefully built the basic structure of
knowledge necessary. So the new knowledge doesn't "stick"!
With that in mind, I want to warn you not to move through this material too quickly. If each
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concept is understood at at least the competency level, then a student can confidently
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move on. Since students must utililize prior concepts with the addition of each new one, it
is not at all unusual for the reluctant student to "catch on" to the concept in Unit #2 when
you're covering Unit #3 or 4.
FR
This is an analytical approach to grammar. Each new concept weaves seamlessly into the
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prior concepts. I believe you will be surprised at the complex level of thinking your stu-
dent is able to do about language. Remember, an enormous amount of grammatical knowl-
edge is already in your student's head; if it weren't, he or she would not be able to construct
sentences properly when speaking.
If, after doing a couple of units, you feel that your student is not yet ready, please don't
press on! This will only frustrate your child, and he or she will develop all sorts of ways to
get out of doing it. Just put it away and give it a go next year. Children love to do what
they're good at and hate to do what they're not good at! If your student is not "getting it,"
put it away until he's ready. That just gives the material the glamour of being "for big
kids"!
JUNIOR ANALYTICAL GRAMMAR Teacher Notes (Page 1)
NOTES FOR HOMETEACHERS
As a general rule, I recommend that you take at least one week for each unit in this
course. I will map out what you can do day-by-day.
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DAY #1 By yourself, read through the unit notes, taking special note of the
questions that students are asked. Then "talk through" the notes with
A
your student. The questions in these notes are designed to help
students access the knowledge that they already have about language.
SA I O
When it comes time to ask one of these questions, remove the paper
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from the student and allow him or her time to think about the answer.
Teachers often don't give students time to think because they are afraid
O A N that perhaps the child doesn't know the answer. So they either rephrase
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the question to make it easier or they answer the questions for him. I
N H W
believe that this teaches the student two things: #1) "The teacher doesn't
think I can answer this." and #2) "If I don't answer right away, I'm off
R the hook!" It is also not uncommon for students to pretend they don't
O DO
know an answer as a way of "passive resistance."
In my classroom, I have been known to ask a question of a student

(who I know can answer the question, but is resisting me) and wait for
a LONG time for an answer. Eventually (just to make me go away!) the
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student answers the question. Then I've got him! Because once you
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know you can do something successfully, you want to keep on doing

it!
FR
So give your students time by waiting quietly. Rephrase or prompt

only if you're sure he or she doesn't know. Keep on until you have
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"talked through" the notes.
Then, work with your student on the first one or two sentences in
Exercise #1. Then ask the student to complete the exercise. Emphasize
that by all means the students should consult the notes for help in doing
the exercise.
Day #2: Using the answer key for Exercise #1, go over the answers with your
student. You are particularly interested in any mistakes your student
has made. There are two kinds of mistakes: the first is a mistake which,
once the student sees the right answer, he understands why he got it
JUNIOR ANALYTICAL GRAMMAR Teacher Notes (Page 2)
wrong. The second is the most important kind. That's a mistake which
the student has made and he doesn't know why. These mistakes mean
that you and the student need to go back to the notes and review.
Once Exercise #1 has been reviewed for accuracy, give the student
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Exercise #2. Again, emphasize that he should use the notes for help.
A
Day #3: Review the answers on Exercise #2 in the same manner as you did
Exercise #1. Give the student Exercise #3. Remind him to use his
SA I O
notes if necessary.
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Day #4: Review the answers on Exercise #3 as you did with Exercises #1 and
#2. After going over Exercise #3, give your child the Playing With
O A N Words writing assignment. When that assignment is complete, give him

the "How Did I Do?" sheet so that he can assess his performance.
N
N H W
Day #5: The comprehension assessment can be given to the student on Day #4,
right after he has assessed his performance on the Playing With Words
R
O DO
assignment. Or you may want to wait a day and give the assessment on
Day #5. I don't think either wayis better than the other. Your student
will probably let you know which works best for him.
I think it's a good idea to correct the test with the student so mistakes are
immediately apparent. If a student answers at least 70% (that's the
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Competency level) of the questions correctly, he or she should move

on. Whatever mistakes were made will be cleared up as the student
moves on. When the test has been corrected, you can go to the
next unit and start the process all over again.
FR
N
On the next pages, I will share with you any little "tricks" I've utilized
over the years that might be helpful for you.
JUNIOR ANALYTICAL GRAMMAR Unit Notes (Page 1)
Unit #1: Nouns

The only problem I've run across in this unit with little guys is with "abstract"
nouns, meaning nouns that represent ideas, things you "can't touch." Just keep
pressing on. Unlike many courses, this one doesn't make things more difficult as
you add more concepts. On the contrary, subsequent concepts make the earlier ones
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easier!
A
Unit #2: Articles and Adjectives
This unit will show you and your student how much grammatical knowledge is
SA I O
already stored in his brain. This is because, if a child finds the nouns first and then
goes back to each noun and says, "Which (and says the noun) "? , the articles
L
and adjectives just "jump out at him"!
O A N
The only problem I've encountered over the years is when you have a noun which
N
has more than one modifier in front of it, such as "the tall, athletic man." If the
N H W
student says, "Which man?", he might answer "athletic man" and mark that as an
adjective and figure he's done with that noun. All I do if this occurs is prompt the
R
student by asking, "Which athletic man?" Then he'll spot the and tall.
O DO
Unit #3: Pronouns

It is usually very easy for a student to understand the concept of a pronoun. It is
another thing for him to be able to recognize a pronoun when he sees one! That's
why it's so important to memorize the pronouns to the extent that the child will
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know pronouns when he sees them.
I suggest that together you and your child recite the pronouns as you are going over
the notes. You also might want to slow this unit way down and give your student a
FR
little "quizlet" every day, having them write down - a column at a time - the pro-
nouns in the four different categories.
N
This is also the time to emphasize the importance to following a certain process in
identifying the parts of speech. Students MUST find the nouns first, THEN they
look for articles and adjectives, and ONLY THEN should they look for pronouns
amongst the words left over. This will preclude mistaking adjectives for pronouns.
Unit #4: Prepositions

Prepositions are not usually a difficult part of speech to teach. Most prepositions
will fit neatly into the "Mouse goes _______ the box" sentence. The ones to be
careful about are the ones that do need to be memorized; the "But Al Does" memory
trick should be helpful. You need some time on these prepositions and, again, you
LE G D
might want to design a little "quizlet" and ask your students to study the "But Al
Does" prepositions and then write them down.
A
It would also be worth your while to put some emphasis on the prepositions which
SA I O
consist of more than one word. The list is at the bottom of the second page of notes.
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This is also the first diagraming that your students will do. It's pretty easy stuff, and
it may not be very clear to them why they're doing it, but that will become apparent
O A N
as they go on.
N
N H W
This is also the first unit in which the concept of word "jobs" comes in. In the exer-
cises and the assessment there are underlined words and - on the back of the paper -
the student is asked to tell which words are modifiers and which words are objects of
R
O DO
the preposition. This doesn't happen until Exercise #2, so it might be a good idea to
do the first two sentences of Exercise #2 together.
Unit #5: Subject and Verb

Now we're getting into some real "meat and potatoes" grammar! To find the subject,
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it is vital that the student stick to the process! First, nouns; second: articles and
S
adjectives; third: pronouns; fourth, prepositions and parentheses around the preposi-
tional phrases; fifth, look for the verbs amongst the words left over. Using the
proper order, it is very easy to find these words!
FR
It's a good idea to emphasize that THE SUBJECT OF A VERB WILL NEVER
N
BE INSIDE A PREPOSITIONAL PHRASE. A prepositional phrase is a modi-

fier; in other words, it can act like an adjective and describe a noun. If it does
modify a noun, it will tell you "Which?" about that noun. "My neighbor across the
street" is an example because the prepositional phrase "across the street" tells you
"Which neighbor?"
Be sure your student understands what a command is. I have tried to include a
command on every exercise until I feel the student should be comfortable with them.
On the back of the exercises at this point, the student needs to identify the "job" of
the underlined words that are either subjects, verbs, modifiers, or objects of the
prepositions.
Unit #6: Adverbs

I think you'll find that students - as long as they're using the process! - will find and
identify the adverbs quite easily. What may give them trouble is figuring out what
the adverbs modify. Sometimes it's quite easy because of the meaning of the word
in the sentence. If, however, it's not readily apparent, then the issue of "moveability"
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is handy. If an adverb can be moved to more than one place in the sentence
without changing the meaning of the sentence or sounding awkward, then it
A
modifies the verb. If it can't be moved but must stay next to a particular word,
then it modifies that word.
SA I O
This goes, by the way, for prepositional phrases that act like adverbs!
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Unit #7: Patterns 1 & 2
O A N
This is very likely a new idea for you, too! It is not necessary for students to re-
N
member what number goes with what pattern. Occasionally, I may ask a question
N H W
that mentions a particular sentence pattern number, in which case I expect students to
go back to their notes to find the answers. In short, a Pattern 1 sentence doesn't
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have a direct object and a Pattern 2 sentence does.
O DO
In this Unit, I introduce a little chart which I call "The Process." It helps the student
by listing the steps IN ORDER which the student must follow. In Step 8 of this
Process, the student is looking for the direct object by doing the following: Say the
subject, say the verb, and ask "What?" So in the sentence, "My little brother ate a
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bug during summer vacation," the student would find the nouns, articles, adjectives,
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pronouns, prepositions, and verbs. The verb is ate. Then, to find the subject, he'd
say, "Who or what ate?" and the answer is brother. Then he'd say the subject
(brother), say the verb (ate), and ask "what?" "Brother ate what?" The answer, of
FR
course, is bug! So the baseline would read "brother ate bug" and bug would be the
direct object.
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Unit #8: Pattern 3

A Pattern 3 sentence has an indirect object and a direct object. In this unit the stu-
dent is taught a nifty little trick called "undecorating" the sentence. To "undecorate"
a sentence, the students mark all the parts of speech. Then they mentally take out all
the modifiers; in other words, they remove all articles, adjectives, prepositional
phrases, and adverbs. What's left over is the baseline of the diagram. If what's left
over is a noun and a verb, you have Pattern 1. If two nouns and a verb are left over,
you have Pattern 2. If three nouns and a verb are left over, you have Pattern 3.
(Remember, however, that if your sentence is a command the subject will be an
"understood" you so it won't be visible, but it's there!)
Unit #9: Linking Verbs and Patterns 4 & 5

What will make this unit interesting (and rather fun) is the full-blown "Process" chart
on the second page of notes. This type of orderly, sequential thinking is probably
new to your student, but it's an extremely valuable thing for him to do! It will give
your child practice in the kind of thinking needed to do higher-level math, and other
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higher-order thinking skills. It might be a good idea for you to work the first two
sentences of each exercise together with your student so that he will become com-
A
fortable with the Process chart. Once the child perceives how "nifty" the chart is -
and how easily and consistently it works - he'll take to it like the proverbial duck to
SA I O
water!
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Unit #10: Helping Verbs
Again, this unit requires some memorization. I've built little "quizlets" into the
O A N
exercises to help with this.
N
N H W
The most important concept that you must be sure your student understands - before
attempting the exercises on his own - is that in a verb phrase it's only the LAST
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word that is the main verb. The other words in the verb phrase - as long as they're
O DO
on the list of helping verbs - are helping verbs. The student uses the Process chart to
figure out whether the main verb is an action verb or a linking verb.
It's usually interesting for the student to realize that we use helping verbs to form
questions in our language. (That's another case of grammar that is already "built in"
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your child's brain!) Also, adverbs just love to hide between a helping verb and main
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verb.
Unit #11: Conjunctions and Compound Situations

FR
This unit is sort of a "slam-dunk" because I've given little "hints" - in the form of
where to look in the notes for a compound situation of that type - at the end of each
N
sentence in the exercises and the assessment.
Reinforcement of the Concepts:

Your child has learned an ENORMOUS amount of grammar and, unlike other
systems where the student has a meaningless jumble of terms bouncing around in his
brain, all the grammatical concepts are woven together in a meaningful whole.
It would be wise for you to be on the lookout for simple sentences in your child's
reading. Ask him to "parse" (the old-fashioned term for marking the parts of
speech) and diagram these sentences. This will keeps his skills sharp until he's ready
for Analytical Grammar in sixth grade.
TEACHER NOTES
Notes on Correcting Tests
When you and your student correct the tests for Units 1-6, it's important that you check what's cor-
rect. Don't try to mark the mistakes and then deduct that number from the "points possible" on each
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sentence. Since your student isn't yet marking all the words in the sentence, he might make the mis-
take of marking some word that is a part of speech he hasn't learned yet. That is a problem that will
"solve itself" in time, so I just ignore these errors. I've learned that, if you check what's
A
correct and count up the checks, it works out nicely. So write a check mark over all the correct
answers, circle all the incorrect answers, and count up the check marks. Write that number over the
SA I O
number of points possible located next to each sentence in the test key. Then just add up those num-
bers.
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It didn't take me very long to find out that trying to correct sentence diagrams is quite a trick. Here's
what I recommend: when you see the test diagram keys, you'll see that each "point" is marked with a
O A N
check mark. I go through the diagrams, check by check. If an item on the test I'm grading is in the
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right place, I make my own check mark beside it. If something is in the wrong place, I usually circle it
N H W
so that the student can see where he made his mistake. When it comes to modifiers, as long as they are
diagramed correctly and attached to the word they modify, they are correct - EVEN IF THE WORD
THEY MODIFY IS IN THE WRONG PLACE. Get it? Let's try an example.
R
O DO
art adj adj n av pp art n pp art n

The quick brown fox jumped (over the dog) (in the road).
a
fox a
jumped
a a a
br
ov
a
qu
Th
ow
dog
er
ick
EE
e
a
S
in
th
road
e
th
e
This diagram is worth 7 points. They are - the subject is fox (1); the verb is jumped (2); attached to fox
are "capital" The (3), quick (4), and brown (5); attached to jumped is the prepositional phrase over the
FR
dog (6); attached to dog is the prepositional phrase in the road (7). Now, suppose that your student
diagramed it like this:
N
a a
fox jumped dog
a a a a
ov
th
br
in
road
qu
Th
e
ow
er
ick
e
th
e
This diagram actually only loses 1 point because the prepositional phrase over the dog - since it was
worth only 1 point - can lose only 1 point if it's diagramed incorrectly. The prepositional phrase in the
road is still correct because it's attached to dog, even though dog is in the wrong place.
JUNIOR ANALYTICAL GRAMMAR INTRODUCTION
WHAT ARE WE GOING TO LEARN?
When we talk or write, we use words. When we put words together in a certain way,
that group of words - called a sentence - means something.
LE G D
The dog bit the man.
A
When we listen to that sentence and close our eyes, we can see a picture of the dog
biting the man. Poor man! But, in order for us to see the right picture in our minds,
SA I O
the words must go in a certain order. What if we just mixed all the words up?
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Man the bit dog the.
O A N
When you hear this sentence read and close your eyes, do you get a picture? Me
neither! When the words are not in the proper order, the sentence doesn't mean any-
N
N H W
thing. How about this?
R The man bit the dog.

O DO
Now picture this in your mind. Do you have a picture? By changing the position of
just two words, we've changed the meaning. Poor dog!
In our language, as in any language, words have to be put together in a certain way,
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and each word has a job to do so that we can talk and write to one another and make
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sense.
THE PARTS OF SPEECH

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Did you know that certain words have certain names? Even though there are hundreds
N
of thousands of words in our language, there are only nine different names, nine dif-
ferent categories of words. These categories are called the Parts of Speech, and we're
going to learn about them in the next eleven lessons.
WORD BUCKETS
To help you understand what we're going to be learning about, I want you to imagine
that you have ten different buckets. On each bucket is a label saying which "part of
speech" goes in that bucket. Now imagine that on the table in front of you are words,
written on pieces of cardboard. These words are arranged into sentences. After you
learn the Parts of Speech, you would be able to pick up every word written on
cardboard and put it in the right bucket.
JUNIOR ANALYTICAL GRAMMAR (Unit #1) NOTES
NOUNS
The biggest bucket would probably be for the kind of word we call a noun. That's
because we have to have a name for everything. If we didn't have a name for
everything, how could we talk about it?
LE G D
Have you ever tried to say something and your brain can't think of the right words
A
for it fast enough? Then we usually use all sorts of crazy words like "thing-a-ma-
jig" or "what-cha-ma-call-it"! Imagine what life would be like if we didn't have a
SA I O
name for all the things we need to talk about!
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A NOUN IS THE NAME OF A PERSON, PLACE, THING, OR IDEA.
O A N
Can you look around you and name the types of people - the persons? Boy? Girl?
Teacher? Mom? Dad? Sister? Brother?
N
N H W
Can you walk around, maybe look out the window, and name the places? House?
School? Classroom? Kitchen? Street? Neighborhood? Town? Church?
R
O DO
Can you look around you and name some things? Table? Chair? Book? Pencil?
Cat? Dog? Tree? Picture?
Can you name any ideas? This is a little harder to do because you can't see and touch
an idea, but it's still a thing that needs a name. How about these? Happiness? Love?
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Mood? Sunshine?
All the words that you use to name things are called nouns. What would we do with-
out nouns? We'd be in a terrible fix!
FR
N
As we've already learned, ideas are things too. We can't really touch them, but they
are real. We can't touch our feelings, but they sure are real! Can you touch love?
Anger? Laughter?
Sometimes we need to name things that we do. When you take the dog for a ride, you
can touch the dog, but can you touch the ride? No, you can't. But the ride is still a
thing. When you give your mom a hug, you touch her, but can you touch the hug?
But a hug is still a thing.
(over)
JUNIOR ANALYTICAL GRAMMAR (Unit #1) EXERCISE #1
NOUNS: EXERCISE #1
NAME: _____________________________________________________
WHAT TO DO: Read the sentences below. When you see a noun, write a letter N
above it. Look at this example:
LE G D
N N N N
A
The teacher read the class a really good story from a big book.
SA I O
1. My friend was having a party.
L
O A N
2. The boys and girls in our neighborhood all came to his house.
N
N H W
3. His mom had made a cake with candles because it was his
R
O DO
birthday.
4. After the children ate the cake, they played some games.
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5. In one game a boy wore a blindfold.

FR
N
6. On the wall was a picture of a donkey with no tail.
7. He had to pin a tail on the donkey, while he was wearing the
blindfold.
WHICH KIND OF NOUN BEGINS WITH A CAPITAL

LETTER?__________________________
NOUNS: EXERCISE #2
NAME: ____________________________________________________________
WHAT TO DO: Write N over all the nouns in these sentences, just exactly as you did
on the last exercise.
LE G D
1. The class went on a trip to the woods.
A
SA I O
2. They got the idea from a movie about camping.
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3. The group was filled with happiness at the thought of their
O A N adventure.
N
N H W
4. The children and their teachers loved the beauty of the forest.
R
O DO
5. The first night everybody had a huge appetite for dinner.

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6. One boy ate three hamburgers and got an upset stomach.

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7. After dinner the group was in the mood to hear stories.

FR
N
8. Shouts of laughter were heard until it was time for bed.
9. The children didn't have homesickness because they were
having a good time.
10. Great friendships grew from this journey to the wilderness.
A ______________ NOUN CONSISTS OF ONLY ONE WORD.

NOUNS: EXERCISE #3
NAME: ___________________________________________________________
WHAT TO DO: Mark the nouns just as you did in the last two exercises. When you
find a proper noun, write PN over it. Look at the example below to see how you mark
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proper nouns that have more than one word. We call that a noun "with wings"!
A
PN N N PN
Mrs. White gave the class a homework exercise on Abraham Lincoln.
SA I O
1. Bobby, the boy who lives across the street, has a new puppy.
L
O A N
2. The name of the puppy is Ralph.
N
N H W
3. Bobby got Ralph for a birthday present.
R
O DO
4. His dad bought Ralph at the Downtown Pet Center.
5. Mr. Jensen at the pet store told Mr. Johnston to feed Ralph food
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for puppies.
FR
6. I asked Bobby if I could take Ralph for a walk.

N
7. On our walk we saw Officer Brady, the policeman on the corner.
8. Officer Brady shook Ralph's paw and scratched his ears.
9. I think Ralph is the best puppy in the world!
A _______________NOUN BEGINS WITH A CAPITAL LETTER AND MAY
CONSIST OF MORE THAN ONE WORD.

Junior Analytical Grammar (Unit #1) Playing With Words
PLAYING WITH WORDS

Student Name: _______________________________________________
LE G D
1, Make up a sentence using the noun boy. Write it below.
A
_______________________________________________________________
SA I O
_______________________________________________________________
L
O A N
2. Make up a sentence using the proper noun Mr. Ferguson. Write it below.
N
_______________________________________________________________
N H W
R
O DO
_______________________________________________________________
3. Here is a list of nouns. Write a little paragraph of at least three sentences, `

using as many of these nouns as you can. Remember: this is a
PARAGRAPH, so all the sentences have to "go together."
EE
computer student home

FR
homework printer newspaper

N
Janie table pencil

cat paper Mr. Ferguson
If you want to find out how well you did on this exercise, look at "How did I do?"
on the other side of this page.
Student Name: __________________________________________________
PLAYING WITH WORDS: UNIT #1
LE G D
How did I do?
A
Each one of these "Playing With Words" exercises is worth 10 points. These "How
SA I O
did I do?" sheets will tell you how to add up your points. Then just look at the bottom
of the page, and you'll find out how you did!
L
O A N
1. If your sentence uses the noun boy, you get 2 points.
N
If not, you have to give yourself a zero. __________
N H W
2. If your sentence uses the proper noun Mrs. Ferguson
R
and makes sense, you get 2 points. If not, zero. __________
O DO
3. If your paragraph has at least 3 sentences in it, you get 3 pts

2 sentences, you get 2 points
1 sentence, you get 1 point __________
EE
4, If your paragraph uses all 12 words, you get 3 points.

S
If you used 10 to 11 words, you get 2 points

If you used 8 to 9 words, you get 1 point
If you used less than 8, zero. __________
FR
Now add up all yur points for a GRAND TOTAL: __________

__________
N
If you got 10 points, you're ABSOLUTELY AMAZING!
If you got 9 points, you're WONDERFUL!
If you got 8 points, you're GREAT!
If you got 7 points, you're DOING A GOOD JOB.
If you got 6 points, you're MAKING A GOOD EFFORT.

JUNIOR ANALYTICAL GRAMMAR (Unit #1) TEST
TEST: NOUNS
NAME: _________________________________________________________
POINTS EARNED: out of 41 LEVEL: _____________________
LE G D
WHAT TO DO: Write N over the common nouns, and PN over the proper nouns.
A
Remember the special way we mark proper nouns with more than one word.
1. We have a new boy in our class, and his name is Jason Freeman.
SA I O L
2. Jason moved to our town from Chicago.
O A N
N
N H W
3. His old school was Emerson Elementary School, and he was
R
O DO
in the third grade.
4. The boys in our class asked him to play kickball with them at
EE
recess.
FR
5. Mrs. Winston, our teacher, gave Jason the desk next to mine.
N
6. I helped Jason with his spelling words, and he helped me with
multiplication.
7. Sara is having a party for Valentine's Day and she invited Jason.
(over)
JUNIOR ANALYTICAL GRAMMAR (Unit #1) ASSESSMENT (Page 2)
8. Brandon shared his candy with Jason at lunch.
9. Jason said he felt like a part of our class on his very first day!
LE G D A
10. Mrs. Winston praised our kindness and thoughtfulness to a
SA I O
new student.
L
O A N
N
FILL IN THE BLANKS:
N H W
1. A _______________ noun consists of only one word.
R
O DO
2. A _______________ noun begins with a capital letter.
3. A _______________ noun may consist of more than one word.
4. A _______________ noun begins with a lower-case letter.

EE
S
FR
N
ARTICLES AND ADJECTIVES
You're going to learn a new thing in this unit, but you know what? The things you
learn in this unit will make it even easier to find nouns!
LE G D
In our language we use certain words - usually to be found in front of nouns - that help
give more information about that noun. These words are called Articles and
A
Adjectives. Even though they have two different names, they both do the same
job - called MODIFIER.
SA I O
ARTICLES: There are only three articles in our language, and we use them all the
L
time. They are A, AN, and THE. We use A in front of nouns that begin with conso-
nants, like "a table," and we use AN in front of nouns that begin with vowels, like "an
O A N
apple." Articles always come in front of nouns. They make nouns easier to find
because, if you see an article, there's going to be a noun there somewhere. There's
N
N H W
no such thing as an article all by itself; it always goes with a noun.
ADJECTIVES: Adjectives are words that describe (or modify) nouns. There are a
R
O DO
lot of adjectives in our language. They almost always come in front of nouns and
give us all sorts of information about that noun.
HOW TO FIND ARTICLES & ADJECTIVES: The first thing you must do is find
all the nouns that you can and label them. Then, you go back to the first noun you
EE
found in the sentence and ask, "What?" or "Which?" and say the noun. Any word or
S
words that answer that question will be either articles or adjectives. You will
recognize the articles because there are only three of them, so mark those ART. Any
other word that answers the questions "What?" or "Which?" is an adjective, so you
FR
mark it ADJ. Look at the example below:

N
The older kids in our school are reading a terrific book.
1. First you mark the nouns:

N N N
The older kids in our school are reading a terrific book.
2. Go back to the first noun and ask, "Which kids?" The answer is: "the older."
"The" is an article and "older" is an adjective. Do the same thing with each
noun in the sentence.
ART ADJ N ADJ N ART ADJ N
The older kids in our school are reading a terrific book. (over)
JUNIOR ANALYTICAL GRAMMAR (Unit #2) NOTES (PAGE 2)
PROPER ADJECTIVES:
A proper adjective is an adjective that is made out of a proper noun. For example,
Bob is a proper noun, right? Well, what if you are talking about Bob's book? Then
Bob's would be an adjective, wouldn't it? But here's something you may not have
LE G D
thought about. You know how proper nouns can consist of more than one word?
Like John Jacob Jenkleheimer Smith? Well, what if you're talking about John Jacob
A
Jenkleheimer Smith's book? Then all four of those words that make up a proper
noun now make up a proper adjective. Here's how you'd mark it:
SA I O
ADJ N
John Jacob Jenkleheimer Smith's book
L
O A N
N
N H W
R
O DO
EE
S
FR
N
ARTICLES AND ADJECTIVES: EXERCISE #1

NAME: ___________________________________________________________
WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART
LE G D
over the articles, and ADJ over the adjectives in these sentences:
A
1. Every child in the world has his favorite story.
SA I O L
2. Most stories have a good guy and a bad guy.
O A N
3. The big bad wolf is the bad guy in many fairy stories.
N
N H W
4. Mean old witches are the villains in many other stories.
R
O DO
5. The main problem is to get away from the big bad wolf or the
witch.
EE
IN A COMPLETE SENTENCE, WRITE THE DEFINITION OF A

NOUN.
FR
_____________________________________________________
N
_____________________________________________________
WHICH TYPE OF NOUN BEGINS WITH A CAPITAL LETTER

AND MAY CONSIST OF MORE THAN ONE WORD?
____________________________________________________

NAME: ___________________________________________________________
WHAT TO DO: Write N over all the common nouns, PN over the proper nouns, ART
LE G D
over the articles, and ADJ over the adjectives.
A
1. I love "The Ugly Duckling" about an ugly baby bird which
SA I O
becomes a beautiful swan.
L
2. The little duckling is found beside a pond by a mother duck.
O A N
N
N H W
3. She thinks he is an ugly little thing, but she takes him into her
R
family.
O DO
4. The other little ducklings laugh at him because of his appearance.

EE
5. During the entire summer he stays away from the other birds.
S
6. The grown-up ugly duckling discovers that he is now a

FR
beautiful white swan.

N
IN A COMPLETE SENTENCE, WRITE THE DEFINITION OF

THE ADJECTIVE.
_____________________________________________________
ARTICLES AND ADJECTIVES DO THE SAME JOB.

WHAT IS IT?
______________________________________________________

NAME: ___________________________________________________________
LE G D
A
1. Many children love the old story of a wooden puppet who wanted
SA I O
to be a real boy.
L
2. An old clockmaker makes himself a wooden puppet because he
O A Nhas always wanted a little boy.
N
N H W
3. He wishes on the evening star that his little puppet would become
R
O DO
a real boy
4. The beautiful blue fairy grants his wish, and Pinocchio begins to
EE
move.
FR
5. The fairy tells Pinocchio that if he is a good, obedient child, she

N
will turn him into a real little boy.
LIST THE THREE ARTICLES IN OUR LANGUAGE.
________________________________________________
IF YOU HAVE A NOUN AND AN ARTICLE, WILL THE ARTICLE

COME FIRST OR SECOND?
__________________________________________________

Student Name: ___________________________________________
1, Make up a sentence using the noun dog. Write it below.
LE G D
_______________________________________________________________
A
_______________________________________________________________
SA I O
2. Can you think of a sentence using the word dog as an adjective? Write it below.
L
_______________________________________________________________
O A N _______________________________________________________________
N
N H W
3. Think up a noun that you think can be used as an adjective too. Then write in
thespace below a sentence using your noun. In the next space write a sentence
R
O DO
using your word as an adjective. My noun is ______________________
Used as a noun: __________________________________________________
_______________________________________________________________
EE
Used as an adjective: ______________________________________________
_______________________________________________________________
FR
4. Here is a list of words; some of them are nouns, some of them are adjectives,
N
and some of them can be used as either nouns or adjectives. Write a little
paragraph of at least three sentences, using as many of these words as you can.
Remember: this is a PARAGRAPH, so all the sentences have to "go together."
teacher beautiful class forest story nice
her Mrs. Jones Bobby trees tall kids
their path interesting book big his
old day night dream funny Christie

If you want to find out how well you did on this exercise, look at "How did I do?" on the other side of this page.
How did I do?
LE G D
Student Name: ____________________________________________
A
1. If you used the noun dog in a sentence which makes sense, __________
you get 1 point.
SA I O
2. If you used dog as an adjective in a sentence which makes __________
L
sense, you get 1 point.
O A N
3. If you chose a word that could be used as a noun or an
adjective, you get 1 point.
__________
N
N H W
If you wrote a sentence using your word as a noun, __________
R you get 1 point.
O DO
If you wrote a sentence using your word as an adjective, __________

you get 1 point.
4. If your paragraph has 3 sentences, you get 1 point. __________

EE
If your paragraph uses from 20 to 29 words ( and makes

sense!), you get 4 points. If you use from 15 to
19 words, 3 points. From 10 to 14, you get 2
points. If you use fewer than 10, no points. __________
FR
N
Add them all up for your GRAND TOTAL: __________

TEST: ARTICLES AND ADJECTIVES

NAME: ___________________________________________________________
POINTS EARNED: out of 55 LEVEL:________________________
LE G D
A
SA I O
1. One favorite children's story of all time is about a beautiful princess who runs
L
away from a wicked queen.
O A N
N
N H W
2. The wicked queen hates Snow White because she is jealous of her sweetness
R
O DO
and great beauty.

EE
3. The queen plots Snow White's death, but Snow White runs away into the great
S
forest.
FR
N
4. In the forest, Snow White finds a charming little cottage, which belongs to the
Seven Dwarfs!
5. Snow White and the seven dwarfs become great friends, and they help her get
away from the evil queen and find her true love. (over)
FILL IN THE BLANKS:
1. A noun is the name of __________________________________________
____________________________________________________________.
LE G D
2. A __________________ noun begins with a lower-case letter and can
A
consist of only one word.
SA I O
3. An adjective is a word that _______________________________________
L
_____________________________________________________________.
O A N
4. The articles in our language are _________, ___________, and __________.
N
N H W
R
O DO
EE
S
FR
N
PRONOUNS
Does this sentence sound silly?
Jack said Jack and Marie were going fishing this weekend, and Jack is going to use
LE G D
the new pole that Jack just bought.
A
Why does that sentence sound silly? Right! You don't need to keep saying Jack over
and over again! Can you change the sentence so it doesn't sound so silly? How about
SA I O
this?
L
Jack said he and Marie were going fishing this weekend, and he is going to use the
new pole that he just bought.
O A N
We substituted the words he, he, and he in place of all those extra Jacks. Why can't
N
we substitute he for the first Jack? Right! We need to say Jack at first so that we'll
N H W
know who he is.
R
O DO
We're going to learn a new part of speech so that we have a name for the kind of word
we substituted for Jack. That name is PRONOUN.
A PRONOUN IS A WORD THAT TAKES THE PLACE OF A NOUN.

EE
We also need to learn another word, although this one isn't a part of speech.
S
Remember how we needed to say Jack before we said he? Jack is the noun that has
to go BEFORE the pronoun he so that we know who he is. The noun that the
pronoun stands for - the one that has to go before the pronoun - is called the
FR
ANTECEDENT. So in the sentence above, all three hes are pronouns and Jack is
the antecedent.
N
There are four kinds of pronouns: personal pronouns, demonstrative pronouns, inter-
rogative pronouns, and indefinite pronouns.
PERSONAL PRONOUNS:(These refer to people)

I me mine myself
you yours yourself/yourselves
he him his* himself
she her* hers herself
it its itself
we us ours ourselves (over)
they them theirs themselves
JUNIOR ANALYTICAL GRAMMAR (Unit #3) NOTES (Page 2)
DEMONSTRATIVE PRONOUNS: (these sort of point to something)
this that these those
INTERROGATIVE PRONOUNS: (these sort of ask questions)
LE G D
who whom whose which what
whoever whomever whichever whatever
A
INDEFINITE PRONOUNS: (we use these when we're not sure who we mean)
SA I O
each* anybody many*
either* anyone more*
L
neither* anything much*
one* everybody most*
O A N
some* everyone both*
N
any* everything few*
N H W
other* somebody several*
another* someone all*
none R something two*, three*, all numbers*
O DO
nobody
no one
nothing
You need to be able to recognize these pronouns when you see them. It's a good idea
EE
to take some time to learn them. Break the four types of pronouns down and practice
S
saying them or writing them.
NOTE: In the above lists of pronouns, there were some that had asterisks (*) next to
FR
them. That's to show you that those pronouns can sometimes be adjectives. If one of
these words was acting like an adjective, vyou would already have it marked with an
N
ADJ because it would have answered the questions "Which?" or "What?" But if you
see one of these words, and it's NOT acting like an adjective, then it's a pronoun.
Look at these examples.
PN ADJ N
Jack loaned me his book. (his is acting like an adjective here)
PN ART N PRO
Jack said the book was his. (his is a pronoun in this sentence)
REMEMBER: IF IT ACTS LIKE AN ADJECTIVE, IT'S AN ADJECTIVE. IF

IT'S BY ITSELF, IT'S A PRONOUN.
PRONOUNS: EXERCISE #1
NAME: _________________________________________________________
WHAT TO DO: This exercise concentrates on the PERSONAL PRONOUNS. Write N
LE G D
over the common nouns, PN over the proper nouns, ART over the articles, ADJ over
the adjectives, and PRO over the pronouns. In the space below each sentence, write
A
the pronoun and its antecedent.
SA I O
EXAMPLE: PN PRO N ADJ ADJ N
Janie said she was going to play soccer during this school year.
L
she = Janie
O A N
1. The students from Longfellow School knew they wanted a softball
N
N H W
team.
2. The players of the team were chosen and they had a meeting to
R
O DO
make plans.
3. Brandon said he thought the team needed a coach, so he asked

EE
Mr. Gardner.
S
4. Mr. Gardner told Stephanie Ross that he thought she should be

FR
the pitcher.
N
5. The pair of them had tryouts for the other positions on the team.
WHICH TYPE OF NOUN BEGINS WITH A CAPITAL LETTER AND MAY

CONSIST OF MORE THAN ONE WORD?
_______________________________________________________________
WHICH TYPE OF NOUN BEGINS WITH A LOWER-CASE LETTER AND CAN
CONSIST OF ONLY ONE WORD?
_______________________________________________________________
PRONOUNS:EXERCISE #2
NAME: _________________________________________________________
WHAT TO DO: This exercise concentrates on the DEMONSTRATIVE and
LE G D
INTERROGATIVE PRONOUNS. Write N over the common nouns, PN over the
proper nouns, ART over the articles, ADJ over the adjectives, and PRO over the
A
pronouns. Since these pronouns often don't have antecedents, we're not going to
worry about those here.
SA I O
1. Dad asked, "Who wants me to explain a few things about
L
football?"
O A N
2. "That is a good idea, Dad," said Joey. "What is the point of the
N
N H W
game?"
R
O DO
3. "The purpose is to get the most points, and that is done by gaining
yardage," he said.
4. "Yardage is the ground on the field," said Dad,"and the team

EE
which gains that gets closer to the goal post."
5. "Whoever moves the football across the goal line gets six points,"
FR
he said.
N
IN A COMPLETE SENTENCE, WRITE THE DEFINITION OF THE

ADJECTIVE.
_____________________________________________________________
PRONOUNS:EXERCISE #3
NAME: _________________________________________________________
WHAT TO DO: This exercise concentrates on the INDEFINITE pronouns. Write N
LE G D
over the common nouns, PN over the proper nouns, ART over the articles, ADJ over
the adjectives, and PRO over the pronouns. These pronouns almost never have
A
antecedents, so don't worry about those for now.
SA I O
1. Anybody can play sports, regardless of who he is.
L
2. All of us were born with bodies which are made to move and
O A N
N
work and play.
N H W
3. Team sports and those that we do by ourselves are good for us.
R
O DO
4. All of us should find enjoyment in one or the other.

EE
5. Whichever you choose, anybody can have a healthy body

S
with one of these.

FR
FILL IN THE BLANK:

N
1. The three articles in our language are _______, ________, and _______.
2. The article will always be located _____________________ the noun.


Student Name: __________________________________________________
Read these sentences carefully:
LE G D
1. Miss Smith and Mr. Jones decided to take a drive in Mr. Jones's car. Miss Smith asked Mr.
Jones to put the top down on Mr. Jones's car, since it was a lovely day. Mr. Jones agreed and the top
was lowered. As Miss Smith and Mr. Jones drove merrily down the highway, Miss Smith's hair was
A
blowing all across Miss Smith's face, and Miss Smith did not have a kerchief to tie Miss Smith's hair
back with. Mr. Jones smiled, took off Mr. Jones's necktie, and said, "Here! Tie this around Miss
SA I O
Smith's hair!"
These sentences sound kind of silly, don't they? Why?
L
___________________________________________________________________________________
O A N
___________________________________________________________________________________
N
N H W
On a separate piece of paper, re-write this paragraph, and use pronouns so it won't sound so silly.
Now read this little paragraph:

R
O DO
2. Sean and Jason were just sitting on Jason's front porch on a very hot Saturday afternoon. Sean
said, "Sean has an idea! Let's go to the pond for a swim!" Jason agreed that Sean had a great idea ,
and Jason went into Jason's house to get Jason's swimming suit and a towel. Next Sean and Jason went
to Sean's house to get Sean's stuff. Sean and Jason walked quickly through the woods to the pond, and
when Sean and Jason got there, Sean and Jason were in for a surprise. There at the pond, swimming
happily, were Sean's and Jason's dads! "Come on in!" Sean's and Jason's dads yelled. "It feels great
in here!"
EE
This paragraph sounds a little goofy, too, doesn't it? On a separate sheet of paper, re-write it, using pronouns
to make it sound better. When you re-write this paragraph, do you have a problem that you didn't have with
the first paragraph? What is it? Write what you think that problem is on these lines below.
FR
____________________________________________________________________________________
N
____________________________________________________________________________________
3. There are two words that sound alike but are spelled differently, and a lot of people mix
them up. These words are it's and its. Do you see the difference between the two? It's means either it
is or it has. Its means something belongs to it. I'm going to write two sentences using these words
correctly. Then I'm going to give you two words - that sound alike but are spelled differently - and I
want you to make up sentences using them correctly. Here are my sentences:
IT'S -- It's a beautiful day today.
ITS -- The goldfish swam around in its bowl.
Now here are your two words: you're (which means you are) and your (which means that something
belongs to you.). Write your sentences on the same paper as your paragraph.
How did I do?
LE G D
Student Name: ________________________________________________
1. The correct answer is that you don't need to keep saying Miss Smith and
A
Mr. Jones. You can use pronouns instead. If your answer is correct (even though
your words may be different from mine), you get 2 points.
SA I O
__________
L
3. Your re-written paragraph: If you re-wrote the whole paragraph, using
pronouns where you could, you get 2 points.
O A N __________
N
N H W
2. The extra problem that you have with this paragraph is that both people in this
paragraph are boys, so you can't always say just he or him because it might mean
R
either one. If your answer is correct, you get 2 points.
O DO
__________
3. Your re-written paragraph: If you re-wrote the whole paragraph, using

pronouns where you could, you get 2 points.
EE
__________
S
4. If you wrote a sentence using you're correctly, you get 1 point. __________
FR
If you wrote a sentence using your correctly, you get 1 point. __________
N
Add all your points up for your GRAND TOTAL: =========

TEST: PRONOUNS
NAME: _________________________________________________________
POINTS EARNED: out of 46 LEVEL:____________________
LE G D
A
over the articles, ADJ over the adjectives, and PRO over the pronouns.
SA I O
1. If you think you can do something, you can usually do it.
L
2. Once a boy was told that he had been chosen for the basketball
O A Nteam.
N
N H W
3. Because he thought he must be a good player, he worked harder to
R
O DO
develop skills that would help him.
4. He had no idea that he was really only an average player.

EE
5. Whatever you may think about it, the boy became a better player.
FILL IN THE BLANKS:

FR
1. A noun is the name of a ______________, ______________, _____________

N
or _________________.
2. An adjective is a word that _________________________________________
_______________________________________________________________.
3. The kind of noun which begins with a lower-case letter and consists of only
one word is the _________________ noun.
4. The articles in our language are ________, _________, and __________.

PREPOSITIONS
Close your eyes and visualize each of these sentences as they are read out loud.
The package under the tree is mine.
LE G D
The package in the tree is mine.
The package near the tree is mine.
A
How are these three sentences different from each other? Yes, in each sentence the
SA I O
position of the package is different. It has moved to a different place.
Now visualize these sentences:
L
O A N I will see you before lunch.
I will see you during lunch.
N
I will see you after lunch.
N H W
What changes? Right! The time when I will see you changes. It is at a different time.
R
O DO
These are the words that were changed in these sentences: under, in, near, before,
during, after. These words are called prepositions, and that is the new part of speech
we are going to learn.
HOW TO FIND A PREPOSITION:

EE
First of all, remember to find the nouns, articles, adjectives, and pronouns before you
do anything else. Then, looking among the words left over, find the prepositions. It's
easier than you think! Almost all prepositions will fit into the following little sentence
(it's very handy, so memorize it!).
FR
N
"THE MOUSE GOES ___________ THE BOX (OR BOXES)."
Take each preposition that was used in the sentences above, and put it in the blank of
the "mouse-box" sentence. It works for every one of those prepositions except during,
doesn't it? The "Mouse-Box" sentence will help you find most prepositions, but what
about the ones that don't fit?
(over)
Some prepositions won't fit into the "mouse-box" sentence. There are nine very
common ones, which may seem like a lot to remember. To help you with this, here's
a little memory trick. Remember: you may not be able to remember them, BUT
AL DOES!
LE G D
B = but A = as D = during
U = until L = like O = of
A
T = than E = except
S = since
SA I O
PREPOSITIONAL PHRASES: A word may fit into the "mouse-box" sentence and
look like a preposition, but IT ISN'T A PREPOSITION UNLESS IT'S IN A
L
PREPOSITIONAL PHRASE. To find the prepositional phrase, first you find the
O A N
word you think is a preposition. Then you say the preposition and ask, "What?" The
answer you are looking for is a noun or pronoun that answers that question. That
N
N H W
noun or pronoun is called the OBJECT OF THE PREPOSITION. Each preposi-
tional phrase will begin with a preposition, and end with a noun or pronoun. If there
are any words between the preposition and its object, they are modifiers (like articles
R
O DO
& adjectives) for that object.
In the six sentences on page one, the prepositional phrases are "under the tree," "in the
tree," "near the tree," "before lunch," "during lunch," and "after lunch." The objects of
the prepositions are "tree" and "lunch."
EE
DIAGRAMING: Sentence diagraming is a tool we use to help us understand ideas

which might be hard. We're going to start learning about diagraming by diagraming
prepositional phrases. A diagramed prepositional phrase looks like this:
pr Do you understand what this is?
FR
ep It will be on your homework (hint! hint!)

os

iti
N
on
object of the preposition If the object
ar ad of the preposition
tic je has modifiers, they "hang" on
le ct
iv diagonal lines from the line
e
with the object.
PREPOSITIONAL PHRASES HAVE JUST ONE JOB TO DO: THEY ARE

ALWAYS MODIFIERS.
NOTE: A few prepositions consist of more than one word. They are because of, in
spite of, according to, instead of, and out of. If you find one of these prepositions,
label it "pp" with "wings" (as you do with proper nouns of more than one word).
PREPOSITIONS: EXERCISE #1
NAME: _________________________________________________________
LE G D
over the articles, ADJ over the adjectives, PP over the prepositions, and put
parentheses around the prepositional phrases. Then, on the back or on a separate
A
sheet of paper, diagram the prepositional phrases in every sentence. Sentence one has
been done for you as an example.
SA I O
PP N PRO PP ART N
1. (On vacation) everybody (in the family) relaxes.
L
on in
vacation family
th
e
O A N
2. A vacationer can think about different things for a change
N
N H W
R
O DO
3. He can relax and renew himself on vacation.

EE
4. Time spent on vacation is never a waste of time.

FR
N
5. On warm summer days many bright solutions to problems have
been dreamed up during a little snooze in a hammock.
All the underlined words in this exercise are doing the same job.
After you get all the prepositional phrases diagramed, look at the
notes for this unit. Write on the line below the name of this job.
NAME: _________________________________________________________
LE G D
A
sheet of paper, diagram the prepositional phrases in every sentence.
SA I O
1. Our family is going on a trip during spring vacation.
L
O A N
2. We are driving to the lake in our new camper.
N
N H W
3. Family vacations have been improved since the invention
R
O DO
of the camper.
4. Our camper has four beds in it and a little bathroom at the back.
EE
5. Now our camping trips are fun for the whole family, thanks to our
FR
N
camper!
A PREPOSITIONAL PHRASE BEGINS WITH A PREPOSITION AND ENDS
WITH A ______________________________________________________
(over)
JUNIOR ANALYTICAL GRAMMAR (Unit #4) EXERCISE #2 (Page 2)
DIRECTIONS: The underlined words in these sentences are doing

one of two jobs. Choosing your answer from the jobs shown below,
write what job each underlined word is doing.
MODIFIER OBJECT OF THE PREPOSITION
LE G D A
SENTENCE # WORD JOB
SA I O
1 trip _________________________________________
L
2 new _________________________________________
O A N
3 invention _________________________________________
N
N H W
4 little _________________________________________
5 R camping _________________________________________
O DO
EE
S
FR
N
NAME: _________________________________________________________
LE G D
A
SA I O
1. On my seventh birthday my mom and dad gave me a wonderful
present.
L
O A N
N
N H W
2. It was a trip to Boston, Massachusetts!
R
O DO
3. On our first day we went on a walking tour on the Freedom Trail.
4. My favorite place on the Freedom Trail was the small wooden

EE
house of Paul Revere.

FR
N
5. Paul Revere was the American hero who rode through the night so
he could warn the people of the arrival of the British soldiers.
A PRONOUN IS A WORD THAT _______________________________________
ARTICLES & ADJECTIVES DO THE JOB OF ___________________________
(over)
Junior Analytical Grammar (Unit #4) EXERCISE #3

LE G D
A
SENTENCE # WORD JOB
SA I O
1 seventh _________________________________________
L
2 Boston, Massachusetts _________________________________________
3
O A N walking _________________________________________
N
N H W
4 wooden _________________________________________
R
O DO
5 night _________________________________________
EE
S
FR
N

Student Name: __________________________________________________
Below are three prepositional phrases, and then a sentence. Choose which
LE G D
prepositional phrase goes into each space. In the spaces provided below, write the
prepositional phrase that you think fits.
A
of my desk on the corner for a minute
SA I O
I leaned my elbow____________________________________________________
Preposition phrase #1
L
O A N
_________________________________________________ and rested my eyes
N
N H W
____________________________________________________________.
R
O DO
Now you're going to see a bunch of prepositional phrases. On a separate sheet of

paper, write a paragraph or two using as many of these prepositional phrases as you
can. Remember: when writing a paragraph, all the sentences in it have to go together.
EE
If you change the place or the time something is happening in, you need to start a new
paragraph. Any paragraph you write should be at least three sentences long. You
may add other prepositional phrases if you think you need them.
FR
to the beach in the truck of his tail for her toys

N
from her dad with lunch on the back seat
in the sky of the ocean on the sand in her bucket
JUNIOR ANALYTICAL GRAMMAR (Unit #4) Playing With Words
How did I do?
LE G D
Student Name: __________________________________________________
A
1. The sentence should say," I leaned my elbow on the corner of my desk and
SA I O
rested my eyes for a minute." If you got all the prepositional phrases in
the right place, you get 3 points. If any of your prepositional phrases are in
L
the wrong place, you get 1 point.
__________
O A N
2. Does your paragraph have at least 3 sentences? If so, you get
N
N H W
1 point. __________
3. Does your paragraph make sense? If so, you get 1 point. __________
R
O DO
4. If you used all 11 prepositional phrases, you get 5 points.

If you used 8 or 9 prepositional phrases, you get 4 points.
If you used 2 or 3 prepositional phrases, you get 1 point.
EE
If you only used one, you get zero. __________
Add it all up into your GRAND TOTAL: =========

FR
N

TEST: PREPOSITIONS
NAME: _________________________________________________________
POINTS EARNED: out of 115 LEVEL:______________________
LE G D
A
SA I O
L
1. Ask most adults about their favorite memories of their childhood,
O A N and they will probably tell you about a family vacation.
N
N H W
2. Once on a rainy day during vacation my brother won our family's
R
O DO
money in a game of Tripoley.
3. Groans of agony from Dad and crows of joy from my brother
came with every hand of the cards.

EE
4. After the game the family, on bended knee, begged my brother

FR
for money.
N
5. The good part of the whole thing was that we were only playing
with imaginary money!
(over)
SHORT ANSWER:
1. Pronouns are words that
_____________________________________________________.
LE G D
2. Adjectives are words that
A
_____________________________________________________.
SA I O L
O A N
N
N H W
SENTENCE # WORD JOB

R
O DO
1 their _________________________________________
2 vacation _________________________________________
3 every _________________________________________
EE
4 bended _________________________________________
5 thing _________________________________________
FR
N
SUBJECT AND VERB
In this unit we're really going to get into diagraming. We're going to learn about the
subject and verb, which is something every sentence MUST HAVE, or else it's not a
LE G D
sentence.
The subject is a noun or pronoun - we've already learned about those.
A
The verb is a new kind of word. This new kind of word is called an ACTION VERB.
SA I O
An action verb is a word that EXPRESSES MENTAL OR PHYSICAL ACTION.
L
What is "mental action"? When you worry, aren't you doing something?
When you think, aren't you doing something?
O A N When you believe, aren't you doing something?
N
N H W
What is "physical action"? This is easier. When you jump, search, carry, run,
or sit, you're doing something.
R
O DO
A verb has to have a SUBJECT. The subject is the noun or pronoun that is DOING
THE ACTION OF THE VERB.
HOW TO FIND THE SUBJECT: Look at the following example:

EE
ART ADJ N PP ART N PP ART ADJ N

S
The white horse (in the lead) raced (across the finish line).
First, you mark all the nouns, pronouns, articles, adjectives, and prepositions in the
FR
sentence. Put parentheses around the prepositional phrases. Then you look at the
words left over for a word that expresses mental or physical action. Mark that word
N
with a "V." In the sentence above, that word would be raced, wouldn't it? Now ask
yourself, "Who or what 'raced'?" The horse, right? So horse is the subject of raced.
Now go back and write an "A" in front of the "V" over raced because we know that it
is a real action verb with a subject.
HANDY HINT: The subject will NEVER be inside a prepositional phrase.

DIAGRAMING THE SUBJECT AND VERB: Every diagram starts with a BASE
LINE which contains the subject and verb. Here's what the base line of the sentence
above would look like.
horse raced
(over)
DIAGRAMING ARTICLES AND ADJECTIVES: Now we want to put the articles

and adjectives that go with horse into our diagram. The diagram below will show you
how to do that:
horse raced
Th
LE G D
e w
hi
te
A
Articles and adjectives always go on slanted (diagonal) lines. The slanted lines are
SA I O
connected to the word the articles and adjectives modify. If there is more than one
modifier under a noun or pronoun, the diagonal lines go in the same order as the
L
modifiers in the sentence.
O A N
DIAGRAMING PREPOSITIONAL PHRASES: You already know how to do this.
Now all you have to know is that the diagram for the prepositional phrase is attached
N
N H W
to the noun or pronoun that it modifies. This is almost always the noun or pronoun
right in front of the prepositional phrase. The prepositional phrase will answer the
question "Which?" about that noun. In the sentence we have been diagraming, the
R
O DO
prepositional phrase "in the lead" tells us which horse, right?
horse raced
Th
e w in
hi lead
te
th
e
EE
DIAGRAMING COMMANDS: There is a certain kind of sentence called a

FR
COMMAND or REQUEST. It's a sentence like "Brush your teeth," or "Listen to me,
N
please!" It's not hard to find the verbs in those sentences. They are brush and listen,
right? But, if you ask "who or what brush?" or "who or what listen?" where's the
answer? It's there, but you can't see it! If I were to look at you and say, "Brush your
teeth!" who's going to do the brushing? You are! The subject of a command or
request is an "understood" you. You can't see it, but it is understood that the subject
is you. Look at the diagram. The you is in parentheses to show that it is "under-
stood."
(you) Brush
Notice that Brush is

capitalized
SUBJECT & VERB: EXERCISE #1

NAME:
____________________________________________________________
LE G D
over the articles, ADJ over the adjectives, PRO over the pronouns, PP over the
A
prepositions, put parentheses around the prepositional phrases, and AV over the
action verbs. Then, on the back or on a separate sheet of paper, draw a baseline
SA I O
and fill in the subject and verb. Diagram the modifiers for the subject, but leave
everything else out of the diagram for now. The first sentence has been done for you
L
to show you what your answer should look like.
O A N
1.
PN AV ADJ N PP ART N PP ART ADJ ADJ N
Mike opened his eyes (in the morning)(after a good, long sleep).
N
N H W
Mike opened
R
O DO
2. His mom gave him an important job.

EE
3. "Clean your room, please!"

FR
N
4. He put his clothes on.
5. Then he made his bed.
6. She proudly praised Mike for his effort.

(over)
A SENTENCE MUST HAVE A ______________ AND A VERB.
A VERB EXPRESSES ___________ OR PHYSICAL ACTION.
LE G D A
DIRECTIONS: Write what job the underlined words are doing. Choose your an-
swers from among the following:
SA I O
SUBJECT OBJECT OF THE PREPOSITION VERB MODIFIER
L
SENTENCE # WORD JOB
O A N1 Mike __________________________________
N
N H W
2 gave __________________________________
R
O DO
3 your __________________________________
4 his __________________________________
6 effort __________________________________
EE
S
FR
N

NAME: __________________________________________________________
LE G D
A
and fill in the subject and verb. Diagram the modifiers for the subject (the articles,
SA I O
adjectives, and prepositional phrases), but leave everything else out of the diagram
for now.
L
1. A family in our church just bought a new house.
O A N
N
N H W
2. Their son chose a room on the second floor for his bedroom.
R
O DO
3. "Put my chest of drawers in this room, please!"

EE
4. The window in his new room opens out onto the branches of
a big oak tree.

FR
N
5. The family from our church really enjoys their new house.
A PREPOSITIONAL PHRASE ALWAYS ENDS WITH A NOUN OR
A PRONOUN CALLED THE ________________________________
IF THERE ARE WORDS BETWEEN THE PREPOSITION AND
(over)
THIS OTHER WORD, THEY ARE __________________________
DIRECTIONS: Write what job the underlined words are doing. Choose your
answers from among the following:
SUBJECT OBJECT OF THE PREPOSITION VERB MODI-

FIER
LE G D
SENTENCE # WORD JOB
A
1 church __________________________________
SA I O
2 chose __________________________________
L
3 this __________________________________
O A N4 opens __________________________________
N
N H W
5 family __________________________________
R
O DO
EE
S
FR
N

NAME: __________________________________________________________
LE G D
A
and fill in the subject and verb. Diagram the modifiers for the subject, but leave
SA I O
everything else out of the diagram for now.
L
1. My grandfather once told me about his days as a boy on the
O A N farm.
N
N H W
2. All of the boys helped their parents with the farm chores.
R
O DO
3. Early in the morning they rushed to the barn for the milking of
their cows.
EE
4. Imagine all that work!

FR
5. The members of the family did all that work before school in
N
the morning.
A PRONOUN IS A WORD THAT __________________________
______________________________________________________
AN ADJECTIVE IS A WORD THAT _______________________
______________________________________________________ (over)
LE G D
SENTENCE # WORD JOB
A
1 grandfather _________________________________
SA I O
2 helped __________________________________
3 their __________________________________
L
O A N4 that __________________________________
N
N H W
5 family __________________________________
R
O DO
EE
S
FR
N

Student Name: ________________________________________________________
Verbs are funny things; you can't just put any old verb with any old subject. For example,
LE G D
we say, "I play," but we say, "He plays." We have to change the verb a little bit when we use
it with a different subject
A
Now what if I say this:
SA I O
Mr. Johnson sings when he mows the lawn.
L
And then I say this:
O A N Mr. Johnson sang when he mowed the lawn.
N
N H W
When we used the different verbs in the second sentence, what change did we make?
Try to explain the difference in your own words.
R
O DO
_____________________________________________________________________
_____________________________________________________________________
Fill in the blanks in the following sentences, using these verbs.

EE
walk walking walks walked

FR
Today I _______________________ to school. I usually ___________________ to school

N
if it's not raining. Yesterday I was__________________________ to school when my friend
said, "Tommy, do you like to ______________________ to school? I love it!" I said I love
to _______________________ almost as much as he does. He even _______________ to
school when it's raining!
Now see if you can make up some sentences (that go together) using as many of these
verbs as you can:
makes making make made eat eats ate eating eaten

How did I do?
LE G D
Student Name: _____________________________________________________
A
1. The answer to the first question (and your words may be different from mine)
SA I O
is this:
Changing the verbs in the second sentence makes it sound
L
like what Mr. Johnson did happened yesterday or a day ago.
O A N This is called putting the verb in the past tense rather than the present tense.
N
N H W
If you got this answer correct, you get 2 points. __________
2. R
The verbs go into the paragraph in this order: walked, walk, walking, walk,
O DO
walk, walks. If you put them all in the right place, you get 3 points; 1 mistake
would give you 2 points; 2 mistakes would give you 1 point; more than 2
mistakes would give you 0 points.
__________
EE
3. If you used all 9 verbs correcly, you get 5 points.

S
If you used 7 or 8 verbs correctly, you get 4 points.

FR
If you used 1 or 2 verbs correctly, you get 1 point. __________

N
Add it up to your GRAND TOTAL: ==========

TEST: SUBJECT & VERB

NAME: ____________________________________________________________
POINTS EARNED: out of 86 LEVEL: _______________________
LE G D
WHAT TO DO: Write N over the common nouns, PN over the proper nouns, ART over the ar-
A
ticles, ADJ over the adjectives, PRO over the pronouns, PP over the \prepositions, put parentheses
around the prepositional phrases, and AV over the action verbs. Then, on the back or on a separate
SA I O
sheet of paper, draw a baseline and fill in the subject and verb. Diagram the modifiers for the subject,
but leave everything else out of the diagram for now.
L
1. My grandma on Mother's side grew up in the city.
O A N
N
N H W
2. Their front door opened onto a busy city street.
R
O DO
3. In the afternoon the kids in her neighborhood donned their
skates on the front steps.

EE
4. Watch out for cracks in the sidewalk!

FR
N
5. Grandma tells wonderful stories about her childhood in the city.
SHORT ANSWER:
1. The articles in our language are ________, _________, and _________.
2. Which kind of noun begins with a capital letter?_______________________
3. Which kind of noun can only be one word? _________________________
4. Adjectives are words that ______________________________________.
(over)
LE G D
SENTENCE # WORD JOB
A
1 grandma __________________________________
SA I O
2 city __________________________________
L
3 kids __________________________________
O A N4 sidewalk __________________________________
N
N H W
5 tells __________________________________
R
O DO
EE
S
FR
N
ADVERBS
Suppose you wanted to say that today you ran around the track in a slow manner.
What would you say?
LE G D
"Today I ran around the track _______________."
A
Did you say slowly? Well, if you did, you've just used another part of speech called
an ADVERB. In this sentence the adverb is a MODIFIER that tells you how you
SA I O
ran around the track. It modifies the verb.
L
Suppose you wanted to say that today you ran around the track not just slowly, but
slowly to a great degree. What would you say?
O A N
N
"Today I ran around the track ____________ slowly."
N H W
Did you say very or really slowly? You've just used an adverb again. In this
R
sentence the adverb is a modifier which modifies the adverb slowly. It tells you how
O DO
slowly.
Suppose you wanted to say that you blew a bubblegum bubble that was more than
just huge. What would you say?
EE
"I blew a(n) _____________ huge bubble."

S
Did you say really, or very, or maybe unbelievably, or incredibly? Again, you have
been using adverbs! These adverbs would modify the adjective huge and they tell
FR
you how huge.

N
AN ADVERB IS A WORD THAT CAN MODIFY A VERB, AN

ADJECTIVE, OR ANOTHER ADVERB.
Adverbs don't just answer the question, "How?" When an adverb modifies a verb, it
can also answer the questions "When?", "Where?", or "Why?" Look in the first two
sentences written above. Can you find an adverb in those sentences that answers the
question "When?" Did you find today?
(over)
ADVERBS THAT MODIFY VERBS CAN BE MOVED.
This is a really good thing for you to know. As we have been learning, in our
language words usually have to go in a certain place for the sentence to make sense,
but that's not true of ADVERBS WHICH MODIFY VERBS. You can usually
LE G D
move these adverbs to one or two other places in the sentence and it doesn't sound
strange or change the meaning of the sentence at all. Let's try this with the two
A
adverbs which modify the verb ran in the first sentence on the last page. Can you
think of ways you could move either or both of these adverbs around?
SA I O
I ran around the track slowly today.
Slowly today I ran around the track.
L
I slowly ran around the track today.
O A N Today I slowly ran around the track.
N
These four sentences make sense and mean exactly what the first sentence meant,
N H W
don't they? So, now you know that if you find a word in a sentence and you know it's
an adverb, but you're just not sure what it modifies, try moving it around! If you can,
R
O DO
it modifies the verb. But what if you can't? Let's try the second sentence on the last
page. Can you move really away from slowly? Doesn't work, does it? That tells you
that, since really can't be moved away from slowly, it must modify slowly, which isn't
a verb; it's an adverb!
DIAGRAMING ADVERBS: Adverbs are diagramed just like adjectives, except that
EE
they are attached to verbs, adjectives, or other adverbs. I'll show you how to diagram
these sentences.
I ran ar
To ou slo
FR
d ay nd w
track ly
th I ran
N
e

Since the prepositional phrase
To
d ay
ar
ou
nd
slo
re wly
track al
around the track ly
th
tells you where I ran, it's acting like e
an adverb so it's attached to the verb.
We call this a "dog's hind leg"!
SOME HANDY NOTES:

1.) Many adverbs end in "ly." You can change many adjectives (such as beautiful)
into adverbs by adding "ly" (beautifully).
2.) The words not, never, really, very, and please are very commonly used adverbs.
3 ) If you just can't figure out what a word is, it's probably an adverb!
LET'S TALK ABOUT DIAGRAMING PREPOSITIONAL PHRASES.
When we learned about prepositional phrases, we learned that they are modifiers.
They can act just like adjectives and tell us "Which boy?" or "Which table?" If a
prepositional phrase acts like an adjective and modifies a noun, it is probably located
LE G D
right after the noun it modifies. Look at this examples:
A
ART N PP ART ADJ N AV ART ADJ N
The boy (in the next desk) read the whole book.
SA I O
Does the prepositional phrase in the next desk tell you "Which boy?" Sure it does! So
it is a modifier for boy and should be diagramed the way you were taught to diagram
L
prepositional phrases, but now you know that you should attach this prepositional
phrase to the word boy. Here's the diagram:
O A N
N
N H W
boy read
Th in
e desk
R
O DO
th ne
e xt

The prepositional phrase
is attached to the noun it modifies!
Neat, huh?
EE
Can you have a prepositional phrase that is acting like an adverb? Of course! If you
have a prepositional phrase that modifies your verb, it will #1 - tell you how, when,
FR
where, or why about that verb, and #2 - it will probably be moveable. If your
prepositional phrase modifes an adjective or an adverb, it will #1 - tell you how about
N
that adjective or adverb and #2 - it will not be able to be moved away from that
adjective or adverb. Look at these example:
ART N AV PP ART ADJ N
The boy left (after the lunch period).
The prepositional phrase after the lunch period tells you when the boy
left. It's also moveable, isn't it?
Here's the diagram: boy left
Th af
e te
r period
th lu
e nc
h (over)
Now look at this example:
PRO AV PRO ADV PP ART N

I called her later (in the day).
LE G D
The prepositional phrase in the day tells you how later. Also, it can't be moved away
from the word later, can it? You can move later in the day to the front of the sentence
A
if you want to, but that's because later is an adverb that modifies the verb will see.
This is a little confusing, but if you look at the diagram, it makes sense.
SA I O
I called
la
te
L
r
in
O A N day
N
th
N H W
e

The prepositional phrase is
R
O DO
attached to the adverb using a

"dog's hind leg."
EE
S
FR
N
ADVERBS:EXERCISE #1
NAME: ___________________________________________________________
WHAT TO DO: Mark all the parts of speech that you know and put parentheses
LE G D
around the prepositional phrases. Then on a separate sheet of paper, diagram the
subject and the verb and their modifers. If there are any other words left over in the
A
sentence, just don't worry about them for now.
SA I O
1. At the high school in our town, classes start early.
L
O A N
2. In elementary school, they begin later.
N
N H W
3. R
Today we came to class with our homework.
O DO
4. I always do my homework completely.

EE
5. After school a good student does his homework quickly.

FR
WHAT DO WE CALL THE NOUN THAT A PRONOUN TAKES THE PLACE

OF?
N
_____________________________________
ADVERBS ARE WORDS THAT MODIFY
_______________, _________________, AND ___________________.
AN ADVERB WHICH CAN BE MOVED ALWAYS MODIFIES THE
_____________________________ (over)
JUNIOR ANALYTICAL GRAMMAR (Unit #6) EXERCISE #1(Page 2)
LE G D
SENTENCE # WORD JOB
A
1 school __________________________________
SA I O
2 begin __________________________________
3 Today __________________________________
L
O A N4 my __________________________________
N
N H W
5 student __________________________________
R
O DO
EE
S
FR
N
ADVERBS:EXERCISE #2
NAME: ___________________________________________________________
LE G D
A
SA I O
1. The school day never goes too slowly.
L
O A N
2. My favorite parts of the day at school race by me so quickly.
N
N H W
3. R
Then the students work happily on their projects.
O DO
4. Sometimes the students mumble grumpily about the really

EE
hard work.
S
FR
5. The harder work so often teaches us the most.

N
WHICH KIND OF NOUN BEGINS WITH A CAPITAL LETTER

AND CAN CONSIST OF MORE THAN ONE WORD?
________________
(over)
LE G D
SENTENCE # WORD JOB
A
1 school __________________________________
SA I O
2 day __________________________________
3 happily __________________________________
L
O A N4 hard __________________________________
N
5 teaches __________________________________
N H W
R
O DO
EE
S
FR
N
ADVERBS:EXERCISE #3
NAME: ___________________________________________________________
LE G D
A
SA I O
1. The new student peeked nervously in the classroom door.
L
O A N
2. Our teacher smiled very happily at the new boy.
N
N H W
3. R
She understood his shyness so quickly!
O DO
4. The teacher spoke softly to the students.

EE
5. "Welcome your new classmate really warmly!"

FR
N
THE ARTICLES IN OUR LANGUAGE ARE ______, ________, AND _______.
A PROPER NOUN BEGINS WITH A ___________ LETTER.
IF AN ADVERB CAN'T BE MOVED BUT MUST STAY NEXT TO A CERTAIN

WORD, DOES IT MODIFY THAT WORD?
_____________ (over)
LE G D
SENTENCE # WORD JOB
A
1 student __________________________________
SA I O
2 smiled __________________________________
3 his __________________________________
L
O A N4 students __________________________________
N
5 warmly __________________________________
N H W
R
O DO
EE
S
FR
N

Student Name: _________________________________________________
Many adverbs are created when you add ly to an adjective. For example, I can make
LE G D
an adverb out of the adjective quick by adding ly - quickly. I use the adjective quick
when I want to modify a noun; I use the adverb quickly when I want to modify a verb.
A
Sarah did a quick job of making her bed.
SA I O
Sarah made her bed quickly.
L
O A N
Here are some adjectives, see if you can write the adverb form in the space provided:
N
N H W
slow ___________________________________________
R
O DO
beautiful ___________________________________________
nice ___________________________________________
EE
careful ___________________________________________
S
bad ___________________________________________
FR
Now, here's where you REALLY have to "strain your brain"! Try to write a paragraph
N
using all five of the adverbs you created. Look at the two sentences about Sarah
written at the top of this page. They might help you make up your own sentences.
Junior Analytical Grammar (Unit #6) PlayingWith Words
How did I do?
LE G D
Student Name: _____________________________________________________
A
SA I O
1. The correct answers to this section are as follows:
L
slowly, beautifully, nicely, carefully, badly
O A NIf all 5 are correct, you get 5 points
N
If 4 are correct, you get 4 points
N H W
R
If 1 is correct, you get 1 point __________
O DO
2. If your paragraph makes sense and has

5 adverbs, you get 5 points.
EE

S
1 adverb, you get 1 point. __________
Add it up to your GRAND TOTAL: ==========

FR
N

TEST: ADVERBS
NAME: ___________________________________________________________
POINTS EARNED: out of 98 LEVEL: __________________
LE G D
A
SA I O
1. My very favorite day of the week comes on Wednesday.
L
O A N
N
N H W
2. On that day the art teacher regularly visits our classroom.
R
O DO
3. She usually plans a really creative project for us.

EE
4. I always work so hard on these neat projects.

FR
N
5. I never wish for the end of school on Wednesdays!
SHORT ANSWERS:
1. A noun is the name of _________________________________
___________________________________________________.
(over)
2. A _________________ noun begins with a lower-case letter.
3. An adjective is a word that _________________________________________
_______________________________________________________________.
LE G D
4. A pronoun is a word that __________________________________________
A
_______________________________________________________________.
SA I O
5. Adverbs modify ______________, _______________, and _______________.
L
O A N
N
N H W
R
O DO
SENTENCE # WORD JOB
1 very __________________________________
2 teacher __________________________________
EE
3 plans __________________________________
3 us __________________________________
FR
4 neat __________________________________
N
5 I __________________________________
PATTERNS 1 & 2
Do you know what a pattern is? Perhaps your mom sews and when she cuts out the
fabric for a new dress, she uses a paper pattern. Now, she can make that dress out of
hundreds and hundreds of different colors and fabrics and designs, but - because she's
LE G D
using a certain pattern - it will still be the same dress, as far as how it is put together.
A
What we're going to learn in this unit is that subjects and verbs come in PATTERNS
and that there are only FIVE PATTERNS in our language. In order to understand all
SA I O
that you will be learning, you need to understand how these patterns work. This unit
is about the first two SENTENCE PATTERNS called
L
Noun-Verb and Noun-Verb-Noun.
O A N
PATTERN 1:
The Noun-Verb pattern (which we'll call just N-V) contains only two items on the
N
N H W
baseline of the diagram: the subject, which is a noun or pronoun, (N) and an action
verb (V). The subject and verb may have modifiers (articles, adjectives, and
prepositional phrases modifying the subject and adverbs and prepositional phrases
R
O DO
modifying the verb), but THERE WILL BE NO OTHER NOUNS OR VERBS.

Look at this example:
ART N AV PP ART ADJ N

The boy stood (on the baseball field).
EE
As you already know, this sentence should be diagramed like this:
boy stood
Th on
FR
e field
th ba
e se
N
ba
ll
PATTERN 2:
To learn about the Noun-Verb-Noun pattern, you must become familiar with a new
"job" called the DIRECT OBJECT. This pattern contains three items on the baseline:
the subject (N), an action verb (AV), and the direct object, which is a noun or
pronoun (N). It is just called the N-V-N pattern. There may be modifiers for all
three parts, but THERE ARE NO OTHER NOUNS OR VERBS.
To find the direct object, you first find the subject and verb (you already know how
to do that). Then you simply SAY THE SUBJECT, SAY THE VERB, AND ASK
"WHAT?" The answer will be a noun or pronoun and is called the DIRECT OBJECT.
(over)
Look at this example: ADJ ADJ N AV ART ADJ N ADV

My best friend had a birthday party today.
If the verb is had, and you ask "Who or what had?" the answer is friend,
right? So that's the subject and verb. At this point, you should go ahead
LE G D
and draw your baseline and fill in the subject and verb. Now you need
to find out if there's a direct object, Remember, you say the subject, say
A
the verb, and ask "What?" Let's try it: "Friend had what?" Party,
right? So party is the direct object. Look how the direct object is
SA I O
diagramed: The line between the verb and direct
object goes to the baseline and then
friend had party stops.
L
M to a bi
y bes da rth
t y da
O A N y
N
THE PROCESS:
N H W
Below is the beginning of a chart which will be a big help in diagraming these
sentences. It is just a list IN ORDER of the steps that you must take. Use it when you
R
O DO
do your homework, and you'll see how well it works!
Step 1: Find all the nouns in the sentence and mark them N (PN for proper nouns).
Step 2: Find and mark all articles and adjectives (Ask, "Which?" & say the noun)
EE
Step 3: Find and mark all the pronouns.

S
Step 4: Find all the prepositions and put parentheses around the prepositional phrases.
FR
Step 5: Find all the verbs and mark them V.

N
Step 6: Find the subject. Ask, "Who or what?" and say the verb.
Step 7: Draw your baseline and fill in the subject and verb.
Step 8: Look for the direct object. Say the subject and verb and ask, "What?"
NO ANSWER? DID YOU GET AN ANSWER?
You have a pattern 1 (N-V) sentence. You have a pattern 2 (N-V-N) sentence.
Your baseline looks like this: Your baseline looks like this:
Put an A in front of the V over Put an A in front of the V over

the verb and fill in the baseline. the verb and fill in the baseline.
Step 9: Add your modifiers.
PATTERNS 1 & 2: EXERCISE #1

NAME: _________________________________________________________
WHAT TO DO: All the sentences below are Pattern 2. Mark all the parts of speech
LE G D
and put parentheses around the prepositional phrases. Then diagram the entire
sentence.
A
1. I met my best friend at the park on a warm summer day.
SA I O L
2. We played a game of hopscotch.
O A N
N
N H W
3. A girl in a red tee-shirt shyly made a request.
R
O DO
4. "Let me in the game."

EE
5. The girls in the game welcomed her.

FR
N
PRONOUNS ARE WORDS THAT ___________________________
_________________________________________________________.
TO FIND THE DIRECT OBJECT YOU SAY THE _____________,
SAY THE ______________, AND ASK _____________________.
(over)
SUBJECT OBJECT OF THE PREPOSITION VERB
LE G D
MODIFIER DIRECT OBJECT
A
SENTENCE # WORD JOB
SA I O
1 friend __________________________________
2 We __________________________________
L
O A N3 red __________________________________
N
4 game __________________________________
N H W
5 welcomed __________________________________
R
O DO
EE
S
FR
N

NAME: _________________________________________________________
WHAT TO DO: The sentences below are either Pattern 1 or Pattern 2. Mark all the
LE G D
parts of speech and put parentheses around the prepositional phrases. Then diagram
the entire sentence.
A
1. My best friend lives in a house on my block.
SA I O L
2. I meet him after school at the corner.
O A N
N
N H W
3. Sometimes we just ride our bikes around the neighborhood.
R
O DO
4. Today we rode to another friend's house.

EE
5. We played a little game of touch football in his front yard.

FR
N
AN ADJECTIVE IS A WORD THAT
____________________________________________
IN A PREPOSITIONAL PHRASE THE LAST WORD IS THE
____________________________________________
(over)
LE G D
A
SENTENCE # WORD JOB
SA I O
1 lives __________________________________
2 him __________________________________
L
O A N3 our __________________________________
N
N H W
4 house __________________________________
5 We __________________________________
R
O DO
EE
S
FR
N

NAME: _________________________________________________________
WHAT TO DO: All the sentences below are either Pattern 1 or Pattern 2. Mark all
LE G D
the parts of speech and put parentheses around the prepositional phrases. Then
diagram the entire sentence.
A
1. I remember a really great day during Christmas vacation.
SA I O L
2. I met my best friend at the shopping mall.
O A N
N
N H W
3. We shopped together for Christmas presents for our parents.
R
O DO
4. Then we ate lunch at MacDonald's.

EE
5. We certainly had a terrific day together.

FR
N
CIRCLE THE WORD OR WORDS BELOW THAT WOULD NOT BE

A MODIFIER:
prepositional phrase article direct object adjective
PATTERN 1 IS JUST LIKE PATTERN 2 EXCEPT IT DOESN'T HAVE A
_________________________________
(over)
LE G D
A
SENTENCE # WORD JOB
SA I O
1 I __________________________________
2 met __________________________________
L
O A N3 parents __________________________________
N
4 lunch __________________________________
N H W
5 certainly __________________________________
R
O DO
EE
S
FR
N

Student Name: _____________________________________________________
1. Can you write an N-V sentence using the nouns DAISY and ARROW? I can!
LE G D
The arrow went in the center of the daisy.
A
2. Can you write an N-V-N sentence using the nouns DAISY and ARROW?
SA I O
I can!
L
Daisy shot an arrow at the target.
O A N
N
N H W
3. Now you try to write an N-V sentence using the nouns CARPET and CAT.
R
____________________________________________________________
O DO
____________________________________________________________
4. Now write an N-V-N sentence using the same two nouns.

EE
____________________________________________________________
____________________________________________________________
FR
5. Here is a list of nouns and pronouns. Using as many of these nouns or

pronouns as you can, write three sentences that go together in a paragraph.
N
One of the sentences needs to be N-V and one of them needs to be N-V-N.
The third sentence can be either one. Write your paragraph on a separate
sheet of paper.
PAPER BOOK STUDENT TOM HE IT

MOM GIRL HOMEWORK SHE MILK PIE
How did I do?
LE G D
Student Name: _____________________________________________________
A
SA I O
1. Did you use both nouns? If yes, you get 1 point. __________
Did you write a Noun-Verb sentence? If yes, 1 point. __________
L
O A N
2. Did you use both nouns? If yes, you get 1 point. __________
N
N H W
Did you write a Noun-Verb-Noun sentence? If so, you get 1 pt.
__________
R
O DO
3. Does your paragraph have at least 3 sentences? If so, 1 point. __________
Do the sentences go together & make sense? If so, 1 point. __________
If you used all 12 words, you get 4 points.

EE
If you used 9 to 11 words, you get 3 points.
If you used 6 to 8 words, you get 2 points.

FR
If you used 1 t 5 words, you get 1 point. __________

N
Now add it up to your GRAND TOTAL: =========


TEST: PATTERNS 1 & 2

NAME: _________________________________________________________
POINTS EARNED: out of 96 LEVEL: __________________
LE G D
WHAT TO DO: Mark all the parts of speech and put parentheses around the prepo-
A
sitional phrases. Then diagram the entire sentence.
SA I O
1. Jeannie liked her best friend from the very beginning.
L
O A N
2. They met in Mrs. Wilson's class at school.
N
N H W
3. The two girls always spent the day together on Saturdays.
R
O DO
4. They even went to the same church on Sundays.

EE
5. Jeannie treasured her friendship with Sally.

FR
SHORT ANSWERS:
N
1. The articles in our language are _________, __________, and __________.
2. A noun is the name of a ______________, _______________, _____________,
or ______________.
3. The baseline of a Pattern 2 diagram contains the _________________, the
________________, and the _______________________________.
4. ____________________ go on slanted lines attached to the word they modify.
(over)
LE G D
A
SENTENCE # WORD JOB
SA I O
1 her __________________________________
2 class __________________________________
L
O A N3 girls __________________________________
N
4 went __________________________________
N H W
5 friendship __________________________________
R
O DO
EE
S
FR
N
PATTERN 3
In this unit we're going to learn a new sentence pattern. We're also going to learn a
neat trick that will really help you with your diagraming. The trick is called
LE G D
"undecorating" the sentence!
A
UNDECORATING THE SENTENCE: If you think about it, the words that go on
the diagram baseline are the really important words. If you didn't have these words,
SA I O
you wouldn't have a sentence! So these words are definitely NOT the "decoration" on
the sentence.
L
Now think about the modifiers in a sentence, the articles, adjectives, adverbs, and
prepositional phrases. Even if you take the words out of the sentence, there's still a
O A N
sentence there. It's just not as interesting, is it?
N
N H W
So here's the trick: mark all the parts of speech in the sentence and put parentheses
around the prepositional phrases. Then in your mind remove all the modifiers or
R
"undecorate" the sentence. After you have done that, the words left over are the words
O DO
that go on the baseline! Try it with some of the sentences you did in Unit #7. Isn't
that neat?
ABOUT PATTERN 3: To learn about this new pattern, you must learn about a new
"job" called the INDIRECT OBJECT. This pattern is called Noun-Verb-Noun-Noun
EE
(N-V-N-N). It consists of four main parts IN THIS ORDER: the subject (N), an action
S
verb (V), an indirect object (N), and a direct object (N). All four of these things could
have modifiers, but there will be no other nouns or verbs in the sentence. Look at this
example:
FR
PN AV PRO ART N PP N
N
Mom gave me a dollar (for candy).
If you "undecorate" this sentence, what would be left? Mom gave me dollar
Those words - IN THAT ORDER - show you what the baseline should look like:
Mom gave dollar
me
Note the
little "tail."
(over)
REMEMBER: The words in a pattern 3 sentence will ALWAYS come in the same
order: SUBJECT - ACTION VERB - INDIRECT OBJECT - DIRECT OBJECT.
What would you do if you saw a sentence like this?
LE G D
ADV AV PRO ART N
Please write me a letter.
A
If you "undecorate" this sentence (take out all the modifiers), what
SA I O
would you have left? write me letter
Here we have a verb followed by two nouns (even though one is a pronoun, you still
L
can think of it as a noun)! Now what do we have here?
O A N
I'll bet you guessed it! This is a request or command sentence with an "understood"
N
you as the subject. The diagram would look like this:
N H W
(you) write letter
Pl a
R ea
se
O DO
me
EE
S
FR
N
PATTERN 3: EXERCISE #1
NAME: ___________________________________________________________
WHAT TO DO: All the sentences below are Pattern 3. Mark the parts of speech and
LE G D
put parentheses around the prepositional phrases. Then diagram the entire sentence.
A
1. My uncle gave me an important job at the airport.
SA I O L
2. "Send me a postcard from your trip."
O A N
N
N H W
3. I made myself a promise about that.
R
O DO
4. On the third day of our trip my mom handed me a postcard.

EE
5. "Write your uncle a little note, please,"

FR
THE LAST WORD IN A PREPOSITIONAL PHRASE IS

N
CALLED THE ______________________________________
THE ARTICLES IN OUR LANGUAGE ARE ______ , ______,
AND _________.
(over)
JUNIOR ANALYTICAL GRAMMAR (Unit #8) EXERCISE #1(PAGE 2)
LE G D
MODIFIER DIRECT OBJECT INDIRECT OBJECT
A
SENTENCE # WORD JOB
SA I O
1 My __________________________________
2 Send __________________________________
L
O A N3 myself __________________________________
N
4 mom __________________________________
N H W
4 postcard __________________________________
R
O DO
5 uncle __________________________________
EE
S
FR
N
NAME:
___________________________________________________________
LE G D
WHAT TO DO: All the sentences below are Pattern 2 (N-V-N) or Pattern 3
(N-V-N-N). Mark the parts of speech and put parentheses around the prepositional
A
phrases. Then diagram the entire sentence.
1. I send lots of cards to my relatives.
SA I O L
2. Loving people send others cards on special occasions.
O A N
N
N H W
3. The card companies create all sorts of cards.
R
O DO
4. Funny cards give people a real lift in hard times.

EE
5. Remember your loved ones with cards.

FR
N
AN ADVERB WHICH CAN BE MOVED MODIFIES THE
____________________.
A PATTERN 2 SENTENCE HAS A SUBJECT, A VERB, AND A
________________________.
(over)
LE G D
A
SENTENCE # WORD JOB
SA I O
1 lots __________________________________
2 others __________________________________
L
O A N3 card __________________________________
N
4 give __________________________________
N H W
5 cards __________________________________
R
O DO
EE
S
FR
N
NAME:
___________________________________________________________
LE G D
WHAT TO DO: All the sentences below are either Pattern 1 (N-V), Pattern 2
(N-V-N), or Pattern 3 (N-V-N-N). Mark the parts of speech and put parentheses
A
around the prepositional phrases. Then diagram the entire sentence.
1. My sister in college talks to us on the telephone on Sundays.
SA I O L
2. Sometimes she sends us a funny card from the college bookstore.
O A N
N
N H W
3. My mom prepares packages of goodies for her.
R
O DO
4. My sister really loves these packages.

EE
5. "Send me another package soon, please!"

FR
A PATTERN 3 SENTENCE HAS FOUR MAIN PARTS. WHAT

N
ARE THEY (in order)?
________________, __________________, _________________,
AND ________________________.
WHEN YOU "UNDECORATE" A SENTENCE, YOU TAKE OUT
ALL THE ____________________.
(over)
JUNIOR ANALYTICAL GRAMMAR (Unit #8) EXERCISE #3 (PAGE 2)
LE G D
A
SENTENCE # WORD JOB
SA I O
1 college __________________________________
2 she __________________________________
L
O A N3 prepares __________________________________
N
4 packages __________________________________
N H W
5 me __________________________________
R
O DO
EE
S
FR
N

Student Name: _______________________________________________________
LE G D
Here are three nouns. I am going to use these three nouns in three sentences, one N-V
sentence, one N-V-N sentence, and one N-V-N-N sentence.
A
TIM SANDWICH TABLE
SA I O
1. N-V: Tim played with his sandwich at the table.
2. N-V-N: Tim put the sandwich on the table.
L
3. N-V-N-N His mom made Tim a sandwich for lunch.
O A N
Now you try! Here are your three nouns:
N
N H W
BROTHER DAD BOOK
1. R
N-V: _________________________________________________________
O DO
______________________________________________________________
2. N-V-N: _______________________________________________________
EE
_____________________________________________________________
S
3. N-V-N-N:_____________________________________________________
FR
_____________________________________________________________
N
Can you write a sentence which goes with these parts of speech in this order?
I'll give you an example first, then you do one.
ART ADJ NOUN PREP ART NOUN AV PN ART NOUN

The old lady from the city gave Mary a gift.
Write your sentence , using the same parts of speech in the same order as in the
sentence I just wrote.
____________________________________________________________________
____________________________________________________________________
How did I do?
LE G D
Student Name: _____________________________________________________
A
1. DId you use all 3 nouns? If so, you get 1 point. __________
SA I O
Is your sentence a Noun-Verb sentence? If so, 1 point. __________
L
2. Did you use all 3 nouns? If you did, you get 1 point. __________
O A N Is your sentence a Noun-Verb-Noun sentence, if so, 1 pt. __________
N
N H W
3. DId you use all 3 nouns? If you did, you get 1 point. __________
R
O DO
Did you write a Noun-Verb-Noun-Noun sentence ? If so, 1 pt. __________
4. If you parse your sentence and have the same parts of speech as my sentence
and have
EE
no errors, you get 4 points

S
1 or 2 errors,you get 3 points.

3 or 4 errors, you get 2 points.
5 or 6 errors, you get 1 point.
More than 6 errors, you get 0 points. __________
FR
N
Add it up for your GRAND TOTAL: =========

TEST: PATTERN 3
NAME: ___________________________________________________________
POINTS EARNED: out of 101 LEVEL: ______________________
LE G D
WHAT TO DO: Mark the parts of speech and put parentheses around the preposi-
A
tional phrases. Then diagram the entire sentence.
1. Some children go to camp in the summer.
SA I O L
2. They usually miss their families for a while.
O A N
N
N H W
3. Sometimes a homesick kid writes his parents a sad little note.
R
O DO
4. "Please rescue me from this place!"

EE
5. Then in a few days, kids have a great time at camp.
SHORT ANSWERS:
1. A pattern 3 sentence is just like a pattern 2, except that it has
FR
a(n)
N
___________________________________.
2. A sentence which is a command or a request usually has a(n)
_______________________ as a subject.
3. In an N-V-N-N (pattern 3) sentence, which noun is the direct
object, the first, the second, or the

third?_____________________
(over)
4. True or false: A proper noun begins with a lower-case letter.

LE G D
A
SENTENCE # WORD JOB
SA I O
1 go __________________________________
2 They __________________________________
L
O A N2 their __________________________________
N
3 Sometimes _________________________________
N H W
3 parents __________________________________
R
O DO
4 me __________________________________
5 days __________________________________
EE
S
FR
N
LINKING VERBS AND PATTERNS 4 & 5

Look at this sentence: James walked down the street.
In this sentence the subject is James, isn't it? And James in DOING something in
LE G D
this sentence: he's walking, right?
A
Now look at this sentence: James seemed sleepy today.
SA I O
The subject is still James, but is James doing anything in this sentence? No, he's
not. He's not doing anything, but he's BEING something - sleepy, right? Now,
L
look at the next two sentences. In which one is the subject DOING something and
in which one is the subject BEING SOMETHING?
O A N The girl tasted the mixture. The mixture tasted sweet.
N
N H W
In the first sentence the subject (girl) is doing something - she's tasting. In the sec-
ond sentence the subject (mixture) isn't doing any tasting, is it? It's being something
R
O DO
- sweet!
The sentences where the subjects are DOING something have ACTION VERBS.
But the sentences where the subjects are BEING something have LINKING
VERBS.
EE
Not every verb can be a linking verb. In the two columns below you will see the
verbs that can be linking verbs:
BE(is, am, are, was, were, being, been) LOOK

FR
SEEM TASTE
N
BECOME FEEL
APPEAR SMELL
STAY GROW
REMAIN SOUND
Most of these words can be linking verbs in some sentences and action verbs in
others. The way to be sure you have a linking verb is to find the LINKING VERB
SENTENCE PATTERN. There are two of them, which we call Patterns 4 and 5.
(over)
PATTERN 4: N-LV-N: We call this pattern "noun-linking verb-noun." The

baseline items come in this order: Subject (a noun or pronoun), a linking verb, and
the PREDICATE NOMINATIVE (another noun or pronoun). Look at this
example:
ADJ ADJ N LV ART ADJ N
LE G D
My big brother is an eighth grader.
A
To determine the pattern of this sentence, you say the subject, say the verb, and ask
"What?" You get "brother is grader," right? Now, are brother and grader the same
SA I O
person? If so, then you have an N-LV-N sentence, and grader is the predicate nomi-
native. That's how you know that you have a linking verb (is). Look at how it's
diagramed:

Predicate Nominative
L
brother is grader
M bi an eig
O A N y g ht
h
N
N H W
How is this baseline different from a sentence with a direct object? That's right, this
baseline has a slanted (or diagonal) line between the verb (is) and the predicate nomi-
native (grader).
R
O DO
PATTERN 5: N-LV-ADJ: We call this sentence pattern "noun -linking verb-

predicate adjective." The items on the baseline come in this order: the subject (a
noun or pronoun), then the linking verb, then an adjective called the PREDICATE
ADJECTIVE. Here's an example:
EE
ART N LV P-ADJ PP ART ADJ N

The students were happy (about the field trip).
Do the same thing you did before: say the subject, say the verb, and ask "What?"
FR
You get "students are happy," don't you? As long as happy describes students, you
N
have an N-LV-ADJ sentence, and happy is the predicate adjective. Predicate Adjective
students were happy
Th ab
e ou
t
trip
th fie
e ld
SO REMEMBER! If you have an action verb in your sentence, then it must be pattern 1, pattern 2,
or pattern 3. If you have a linking verb, then you have either pattern 4 or pattern 5. In a pattern 4
sentence, the linking verb LINKS the subject to the predicate nominative (making them the same
person or thing). In a pattern 5 sentence, the linking verb LINKS the subject to the predicate
adjective (which describes it). On the next page is the now-complete "Process Chart." I know it looks
scary, but if you just follow the steps, ask the questions, and follow the arrows, I promise you you'll get
it. Use it as you do your exercises, and you'll quickly see what a BIG help it is!
THE PROCESS:
Step 1: Find all the nouns in the sentence and mark them N (PN for proper nouns).
Step 2: Find and mark all articles and adjectives (Ask, "Which?" & say the noun)
LE G D
Step 3: Find and mark all the pronouns.
A
Step 4: Find all the prepositions and put parentheses around the prepositional phrases.
SA I O
Step 5: Find all the verbs and mark them V.
L
Step 6: Find the subject. Ask, "Who or what?" and say the verb.
O A N
Step 7: Draw your baseline and fill in the subject and verb.
N
N H W
Step 8: Look for the direct object. Say the subject and verb and ask, "What?"
R
O DO
NO ANSWER? DID YOU GET AN ANSWER?

You have a pattern 1 (N-V) sentence. Look at the word which answers the
Your baseline looks like this: question and
Ask, "Is this word a noun?
EE
NO YES
Ask, "Does it describe the subject?" Ask, "Is it the same as the subject?"
FR
NO
N
NO
Something's wrong! It's a direct object.
Go back to Step 8. You have an action verb.
Baseline looks like this:
YES
It's a predicate adjective. YES
You have a linking verb. It's a predicate nominative.
Baseline looks like this: You have a linking verb.
Baseline looks like this:
:-)
Step 9: Put all the modifiers on your diagram. Hooray! You're finished!!
LINKING VERBS AND PATTERNS 4 & 5: EXERCISE #1

NAME: _______________________________________________________
WHAT TO DO: All the sentences below are the N-LV-N pattern. Mark the parts of
LE G D
speech and diagram the sentences. Be sure to use your "Process Chart."
A
1. Most pets are part of the family.
SA I O
2. Dogs usually become members of the family.
L
O A N
N
N H W
3. My favorite dog was a big, black poodle.
R
O DO
4. In my mind, that dog was my big brother.
5. He was my protector in case of danger!

EE
S
FR
N
IN A NOUN-LINKING VERB-NOUN SENTENCE, THE SECOND NOUN IS
CALLED THE __________________________________________________.
THE WORD AT THE END OF A PREPOSITIONAL PHRASE IS CALLED
THE __________________________________________________.
(over)
LE G D
MODIFIER PREDICATE NOMINATIVE
A
SENTENCE # WORD JOB
SA I O
1 pets __________________________________
2 usually __________________________________
L
O A N3 was __________________________________
N
4 brother __________________________________
N H W
5 case __________________________________
R
O DO
EE
S
FR
N

NAME: _______________________________________________________
WHAT TO DO: All the sentences below are either the N-LV-N or N-LV-ADJ
LE G D
pattern. Mark the parts of speech and diagram the sentences. Remember to use that
"Process Chart"!
A
1. My poodle's name was Macho.
SA I O L
2. His curly black coat was beautiful.
O A N
N
N H W
3. Macho was really smart.
R
O DO
4. His tricks were very funny!

EE
5. Macho was the clown in our family.

FR
N
A NOUN THAT BEGINS WITH A LOWER-CASE LETTER AND
CAN ONLY CONSIST OF ONE WORD IS A
________________ NOUN.
ADVERBS MODIFY ______________, ____________,
AND _______________.
(over)
LE G D
MODIFIER PREDICATE NOMINATIVE PREDICATE ADJECTIVE
A
SENTENCE # WORD JOB
SA I O
1 Macho __________________________________
2 beautiful __________________________________
L
O A N3 Macho __________________________________
N
N H W
4 were __________________________________
5 our __________________________________
R
O DO
EE
S
FR
N
JUNIOR ANALYTICAL GRAMAR (Unit #9) EXERCISE #3

NAME: _______________________________________________________
WHAT TO DO: The sentences below are examples of all five sentences patterns.
LE G D
Mark the parts of speech and diagram the sentences. Remember to use that "Process
Chart"!
A
1. During dinner time Macho did his best tricks.
SA I O L
2. His main goal was a treat from the dinner table.
O A N
N
N H W
3. He sat up in a very funny position.
R
O DO
4 He gave us a sad look from his big, brown eyes.

EE
5. His tricks were usually successful!

FR
A PATTERN 3 SENTENCE IS DIFFERENT FROM A

N
PATTERN 2 BECAUSE IT HAS A(N)
________________________________.
IN A NOUN-LINKING VERB-ADJECTIVE PATTERN, THE
ADJECTIVE IS CALLED A(N)
_________________________________.
(over)
LE G D
DIRECT OBJECT INDIRECT OBJECT MODIFIER
A
PREDICATE NOMINATIVE PREDICATE ADJECTIVE
SA I O
SENTENCE # WORD JOB
1 time __________________________________
L
O A N1 tricks __________________________________
N
2 treat __________________________________
N H W
3 sat __________________________________
R
O DO
3 funny __________________________________
4 us __________________________________
4 eyes __________________________________
EE
5 successful __________________________________
FR
N

Student Name: ______________________________________________________
LE G D
Some verbs can be action verbs in one sentence and linking verbs in another These verbs are look,
taste, feel, smell, sound, remain, appear, stay, and grow. Let's try the verbs grow and remain, just as
an example, and then let's see if you can use other verbs both ways.
A
GROW
SA I O
Action verb: Children grow quickly from age one to three.
Linking verb: Children grow restless when they have to sit too long.
L
REMAIN
O A N
Action verb: The students remained in the classroom.
N
Linking Verb: Mrs. Wilson remained calm during the storm.
N H W
Now you try! It's okay to change the verb form (tasted or felt, for example).
R
O DO
TASTE
Action verb: ____________________________________________________________________
____________________________________________________________________
Linking Verb: ____________________________________________________________________
____________________________________________________________________
FEEL
EE
Action verb: ____________________________________________________________________

____________________________________________________________________
Linking Verb: ____________________________________________________________________
FR
____________________________________________________________________
SMELL
N
Action Verb: ____________________________________________________________________

____________________________________________________________________
Linking Verb: ____________________________________________________________________
____________________________________________________________________
LOOK:
Action Verb: ____________________________________________________________________
____________________________________________________________________
Linking Verb: ____________________________________________________________________
____________________________________________________________________
How did I do?
LE G D
Student Name: __________________________________________________
A
If they are correct, each sentence below is worth 1 point.
SA I O
1. Did you write a sentence where taste is an action verb? __________
L
2. Did you write a sentence where taste is a linking verb? __________
O A N
3. Did you write a sentence where feel is an action verb? __________
N
N H W
4. Did you write a sentence where feel is a linking verb? __________
5. R
Did you write a sentence where smell is an action verb? __________
O DO
6. Did you write a sentence where smell is a linking verb? __________
7. Did you write a sentence where look is an action verb? __________

EE
8. Did you write a sentence where look is a linking verb? __________
9. Do you think you're a terrific kid? If so, you get 2 pts! __________
FR
Now add it up for your GRAND TOTAL: =========

N

TEST: LINKING VERBS AND PATTERNS 4 & 5

NAME: _______________________________________________________
POINTS EARNED: out of 97 LEVEL: ____________________
LE G D
WHAT TO DO: The sentences below are examples of all five sentences patterns.
A
Mark the parts of speech and diagram the sentences. You may use your "Process
Chart."
SA I O
1. Sometimes poodles get special fancy haircuts.
L
O A N
2. At the end of a long family trip, Macho was a mess!
N
N H W
3. R
First the dog groomer gave him a good bath.
O DO
4. She worked on poor Macho for a long time.

EE
5. By the end of the afternoon, Macho was gorgeous!

FR
SHORT ANSWERS:
N
1. Write the three articles in our language.
__________ __________ _________
2. In a noun-linking verb-noun sentence, the second noun is the
__________________________________.
3. In a noun-linking verb-adjective sentence, the adjective is the
__________________________________.
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 Sometimes _________________________________
L
O A N1 haircuts __________________________________
N
N H W
2 mess __________________________________
3 groomer __________________________________
R
O DO
3 him __________________________________
4 worked __________________________________
5 gorgeous __________________________________
EE
S
FR
N
HELPING VERBS
Everybody needs a little help once in a while, don't they? Well, verbs need help too, if
they want to form certain "tenses." A tense is a form of the verb that indicates what
time the verb is talking about. For example, in the sentence, "I eat strawberries,"
you've been eating the strawberries all along. In the sentence, "I ate strawberries,"
LE G D
you ate the strawberries yesterday or an hour ago, but definitely in the past, right? To
say that, your verb had to change its form, or tense. Now suppose you want to say
A
that these strawberries you're eating are being eaten right this very minute. You'd have
to say what? That's right; you'd have to say, "I am eating strawberries." We had to
SA I O
add another word to the verb to form that tense. The little word you added is called a
HELPING VERB.
L
When you have a helping verb added to a verb, you form a VERB PHRASE. A verb
O A N
phrase may have two words, three words, even four words in it. Look at these
examples:
N
N H W
I will make a homerun. (verb phrase = will make
helping verb = will
R main verb = make)
O DO
I have been reading a book. (verb phrase = have been reading

helping verbs = have & been
main verb = reading)
EE
I should have been listening! (verb phrase = should have been listening
S
helping verbs - should, have, & been

main verb - listening)
FR
The MAIN VERB is the last verb in the verb phrase. This is the one that's going to be
either an action verb or a linking verb. You still use the "Process Chart" to figure out
N
which it is, but now you use the whole verb phrase when you "say the subject, say the
verb, and ask 'What?'"
THE BEST WAY TO LEARN HELPING VERBS IS TO MEMORIZE THEM.

is has will may
am have would might
are had shall must
was do should
were does can
be did could
being
(over)
been
Now, if you're sharp (and you are!), you probably noticed that some of those helping
verbs can be linking verbs (is, am, are, etc.). But all you have to do is remember that,
if you have a verb phrase, only the LAST verb in it is going to be either an action verb
or a linking verb. As long as the other words in the verb phrase are on our list, they're
helping verbs. Look at these examples:
LE G D
PN HV LV ART ADJ N
A
John will be a fourth grader. (will be is the verb phrase and be is a linking verb)
PN HV HV AV PP ADJ N
SA I O
John will be going (to fourth grade). (will be going is the verb phrase and going is an
action verb)
L
So in the first sentence, be is the main verb because it's last. In the second sentence,
it's a helping verb. So, when you're using the "Process Chart," be sure you're using the
O A N
whole verb phrase in asking your questions, but the verb that you're trying to identify
N
(as either an action or linking verb) is the LAST ONE.
N H W
DIAGRAMING HELPING VERBS: It's easy. Just put all the verbs in the verb
R
phrase in the verb place. Look at the diagram of the first sentence above.
O DO
John will be grader

a fo
ur
th
What if you wanted to take the sentence I've just diagramed and make a question out
EE
of it? What would you do? That's right! You'd take the helping verb will and move it
S
to the front of the sentence: "Will John be a fourth grader?" If a sentence has a
helping verb in it, that's how you make it into a question. Can you see the
difference in the diagram?
FR
John Will be grader

a fo
ur
N
th
I told you you were sharp! You saw that I started will with a capital letter. That's how
you could tell, by looking at the diagram, that I diagramed a question.
But what if a sentence doesn't have a helping verb? How would you make a question
out of the sentence, "Mrs. Janes made an apple pie"? Right, you'd say, "Did Mrs.
Janes make an apple pie?" You'd have to add a helping verb to the front of the
sentence!
By the way, you'll probably notice that adverbs just LOVE to sneak in between a
helping verb and the main verb, so watch out for that. ("I could really eat a horse!")
HELPING VERBS: EXERCISE #1

NAME: _________________________________________________________
WHAT TO DO: Mark all the parts of speech in the sentences below. Diagram the
LE G D
sentences.
A
1. Today our class will go to the library.
SA I O
2. I will be checking a new book out.
L
O A N
N
3. We are becoming good readers.
N H W
R
O DO
4. Do you want a new book? (Remember how to diagram questions?)
5. Do not lose your library book! (Remember how to diagram commands?)

EE
On the page of notes for this unit, there was a four-column list of all the helping
FR
verbs. Study the first column (is, am, etc.) carefully. Look at the words and say
them out loud. Write them down two times. Then, without looking at your notes,
N
write all of these eight helping verbs in the spaces below:
_________________________ ______________________________
_________________________ ______________________________
_________________________ ______________________________
_________________________ ______________________________
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 Today __________________________________
L
O A N2 will be checking _____________________________
N
3 readers __________________________________
N H W
4 you __________________________________
R
O DO
5 book __________________________________
EE
S
FR
N

NAME: _________________________________________________________
LE G D
sentences.
A
1. The library has become one of my favorite places.
SA I O L
2. All of the knowledge of the world can be found in books.
O A N
N
N H W
3. Can you imagine that?
R
O DO
4. I have always loved the library.

EE
5. I can curl up with a good book anytime!

S
FR
verbs. Study the second column (has, have, etc.) carefully. Look at the words and
say them out loud. Write them down two times. Then, without looking at your
N
notes, write all of these six helping verbs in the spaces below:
_________________________ ______________________________
_________________________ ______________________________
_________________________ ______________________________
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 favorite __________________________________
L
O A N2 can be found ________________________________
N
3 you __________________________________
N H W
4 always __________________________________
R
O DO
5 book __________________________________
EE
S
FR
N
JUNIOR ANALYTICAL GRAMAR (Unit #10) EXERCISE #3

NAME: _________________________________________________________
LE G D
sentences.
A
1. My favorite book was written by P. L. Travers.
SA I O L
2. The book is called Mary Poppins.
O A N
N
N H W
3. The naughty Banks children have driven their nanny away.
R
O DO
4. Mary Poppins has answered the newspaper ad for the Banks' new
nanny.
EE
5. The Banks children are taken on many magical adventures by

FR
Mary Poppins.
N
verbs. Study the last two columns carefully. Look at the words and say them out
loud. Write them down two times. Then, without looking at your notes, write these
nine helping verbs.
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ (over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 favorite __________________________________
L
O A N2 book __________________________________
N
N H W
3 away __________________________________
4 ad __________________________________
R
O DO
5 adventures _________________________________
EE
S
FR
N

Student Name: ______________________________________________________
We use helping verbs in so many ways! And whenever we change a helping verb, it can make such a
LE G D
big difference in what a sentence means. For example, let's take the helping verbs would, could, and
should. Look at these three sentences below.
A
I would go to the party. I could go to the party. I should go to the party.
SA I O
I'm really saying something different in each sentence, aren't I? This can be seen when I add a little
extra to the sentence to make it clearer.
L
I would go to the party, but I've got to help my mom at home.
"I would go" really means you intend to go if you can
O A N
N
I could go to the party, if it was on a weekend.
N H W
"I could go" really means it would be possible for you to go.
I should go to the party because they are expecting me.

R
O DO
"I should go" really means you're supposed to go.

I'm going to give you three little sentences, using these same heping verbs. Let's see if you can add
endings to the sentences that explain the use of the different helping verb, just as I did above.
Remember, it's okay to ask for help!
I would write to my aunt, but _________________________________________________________

EE
_________________________________________________________________________________
I could write to my aunt, if ___________________________________________________________

FR
_________________________________________________________________________________
N
I should write to my aunt , because_____________________________________________________
_________________________________________________________________________________
Let's try some more helping verbs, such as was and should have:
I was writing my aunt when __________________________________________________________
_________________________________________________________________________________
I should have written my aunt, but _____________________________________________________
_________________________________________________________________________________
How did I do?
LE G D
Student Name: ______________________________________________________
A
SA I O
If you complete these sentences, and they make sense, you get 2 points each.
L
1. I would write to my aunt, but -- __________
O A N
2. I could write to my aunt, if -- __________
N
N H W
3. I should write to my aunt, because -- __________
R
O DO
4. I was writing to my aunt when -- __________
5. I should have written to my aunt but-- __________

EE
S
FR
N

TEST: HELPING VERBS

NAME: _________________________________________________________
POINTS EARNED: out of 97 LEVEL: ____________________
LE G D
WHAT TO DO: Mark all the parts of speech in the sentences below. Diagram the sentences.
A
1. Billy was asking his family a very important question.
SA I O L
2. "Have you seen my library book?"
O A N
N
N H W
3. He was feeling rather panicky.
R
O DO
4. The book was lying on the floor under his bed!

EE
5. Had Billy been searching very well?

S
HELPING VERBS: Write the helping verbs that complete the four columns that
were shown on your notes.
FR
______ ______ ______ _______

N
______ ______ ______ _______

______ ______ ______ _______
______ ______ ______
______ ______ ______
______ ______ ______
______
______
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 family __________________________________
L
O A N2 you __________________________________
N
N H W
2 book __________________________________
3 panicky __________________________________
R
O DO
4 was lying __________________________________
4 bed __________________________________
5 well __________________________________
EE
S
FR
N
CONJUNCTIONS & COMPOUND SITUATIONS
Now we're going to learn the last part of speech. Haven't you learned a lot?
We use conjunctions to join things together in a sentence. One of the rules about
LE G D
joining things together is that the things must be alike.
A
You can join 2 nouns: The boy and the girl walked to school.(A noun can join a pronoun.)
Or 2 verbs: The children walked and ran to school.
SA I O
Or three adverbs: The children moved slowly, quietly, and carefully.
Or anything else AS LONG AS THE THINGS ARE ALIKE.
L
You can't join things which are not alike: walk and table????.
By now I'll bet you've figured out that and is a conjunction, but that's not the only one.
O A N
The conjunctions are
N
N H W
and or for (when it means because)
but nor yet (when it means but)
R
O DO
When you find a conjunction in a sentence, mark it "CJ."
COMPOUND THINGS: A "compound" thing in a sentence is when there are two

(or more) of something. When a sentence has more than one subject, we call it a
EE
"compound subject." When it has two or more verbs, we call it a "compound verb"
S
and so on. When you have to diagram a sentence with a compound thing in it, you
decide where it would go in the diagram (if it were only one thing) and then you just
"branch off" the line. Just look below to see how you diagram all kinds of compound
FR
things.
N
A. COMPOUND SUBJECT: PN CJ PN AV ADV

John and Jim walked home.
John
walked
and
ho
Jim m
e
(over)
B. COMPOUND VERB: PN AV CJ AV ART ADJ N

Example #1: Sean mowed and raked the front yard.
mowed
Sean yard
and
th fro
e nt
LE G D
raked
A
PN AV ADJ N CJ AV ADJ N
Example #2: Sean cleaned his room and did his chores.
SA I O
cleaned room
hi
Sean s
and
L
did chores
hi
s
O A N
N
N H W
Did you notice that, in the first sentence, the two verbs "share" a direct object?
That's why the baseline is joined back together again after the verbs. In the second
example, each verb has its own direct object, so we don't join the baseline back
R
O DO
9together again.
C. COMPOUND DIRECT OBJECT: PN AV ART N CJ N

Susan ate a sandwich and chips.
sandwich
a
EE
Susan ate
and
S
chips
D. COMPOUND INDIRECT OBJECT: PN AV PN CJ PRO N

FR
Joe sent Jim and me presents.

Joe sent presents
N
Jim
and
me
E. COMPOUND PREDICATE NOMINATIVE OR PREDICATE ADJECTIVE:

hungry
PRO LV P-ADJ CJ P-ADJ
She felt
and
She felt hungry and tired.

tired
F. COMPOUND PREPOSITIONAL PHRASES:

PRO AV PP ART N CJ PP ART N
We ran (down the stairs) and (out the door).
We ran
and
LE G D
ou
do t
w
n stairs door
th
A
th e
e
SA I O
G. PREPOSITIONAL PHRASE WITH COMPOUND OBJECT:
PN AV PP ART ADJ N CJ N
L
She dusted (under the new table and chairs).
O A N She dusted
un
de table
N
r
N H W and
Can you tell why the and new are th n

not attached to either table or e ew chairs
R
chairs? Why are these words

O DO
attached to the line before it

"branches off"?
H. COMPOUND SENTENCE: PN AV ART N CJ PN AV PRO

Jason mowed the lawn and Sue raked it.
Jason mowed lawn
th
EE
e
S
and
Sue raked it
FR
N
I. COMPOUND MODIFIERS: ART ADJ CJ ADJ N AV

The black and white dog barked.
dog barked
Th and
e bl w
ac hi
k te
J. THREE OR MORE OF SOMETHING: PN PN CJ PN AV N

Ed Ed, Joe, and Jim ate lunch.
Joe ate lunch
and
Jim Notice where "and" is placed.

COMPOUND SITUATIONS: EXERCISE #1

NAME: __________________________________________________________
WHAT TO DO: Mark all the parts of speech in the sentences below, and then
LE G D
diagram them. Watch for the little clues given at the end of each sentence! These
little clues tell you where to look in your notes for help on your diagram.
A
1. My uncle and aunt are visiting us. (See Notes A)
SA I O L
2. They bring presents and take pictures. (See Notes B #2)
O A N
N
N H W
3. I love my aunt and uncle. (See Notes C)
R
O DO
4. They always take my sister and me places. (See Notes D)

EE
5. My relatives are always energetic and fun. (See Notes E)

FR
IF A CONJUNCTION JOINS THINGS, THE TWO THINGS HAVE TO BE

N
________________________________.
ADVERBS MODIFY __________________, _______________________, AND
___________________________.
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 are visiting _________________________________
L
O A N2 They __________________________________
N
3 aunt __________________________________
N H W
4 always __________________________________
R
O DO
5 energetic __________________________________
EE
S
FR
N

NAME: __________________________________________________________
LE G D
diagram them. Watch for the little clues given at the end of each sentence!
A
1. My grandparents travel in a motorhome or on a plane. (See Notes F)
SA I O L
2. Grandpa drives the motorhome down the highways and the
O A Ncountry roads. (See Notes G)
N
N H W
3. R
Grandpa does most of the driving, but Grandma sometimes helps
O DO
with it. (See Notes H)

EE
4. Their tan and white motorhome is their favorite place. (See Notes I)
S
FR
5. Yesterday Grandma, Grandpa, and I went to the lake. (See Notes J)

N
CIRCLE THE ITEM BELOW THAT IS NOT A MODIFIER:
prepositional phrase article adjective helping verb adverb
IN A NOUN-LINKING VERB-ADJECTIVE PATTERN, THE ADJECTIVE IS
CALLED THE __________________________________.
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 plane __________________________________
L
O A N2 country __________________________________
N
N H W
3 it __________________________________
4 place __________________________________
R
O DO
5 went __________________________________
EE
S
FR
N

NAME: __________________________________________________________
LE G D
diagram them. Watch for the little clues given at the end of each sentence!
A
1. My family consists of Americans and Canadians. (See Notes G)
SA I O L
2. My dad's parents live in Quebec, but my mom's family comes
O A N from Virginia. (See Notes H)
N
N H W
3. R
My mom's parents, brothers, and sisters are very close to each
O DO
other. (See Notes J)

EE
4. My dad's mom and dad have no other children (See Notes A)

S
FR
5. We love dad's parents and mom's parents. (See Notes C)

N
THE ITEMS ON THE BASELINE OF AN N-V-N SENTENCE ARE THE
____________________, THE _________________, AND THE
__________________________.
A PRONOUN CAN DO ANY JOB THAT A _______________ CAN DO.
(over)
LE G D
A
SA I O
SENTENCE # WORD JOB
1 Americans _________________________________
L
O A N2 dad's __________________________________
N
3 close __________________________________
N H W
4 mom __________________________________
R
O DO
5 parents __________________________________
EE
S
FR
N

Student Name: ______________________________________________________
This should be fun. I'm going to take two words and write sentences with different kind of
LE G D
compound things. Then I'm going to give you two things, and you write the same kinds of sentences.
A
My two words are kangaroo and zebra. Your two words are puppy and kitten.
COMPOUND SUBJECT:
SA I O
The zebra and the kangaroo were bouncing down the forest path.
Now, on the lines below, I want you to write sentences with different compound things, using your
L
two words. I'll do the compound subject one for you to get you started.
O A N The puppy and the kitten were asleep in their basket.________________________________
N
COMPOUND DIRECT OBJECT: I saw the kangaroo and zebra in the forest.
N H W
1. ___________________________________________________________________________
R
O DO
___________________________________________________________________________
COMPOUND INDIRECT OBJECT: I gave the zebra and the kangaroo something to eat.
2. ___________________________________________________________________________
___________________________________________________________________________
EE
COMPOUND OBJECT OF THE PREPOSITION: I looked for the zebra and the kangaroo.
3. ___________________________________________________________________________
___________________________________________________________________________
FR
COMPOUND PREDICATE NOMINATIVE: The winners were the zebra and the kangaroo.
N
4. ___________________________________________________________________________
___________________________________________________________________________
COMPOUND PREDICATE ADJECTIVE: I was happy and carefree!
Your two words are sleepy and tired.
5. ___________________________________________________________________________
___________________________________________________________________________
Junior Analytical Grammar (Unit #11) EXERCISE #1
How did I do?
LE G D
Student Name: ______________________________________________________
A
Each of these answers, if it is correct, is worth 1 point.
SA I O
1. Did you use both nouns in your sentence? __________
L
Did you use the nouns as a compount direct object? __________
O A N
N
N H W
Did you use the nouns as a compount indirect object? __________

R
O DO
Did you use the nouns as a compount object of the preposition? __________
Did you use the nouns as a compount predicate nominative? __________

EE
5. Did you use both sleepy and tired in your sentence? __________
Did you use the words as a compount predicate adjective? __________

FR
N

TEST: COMPOUND SITUATIONS:

NAME: __________________________________________________________
POINTS EARNED: out of 120 LEVEL: ______________________
LE G D
A
diagram them. Watch for the little clues given at the end of each sentence! You
should use your notes on this assessment.
SA I O
1. Friends and relatives are very important to my family. (See Notes A)
L
O A N
2. Most of them live in our town or in the next county. (See Notes F)
N
N H W
R
O DO
3. Tomorrow we will have a huge barbecue and family reunion. (See

Notes C)
EE
4. The kids will play games and the grownups will visit with
S
each other. (See Notes H)

FR
N
5. The party will give our relatives and friends a chance for new
friendships. (See Notes D)
SHORT ANSWERS:
1. Pronouns are words that ___________________________________________.
2. Adjectives are words that __________________________________________.
3. A sentence needs to have a subject and a ____________________.

(over)
JUNIOR ANALYTICAL GRAMMAR(Unit #11) ASSESSMENT (Page 2)
LE G D
A
SA I O
SENTENCE # WORD JOB
L
1 important __________________________________
O A N1 family __________________________________
N
N H W
2 Most __________________________________
3 R huge __________________________________
O DO
3. reunion __________________________________
4 will play __________________________________

EE
4 grownups __________________________________
S
5 relatives __________________________________
FR
5 new __________________________________
N

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ThankyoufordownloadingthestudentworkbookforJr. Analytical Grammar.Hereareafewthingsyouneedtoknow.

4. Afteryoucompletethisprogram,werecommendmovingtoJr. Analytical Grammar: Mechanics,whichteaches

5. Jr. AGisbestforstudentsin4th,5th,orearly6thgrade.AfterthatwerecommendAnalytical Grammar,our

NOTES FOR HOMETEACHERS

know an answer as a way of "passive resistance."

In my classroom, I have been known to ask a question of a student

know you can do something successfully, you want to keep on doing

So give your students time by waiting quietly. Rephrase or prompt

"talked through" the notes.

O A N Words writing assignment. When that assignment is complete, give him

Competency level) of the questions correctly, he or she should move

Unit #1: Nouns

Unit #3: Pronouns

know pronouns when he sees them.

Unit #4: Prepositions

Unit #5: Subject and Verb

BE INSIDE A PREPOSITIONAL PHRASE. A prepositional phrase is a modi-

Unit #6: Adverbs

Unit #8: Pattern 3

Unit #9: Linking Verbs and Patterns 4 & 5

Unit #11: Conjunctions and Compound Situations

sentence in the exercises and the assessment.

Reinforcement of the Concepts:

art adj adj n av pp art n pp art n

WHAT ARE WE GOING TO LEARN?

R The man bit the dog.

THE PARTS OF SPEECH

5. In one game a boy wore a blindfold.

6. On the wall was a picture of a donkey with no tail.

7. He had to pin a tail on the donkey, while he was wearing the

WHICH KIND OF NOUN BEGINS WITH A CAPITAL

5. The first night everybody had a huge appetite for dinner.

6. One boy ate three hamburgers and got an upset stomach.

7. After dinner the group was in the mood to hear stories.

8. Shouts of laughter were heard until it was time for bed.

9. The children didn't have homesickness because they were

having a good time.

10. Great friendships grew from this journey to the wilderness.

A ______________ NOUN CONSISTS OF ONLY ONE WORD.

4. His dad bought Ralph at the Downtown Pet Center.

6. I asked Bobby if I could take Ralph for a walk.

7. On our walk we saw Officer Brady, the policeman on the corner.

8. Officer Brady shook Ralph's paw and scratched his ears.

9. I think Ralph is the best puppy in the world!

A _______________NOUN BEGINS WITH A CAPITAL LETTER AND MAY

CONSIST OF MORE THAN ONE WORD.

PLAYING WITH WORDS

3. Here is a list of nouns. Write a little paragraph of at least three sentences, `

computer student home

homework printer newspaper

Janie table pencil

Student Name: __________________________________________________

PLAYING WITH WORDS: UNIT #1

3. If your paragraph has at least 3 sentences in it, you get 3 pts

4, If your paragraph uses all 12 words, you get 3 points.

If you used 10 to 11 words, you get 2 points

Now add up all yur points for a GRAND TOTAL: __________

If you got 10 points, you're ABSOLUTELY AMAZING!

If you got 9 points, you're WONDERFUL!

If you got 8 points, you're GREAT!

If you got 7 points, you're DOING A GOOD JOB.

If you got 6 points, you're MAKING A GOOD EFFORT.

POINTS EARNED: out of 41 LEVEL: _____________________