Mr. Edgeworth

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Mr. Edgeworths Enormous CRCT Language Arts
Review

• (Just do it!!!)

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PREPOSITIONS

• A PREPOSITION is a word that describes the
  relationship between two or more nouns.
• Ex The car in the driveway has stripes on the
  door.
• List in, on, off, with, up, down, under, for,
  beside, over, from, around, at, by, toward,
  about, between, to, without, after, until,
  before, among, along, across, beneath, during,
  against, as, beyond, except, into, despite,
  inside, through, of, within, past, like

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PREPOSITIONAL PHRASES

• A prepositional phrase starts with a preposition
  and stops with the next noun after the
  preposition (called the object of the
  preposition)
• Ex You ran down the street and
• into your house.
• Reminder They are only prepositions if they are
  in a phrase.

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PREPOSITIONS PRACTICE

• Practice
• Underline the prepositional phrases in the
  following
• sentences.
• 1.We set our books on the shelf above the table.
• 2. During the game, he shot the ball into the
  net.
• 3. Your bag of chips is under the table in the
  cafeteria.
• 4. I was eating chips in my room down the hall.

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NOUNS

• A singular noun refers to one person, place,
  thing, or idea.
• A plural noun refers to more than one.
• Ex dog singular dogs plural
• A common noun refers to a general person, place
  or thing. It is not capitalized.
• A proper noun refers to a specific person, place,
  or thing, and it is capitalized.
• Ex teacher common Mr. Edgeworth proper

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NOUNS (cont.)

• A collective noun refers to a group of people,
  places, or things.
• Ex The band had four members.
• There is a herd of cows in the hallway!
• An abstract noun refers to something you cant
  see or touch. Feelings are a good example.
• Ex The trash has a really yucky odor.
• Ive got a great idea!
• A concrete noun refers to something you can see
  and/or touch.
• Ex The boy ate the pie.

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NOUNS (cont.)

• A possessive noun shows who owns something.
• For singular nouns, add s.
• For a plural noun that ends in -s, add .
• For a plural noun that doesnt end in -s, add s.
• Ex one boy has a truck boys truck
• four cats have string cats string
• three men have shoes mens shoes
• cat that belongs to Nafis Nafiss cat

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NOUNS (cont.)

• A predicate nouns is a word that helps identify
  the subject.
• Reminder They will appear in the
• predicate.
• Ex Mr. Edgeworth will be mayor.
• Ian was prom king.

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NOUNS PRACTICE

• Practice
• 1. Circle the 5 nouns in this sentence
• The crowd of people was full of excitement
  because the Falcons scored a touchdown.
• 2. What kind of noun is underlined in the
  sentence below?
• You should bring cupcakes for your class!
• a. proper b. plural c. collective
• 3. Circle the predicate noun.
• Zarria was the queen.
• 4. Circle the correct possessive noun
• That is my (moms, moms) minivan.
• The (ladies, ladiess) room is over there.
• The library has (childrens, childrens) books.

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ADJECTIVES

• Common adjectives are general adjectives that
  describe nouns or pronouns.
• Ex The blue sky is big.
• Proper adjectives are specific adjectives that
  describe people, places, or things.
• Ex The American boy ate Chinese food.
• Demonstrative adjectives are this, that, these,
  and those.
• Ex These books belong to me.
• That cat belongs to my neighbor.

Write this on back of packet
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ADJECTIVES (cont.)

• WRITE ALL OF THIS ON BACK OF PACKET
• Predicate adjectives modify the subject of the
  sentence.
• Reminder They appear in the predicate
• but describe the subject.
• Ex The flag is red.

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ADJECTIVE PRACTICE

• Practice
• Circle the demonstrative adjective/s.
• 1. That cat lost the big ball of yarn.
• Circle the common adjective/s.
• 2. The blue baby ate the big bottle.
• Circle the proper adjective/s.
• 3. The big Japanese wrestler beat the small
  American man.
• Circle the predicate adjective/s.
• 4. The girl is perky and nice.
• DO THIS ON BACK OF PACKET!!

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VERBS

• A verb is used to express action, a condition, or
  a state of being.
• Ex I walk. You run. The rain falls. He played
  hockey.
• An action verb shows what the subject does or is
  doing. The action is physical or mental.
• Ex The girls jumped on the bed.
• We thought of a great plan.
• A linking verb links the subject of the sentence
  to words that describe it.
• Ex Your dad is tall!
• That test seemed really hard.
• A helping verb comes before an action or linking
  verb and lets you know when it will happen.
• Ex We had read the book. (past)
• We are reading the book.
  (present)
• We will read the book (future)

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VERBS (cont.)

• A state of being verb shows no action.
• Ex The boy was here.
• Bart is at school.
• Reminder They are forms of the word be (is, was,
  are, am, were, be, being, been).
• A verb phrase contains a helping verb and a main
  verb.
• Ex The man was eating the apple.
• School is opening at noon.
• The mall will be closing tonight.
• Transitive verbs and intransitive verbs show
  action. Transitive verbs have direct objects and
  intransitive verbs do not.
• Ex TaKerra sent a letter.
  (transitive) letterDO
• She ran down the
  hill. (intransitive) NO DO

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VERBS PRACTICE

• Practice
• Identify each underlined verb as action (A),
  linking (L),
• or helping (H).
• 1. Those shoes smell nasty! ____
• 2. Rachel jumped really high! ____
• 3. We hadnt seen him before. ____
• 4. Can you smell the flowers? ____
• That sweater looks ugly! ____
• My mom kicked me in the shin. ____
• The man is at the bus stop. ____
• Underline the verb phrases.
• 8. Mr. Edgeworth will give us candy.
• 9. Khaaliqu will be eating his food.

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ADVERBS

• An adverb describes verbs, adjectives, and other
  adverbs..
• Many (but not all!) adverbs end in -ly.
• Adverbs tell
• When?
• Ex I will go to the store tomorrow.
• Where?
• Ex I ran upstairs.
• How?
• Ex You whispered softly.
• To What Extent?
• Ex That baby cries very loudly!

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ADVERBS (cont.)

• List
• When tomorrow, soon, now, today, later,
  yesterday, after, etc.
• Where here, there, up, down, upstairs, under,
  ahead, etc.
• How suddenly, carefully, eventually,
  indefinitely, sadly, slowly, quickly, etc.
• To What Extent completely, successfully,
  proudly, gratefully, fully, totally, too, so,
  very, etc.
• REMINDER There are many more.

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ADVERBS PRACTICE

• Practice
• Underline the adverb in each sentence. Then
  tell what kind of adverb it
• isWhen? Where? How? To What Extent? (circle
  your answer)
• 1. We tiptoed quietly into the library.
• When? Where? How? To What Extent?
• 2. A ghost suddenly popped into view!
• When? Where? How? To What Extent?
• 3. We were all extremely scared.
• When? Where? How? To What Extent?
• 4. We all started to run out.
• When? Where? How? To What Extent?
• 5. Im never going back there!
• When? Where? How? To What Extent?

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Adjective or Adverb?

• Look at the underlined word in the sentence.
  Draw an arrow pointing to the word that it
  describes. Circle if it is an adjective or
  adverb.
• 1. I ran quickly down the stairs. Adj Adv
• 2. Your mom can yell really loudly. Adj Adv.
• 3. You hid behind the big tree. Adj Adv.
• 4. Sarahs writing is really messy. Adj Adv
• 5. Tim finished more quickly than Adj Adv
  Blake.

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Adjective or Adverb? (cont.)

• 6. You did well on your test. Adj Adv
• 7. Your grade was really high. Adj Adv
• 8. Soon, we will go to France. Adj Adv
• 9. How low can you go? Adj Adv
• 10. That is a low grade! Adj Adv

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PRONOUNS

• Pronouns are used instead of repeating the name
  of a person, place, or thing.
• Ex Maria did not have her homework.
• The kids left their toys at my house.
• Every pronoun has an antecedent that tells you
  who the pronoun is talking about.
• Ex Maria did not have her homework.
• Her is a pronoun. Her refers to Maria.
• Maria is the antecedent.
• Personal pronouns are
• Subject I, he, she, it, you, we, they
• Object me, him, her, it, you, us, them
• Possessive my, mine, your, yours, his, hers,
  its, her, our, ours, their, theirs

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PRONOUNS (cont.)

• Interrogative pronouns are used to ask questions.
  (who whom, what, whose, which)
• Ex Whose sister is that?
• What did you say?
• Demonstrative pronouns are used to point to which
  one youre talking about. There are four
• Ex This is my sister. That is your brother.
• These are my socks. Those are your shoes.
•  
• Possessive pronouns are used to show when things
  belong to someone (ownership). (my, mine, his,
  hers, her, their, theirs, our, ours, its, your,
  yours)
• Ex Those socks are mine.
• I had my towel, but Chris forgot his.

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PRONOUNS (cont.)

• Reflexive pronouns directs the action back to the
  subject. (myself, herself, itself, himself,
  yourself, yourselves, themselves, ourselves)
• Ex The dog likes to bite itself.
• How do you prepare yourself?
• An indefinite pronoun does not refer to a
  specific person, place, thing, or idea. (another,
  anybody, anyone, anything, each, either, neither,
  everybody, everyone, everything, nobody, no one,
  nothing, somebody, one, someone, something, both,
  few, many several, all, any, most, none, some)
• Ex Everyone should be careful when eating
  oysters.
• I do not like anyone.

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PRONOUNS PRACTICE

• Practice
• Underline the pronouns in each sentence. There
  might be more than one!
• 1. You should buy some shoes for your dad.
• 2. Steve can bring them to the party at my
  house.
• 3. He might bring Sarah if her mom says okay.
• 4. That is how I hurt myself.
• 5. They did not play with us.
• Circle the antecedent for the underlined pronoun.
  (Hint who/what do I mean?)
• 6. Did you see if Amy made it to her house?
• 7. Anthony, please turn in your homework to me.
• 8. Those are some really ugly shoes.
• Identify the kind of pronoun used below.
• 9. Which is your house?
• 10. That dog lost its collar!
• 11. Whose sweater is this?

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INTERJECTIONS

• An interjection is a word that is used to show
  feeling.
• It is not a complete sentence! It is separated
  from the sentence by a comma or an exclamation
  point.
• Ex Stop! That ride looks scary!
• Darn, I dropped my ice cream.

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CONJUNCTIONS

• A coordinating conjunction is a word that joins
  two other words or ideas together. (for, and,
  nor, but, or, yet, so)
• Ex
• Thomas, Joey, and Mike arrived late to class.
•   The weather is rainy today, but it will be
  sunny tomorrow.
•   Would you rather have a hamburger or fries?
• A subordinating conjunction joins a subordinate
  clause to a main clause. (after, before, once,
  since, until, when, whenever, while, as, because,
  in order that, so, so that, that, if, even if,
  provided that, unless, although, even though,
  though, where, wherever, rather than, than,
  rather)
• Ex I was late for class because I missed the
  bus.

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CONJUNCTIONS (cont.)

• A correlative conjunction is essentially a
  coordinate conjunction used in pairs.
• (either-or, neither-nor, not only-but also,
  whether-or, both-and)
• Ex Either you or Susan must remain with
• me
• Both the teacher and the principal
• were furious.

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SUBJECTS AND PREDICATES

• The subject of a sentence tells who or what the
  sentence is about.
• The complete subject of a sentence tells who or
  what the sentence is about (ALL THE WORDS)
• Ex My little white dog ran across the street.
• The simple subject is the main word or words
  (MOST IMPORTANT) in the complete subject.
• Ex My little white dog ran across the street.

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SUBJECTS AND PREDICATES (cont.)

• The predicate tells what the subject does or is
  doing.
• The complete predicate of a sentence tells what
  the subject is doing (ALL THE WORDS)
• Ex My little white dog ran across the street.
• The simple predicate is the main word or words
  (also known as the verb or verbs) in the complete
  predicate.
• Ex My little white dog ran across the street.

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SUBJECTS AND PREDICATES PRACTICE

• Underline the complete subject once. Underline
  the complete
• predicate twice. Circle the simple subject.
  Draw a box around the
• complete predicate.
• 1. Tinas new car has black seats inside.
•  
• 2. The large brick house on the corner burned in
  a fire last year.
•  
• 3. My language arts teacher showed us how to
  study for the test.

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DIRECT OBJECTS

• Direct Objects receive the action of the verb. It
  answers whom or what.
• Ex The girl baked cookies. (Cookies are
• what she baked)
• Mr. Edgeworth sent a letter. (A letter is
• what Mr. Edgeworth sent.)

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INDIRECT OBJECTS

• An indirect object tells for whom or what an
  action is being performed.
• Ex The teacher made the class cupcakes.
• Sandy told her sister the story.
• Reminders There cannot be an indirect object
  without a direct
• object.
• Not all direct objects will
  have an indirect object.
• All direct and indirect
  objects have to have an action
• verb.

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DIRECT AND INDIRECT OBJECTS PRACTICE

• Practice
• Underline the direct objects and circle the
  indirect objects.
• The boy brought the team some drinks.
• Everyone ate the cake.
• The cheerleaders cooked the players hotdogs.
• Ramiah sent a package to her sister.

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SENTENCE STRUCTURE

• The Basics
• A main clause (independent) can stand alone by
  itself as a sentence.
• Ex I am at the mall.
• A subordinate clause (dependent) can not stand
  alone in a sentence.
• Ex In the morning

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SENTENCE STRUCTURE (cont.)

• A simple sentence is the main (independent)
  clause.
• Ex Michael jumped high.
• Michael likes steak, potatoes, and fish.
• A compound sentence has two or more main
  (independent) clauses joined by a coordinating
  conjunction.
• Ex I like to ride bikes, and my dad enjoys
  watching football.
• A complex sentence is a main (independent) clause
  with a subordinate clause (dependent).
• Ex Because of the thunderstorm, the game had to
  be cancelled.
• A compound-complex sentence is a subordinate
  clause dependent) and at least two main clauses
  (independent clauses).
• Ex Before the sun came up, I ate my breakfast,
  and I cleaned my neighbors
• house.

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SENTENCE STRUCTURE PRACTICE

• Practice
• Write whether the following sentences are simple,
  compound,
• complex, or compound-complex.
• Before school, I go to the gym.
• I ran to school because I missed the bus.
• That is my dog and cat.
• I really enjoy playing basketball, but I also
  really enjoy cooking.
• During the game, I bought a hotdog, and I talked
  to some friends.
• He went to the mall and to my house.
• Do you want to go outside, or do you want to play
  video games?
• Never touch that dog!
• He left the party since he had to be home by
  twelve.

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SENTENCE STRUCTURE ERRORS

• Errors
• A run-on is two or more sentences written as if
  they were one sentence (no commas, punctuation,
  and/or conjunctions.
• Ex The school is open tomorrow It will be open
  for
• eight hours. (These are two complete
  sentences
• written as one.)
• A fragment is a part of a sentence written as if
  it were a complete sentence
• Ex The boy across the street. (It is missing a
  verb.)

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SENTENCE STRUCTURE ERRORS PRACTICE

• Practice
• What is wrong with the following sentences?
• Ran across the street.
• He was at my house we played baseball.
• He baseball with me.
• Go to your room turn off your television.

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COMMAS AND SEMICOLONS

• Use a comma....
• after introductory words or phrases or
  subordinate (dependent) clauses.
• Ex After the game, I ate dinner. (complex)
• Soon, I will eat some dinner. (complex)
• after a noun of direct address.
• Ex Bart, come get your shoes.
• before or after a speakers exact words.
• Ex The snow will not last all day, said Mr.
  Edgeworth.

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COMMAS AND SEMICOLONS (cont.)

• before coordinating conjunctions when used to
  connect two sentences (compound).
• Ex The man was on the roof, and the woman was in
  the car.
• before and after an appositive.
• Ex Michael, a nice person, is in my class.
• between items in a list.
• Ex The man wanted cows, chickens, and sheep for
  his farm.
• Reminder There are more basic comma rules.
• Use a semicolon....
• to separate two main (independent) clauses
  without using a coordinating conjunction.
• Ex Some people enjoy skating other people enjoy
  sky diving.

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COMMA AND SEMICOLON PRACTICE

• Practice
• Add the commas and semicolons where needed.
• The owner ran across the street he had to go to
  the restroom.
• The school is old dirty and run-down.
• I would like to go to the mall and I would like
  to eat dinner there.
• After work I am going to the game.
• George do not eat the pie.
• The sun is in my eyes said Mike.

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OTHER INFORMATION THAT WILL BE ON THE ENGLISH
PART OF THE CRCT

• MISC
• Use common spelling rules, apply common spelling
  patterns, and develop and master words that are
  commonly misspelled.
• Produce final drafts that demonstrate accurate
  spelling and the correct use of punctuation and
  capitalization.
• Reminder The COACH book has great examples and
• explanations.

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Nowlets review literary terms and writing

• Like I said, JUST DO IT!

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• Elements of Fiction
• Setting-where and when the story takes place
• Character Traits-attributes of a creature in a
  story that explains
• their personality
• Protagonist-main character that is usually
  positive
• Antagonists-who or what is against the
  protagonist
• Plot-sequence of events in a story PLOT DIAGRAM
• Conflict-the problem in a story (external man
  versus man, man
• versus society, man versus nature, man versus
  machine OR
• internal man versus himself)
• Climax-highest point of conflict
• Resolution- how the problem is solved
• Theme-the moral or lesson learned in the story

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Figurative Language/Literary Devices Metaphor-
comparing two unlike things not using like or
as Simile-comparing two unlike things using like
or as Hyperbole-exaggeration Personification-
giving something that is not human, human
characteristics Idiom say one thing but mean
another SENSORY LANGUAGE/SOUND DEVICES Alliterati
on repetition of beginning sounds Onomatopoeia-a
sound (boom!, snap!)Rhyme-having the same ending
sound (cat, hat) Rhyme Scheme- the pattern of
rhymes in a poem
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• Identifying the Speaker
• Point of view is the way a narrator tells
• a story.
• A narrator or speaker is the person who
• tells a story.
• First-Person Point of View (I or we)
• Third-Person Point of View (they, he, she)
• Second-Person Point of View (you)

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Other Important Information
Prefixes add to the beginning of a
word Suffixes add to the end of a word Base
Words provides the basic meaning of the
word Root Words - provides the basic meaning of
the word.
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WRITING
Main Idea It is the main focus of the writing
piece. Supporting Details These details the
main idea and topic sentence. Topic sentence
This sentence tells what the paragraph will be
about. Authors Purpose to persuade, entertain,
explain, etc. Writing Process prewrite, draft,
revise, edit, publish Mood how it makes you
feel Tone authors feelings Graphical Features
graphs, charts, pictures, etc. Textual Features
bold Face, italics, underlined, etc. Nonfiction
real Fiction not real FAT-P² - Format,
Audience, Topic, Purpose, Prewriting Use When
Writing DRAPES Dialogue, Rhetorical Question,
Analogy, Personal
Experience, Examples, Statistics Use When
Writing. GO GREEN - Details
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Traditional Literature Mythology

• 6th Grade Language Arts

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What is Traditional Literature?

• Traditional literature reveals information about
  a culture.
• It often teaches a lesson.
• It is passed down for a long time through oral
  tradition (storytelling word of mouth).
• Examples fable, folktale, tall tale, fairytale
• Turn Talk Are there any stories that are
  passed down in your family?

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Folk Tales

• Folk means people.
• They often have no known author.
• Their purpose is to entertain.
• Main characters often endure tests and trials.
• Good often prevails over evil.

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Fables

• A fable is a short story used to teach a lesson
  or moral.
• The lesson is usually revealed at the end.
• Characters are often animals with humanlike
  traits.
• Some famous Aesops fables
• The Lion and the Mouse
• The Hare and the Tortoise
• The Wolf and the Lamb

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Fairy Tales

• Fairy tales are set in the past (Once upon a
  time).
• They include good and evil characters.
• They often include magic or the supernatural.
• Often have happy endings (And they lived
  happily, ever after.

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Identify these fairy tales
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Tall Tales

• Tall tales contain exaggerations about
  characters and events.
• They were made popular in the United States.
• Stories passed down throughout the years
  eventually made characters larger than life.
• Examples
• Paul Bunyan
• Pecos Bill
• John Henry

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What is Mythology?

• Myths are stories that explain the origin
  (beginning) and history of people.
• Characters include gods and goddesses.
• They may explain the creation of the world,
  natural phenomena, historical events, etc.
• They may also teach a lesson.

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You Need to Remember

• Traditional literature is passed down through
  oral tradition (storytelling).
• Fables teach lessons often have animals.
• Myths include gods and goddesses.