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Summary

Let Your Words Take You Where You Want to Go! The new 2011 edition of Voyages in English: Grammar and Writing is the result of decades of research and practice by experts in the field of grammar and writing. Responding to the needs of teachers and students, this new edition provides ample opportunities for practice and review to ensure mastery and improved performance on standardized tests. Voyages in English 2011 Enables children to master grammarthrough direct instruction, rigorous practice, written application, and ongoing assessment. Provides master and novice teachers with support and straightforward, practical lesson plansthat can be presented with confidence. Guides children to experience, explore, and improve their writingthrough the in-depth study of unique writing genres, writing-skill lessons, and the implementation of the writing process. Provides children and teachers with opportunities to use technologyas a means to learn, assess, apply new skills, and communicate outside of the school setting. Gives children the speaking and writing practice and tools they needto communicate with clarity, accuracy, and ease. New 2011 Features We’ve taken the best of the past and incorporated learning tools for today’s students and the world they live in. More exercisesin all components offer additional opportunities for review and practice. Daily Maintenanceoffers quick, daily practice for grammar concepts previously taught to ensure mastery of skills. Improved assessmentsoffer more thorough testing of topics. Grammar and writing assessments are not integrated, providing more flexibility for teachers. ExamView Assessment Suite Test Generator CDallows for 25% more testing questions and flexibility in creating individualized tests. Integration opportunitiesare included in the lessons to naturally show the relationship between grammar and writing. Tech Tips and technology opportunitiesallow teachers to incorporate technology into lesson plans and homework assignments. Online resourcesprovide additional support for teachers and additional practice for students. Program Components Student Edition Developed in a student-friendly manner to engage all learners, the Student Edition provides clear instruction and guided practice in the writing process, the traits of effective writing, and the structure and mechanics of language. Teacher Edition Consistent in structure and full of helpful instructional tools, the Teacher Edition offers a straightforward, flexible plan for integrating grammar and writing. Teacher Planning Pages provide additional background information and teaching tips for ease in lesson planning. Practice Book* Additional exercises connected to the textbook offer ample review and practice opportunities in grammar and writing skills. Assessment Book* Effective assessment enables teachers to record progress, differentiate instruction, and challenge students accordingly. A variety of assessments are included. Test Generator* The ExamView Assessment Suite Test Generator provides an adaptable tool to create a variety of assessments. The preformatted yet customizable assessments correspond with the Assessment Book and provide an additional 25% new test items for each assessment. *Supplemental component Web Site Web Features For Students Additional opportunities to build and practice grammar and writing skills Grammar and Mechanics Handbook for at-home use Interactive games for more practice Additional writing activities expand learning. For Teachers Tools and support to plan and execute lessons Grammar Guides online resource helps you teach grammar clearly, creatively, and confidently. Video Tools to effectively implement grammar lessons and writing chapters into your classroom. Lesson Plan Charts show how to integrate the grammar and writing sections. Two Core Parts-One Cohesive Program Voyages in English is organized into two distinct parts: grammar and writing. The student books are divided in this way to help teachers tailor lesson plans to student needs and to differentiate instruction. The benefits of this organization include the following: Grammar lessonshave a greater level of depth, giving students the tools needed to learn the structure of language. Writing instructionis relevant to students’ lives, to the literature they read and enjoy, and to the writing they experience every day. Integration opportunitiesare built into the program, allowing teachers to show the relationship between grammar and writing. Flexible planningbecomes simple, allowing for adaptations based on students’ developmental levels. Long-range and thematic planningis effortless, allowing teachers to cover the required standards. Grammar: Part I The Structure of Language Parts of speech Usage Mechanics Agreement Punctuation/capitalization Writing: Part II Written Expression Elements of effective writing Genre characteristics Sentence structure Word and study skills Seven-step writing process Voyages at a Glance Voyages in English 2011 is a comprehensive English language arts program of the highest quality. Voyages in English aligns with and supports NCLB recommendations NCTE/IRA Standards for English language arts State Guidelines and standards Student Edition: Grammar Systematic Grammar Study Thorough explanations and clear examples are provided for every grammar topic. Ample practice ensures skill mastery. Integration Opportunity:Grammar in Action challenges students to spot the importance of grammar in real-life writing. Tech Tips offer suggestions for practical technology integration. Integration Opportunity:Apply It Now presents solid skill application to demonstrate comprehension. Grammar Review for every section is used as review or informal assessment. Grammar Challenge follows each Grammar Review to extend the learning or offer another opportunity for informal assessment. Sentence Diagramming helps students analyze and visualize sentence structure. Teacher Edition: Grammar Easy-to-Use, Flexible Format Daily Maintenance revisits previous grammar concepts to ensure mastery. Warm-Ups introduce grammar concepts in a relevant way. Easy four-step teaching approach is implemented in every lesson: Teach, Practice, Apply, Assess. Diagram It! highlights sentence-diagramming opportunities. Writing Connections help teachers transition easily between the writing and grammar sections. Student Edition: Writing Comprehensive Writing Practice Integration Opportunity:Link demonstrates a writing concept or skill within the context of real-life writing or literary works. Easy-to-follow, practical explanations and examples make writing relevant and engaging. Integration Opportunity:Grammar in Action offers grammar application that happens naturally within t

Excerpts

Part 1: Grammar

Section One: Sentences

1.1 Sentences
1.2 Statements and Questions
1.3 Question Words
1.4 Commands
1.5 Exclamations
1.6 Kinds of Sentences
1.7 Subjects
1.8 Predicates
1.9 Combining Subjects and Predicates
1.10 Combining Sentences
1.11 Run-on Sentences
      Sentence Review
      Sentence Challenge

 

1.1 Sentences

Asentenceis a group of words that expresses a complete thought.
Every sentence has a subject and a predicate. The subject names a person, a place, or a thing. The predicate tells what the subject is or does. It expresses an action or a state of being.

Subject                      Predicate
The pretzels                were hard and salty.
Sue                               ate two pretzels.
My friends and I          liked the pretzels.
The bag of pretzels    is now empty.

To find the subject, ask yourselfwho or what is doing something or being some way?To find the predicate, askwhat is the subject doing or how is the subject being?To find a sentence, make sure there is a subject and a predicate.

Which of these word groups are sentences?

A. The tall apple trees
B. The apple tastes good
C. My sister picked apples
D. Were left in the bowl

You are right if you said that B and C are sentences. Each one expresses a complete thought. Each has a subject and a predicate.
A and D are not sentences. They do not express complete thoughts. A doesn’t have a predicate. D doesn’t have a subject.

EXERCISE 1:Tell which of these word groups are sentences. Tell which are not sentences.

  • Our class enjoyed its visit to the zoo
  • A huge gray elephant
  • Eating food from a bucket
  • A cub is a baby lion
  • The lion was chewing a bone
  • We couldn’t count the leopard’s spots
  • The giraffe’s long legs
  • The keeper fed the seals
  • Swimming under the water
  • I liked the monkeys best
  • We enjoyed the striped zebras
  • Were swinging from branch to branch
  • EXERCISE 2:Match each group of words in Column A with a group of words in Column B to make a sentence.

    Column A
    1. At the circus, clowns
    2. Eight brown horses
    3. Several acrobats
    4. A baby elephant

    Column B
    a. galloped around the ring.
    b. wore funny costumes.
    c. raised its trunk.
    d. walked on their hands.


    EXERCISE 3:These groups of words are not sentences. Add subjects or predicates to make them sentences.

  • went to the zoo last week
  • saw a tall giraffe
  • some children
  • counted the penguins on the rocks
  • gave the seals food
  • dove into the water after the food
  • slept on a rock
  • workers at the zoo
  • roared and walked back and forth
  • the chimps
  • laughed at the monkeys
  • studied a map of the zoo
  • Apply It Now
    Imagine you are at the zoo. Choose three of these topics. Write a sentence about each.

    A. dolphins
    B. tigers
    C. crowd
    D. popcorn
    E. monkeys

     

    Part 2: Written and Oral Communication

    Chapters

  • Personal Narratives
  • How-to Articles
  • Descriptions
  • Personal Letters
  • Book Reports
  • Persuasive Writing
  • Creative Writing: Realistic Fiction
  • Research Reports
  • 1
    Personal Narratives

    Water Buffalo Days
    Growing Up in Vietnam

    by Huynh Quang Nhuong
    I was born in the central highlands of Vietnam in a small hamlet on a riverbank that had a deep jungle on one side and a chain of high mountains on the other. . . . Like all farmers’ children in the hamlet, I started working at the age of six. I helped look after the family herd of water buffaloes. Someone always had to be with the herd, because no matter how carefully water buffaloes were trained, they were always ready to nibble young rice plants when no one was looking.

    InWater Buffalo Days, a man recounts his childhood in Vietnam, a country in Southeast Asia. Water Buffalo Days has many characteristics of a personal narrative. It is a true story, told from the writer’s point of view, and it tells about events in the order they happen.

    Bad, Bad Mud
    by Charlotte Eaton
    I come to you today with some good advice: DON’T WALK IN MUD! It all started when Melissa and I were walking outside, with umbrellas, rainboots, rain jackets, and no fear of the rain. We were set for anything. At least that’s what we thought.
    Then Melissa asked, “Can we go into the cow pasture?” “Sure,” I said. We ran to the edge of the barn and came to a halt. There before us was a pasture full of mud. Melissa said, “What are you stopping for?” I said, “MUD!” She said, “Look, just follow me. You won’t get stuck. I promise.” Before I could say yes or no, she was off. My heart was pounding. A little voice in my head kept saying, “Don’t do it” over and over again.
    Melissa was going deeper and deeper into the cow pasture. She wasn’t sinking, so why would I? It’s just a bunch of dirt, I said to myself. So I took one step, then another, and there I was in the middle of the pasture, actually, standing there in mud. “Melissa,” I said. “This isn’t so bad.”
    Wait, what am I feeling? Thick, cold, gooey, watery, mud. I was sinking as fast as a lightbulb burns out. I felt like someone was pushing and pulling me under. My fear was coming true! I started yelling for help.
    Melissa heard me and came running over to see what my problem was. I told Melissa, “The ground is sucking me under!” “Quick, pull me out!” She tugged and tugged at my boots, but the mud was winning. We both started screaming for help.
    Finally, my sister Jennie and my cousin Natasha came to the rescue. They grabbed ahold of me and all pulled. Out I popped, but my boots remained. I stepped on my umbrella and then pulled my boots out. My feet were now black and freezing. I put my boots back on and made a mad dash, barely touching the ground, and I was out of the gate. I said, “Melissa, score one for mud and I’m out!”

    What Makes a Good Personal Narrative?
    The story on page 211 is about Melissa and Charlotte’s muddy adventure. Because Charlotte tells this true story about herself, it is a personal narrative. The interesting details of the events, people, and things make this personal narrative fun to read.
    A well-written personal narrative has the following things.

    Topic
    What is the topic of a personal narrative? The topic of a personal narrative is you, the writer. A personal narrative might be about something that you did or something that happened to you. It might also tell how you feel about something.
    A personal narrative can be about almost anything, but it should be a true story. When you write a personal narrative, you should tell what happened just as you remember it.

    Point of View
    Personal narratives are always told from the writer’s point of view. Did you notice how Charlotte is always part of the story? Go back and count the number of times you see the word I.
    The words I, we, me, us, my, and our signal that you might be reading a personal narrative. When the audience reads these words, they know the story is told from the writer’s point of view.

    Time Order
    When you write a personal narrative, tell about the events in the order that they happened. Use time words such as first, next, after that, then, finally, and last to show how one event comes after another.

    ACTIVITY A:Read the personal narrative “Bad, Bad Mud” on page 211. Work with a partner to answer the following questions.

  • What is the topic?
  • What interesting details are included?
  • What words in the story tell you that it is a personal narrative?
  • What words in the story show the order that the events happened?
  • ACTIVITY B:Work in groups to draw a comic strip of “Bad, Bad Mud.” The pictures in the comic strip should follow the order of the story. Then write a sentence about what is happening in each picture.

    ACTIVITY C:Read this excerpt from a personal narrative. Then answer the questions.

    Clubhouse Surprise
    My friends and I thought it would be fun to build a clubhouse. First, we chose a secret spot in the back of my yard. We put boards on the ground under a big, old pine tree. We were sure no one could see us hidden under the branches. But then we were surprised when a little skunk waddled into the clubhouse.

  • What words show the point of view?
  • What is the topic?
  • What interesting details are there in the story?
  • What words show the order of the story?
  • Writer’s Corner
    Think about a personal narrative that you would like to write. Then werite a sentence that tell the topic.

    Water Buffalo Days
    Some of the best times of my life were spent roaming the rice field, riding on the young buffalo’s back. . . . The calf’s time was not yet in demand, so we were free to explore all the nooks and corners of the field or leisurely catch all kinds of living creatures for food or for fun.
    Huynh Quang Nhuong

    ACTIVITY D:Read the following topics. Which ones are good topics for personal narratives? Why? 

  • teaching your dog to wave
  • the day I got lost at the mall
  • grandma and I go skating
  • what I want to be when I grow up
  • our winter camping trip
  • how to ride a horse
  • my favorite character in a book
  • the life of a famous person
  • the day I met my best friend
  • how I learned to ride a bike
  • ACTIVITY E:Each sentence comes from a personal narrative, but the time words are missing. Complete each sentence with a time word from the word box to show when things happened. More than one answer may be correct.

    after     before     during     finally     first     then     today     until     when     while

  • _____ I cleaned my room, I went to the park.
  • I could smell breakfast cooking _____ I woke up.
  • _____ I played my soccer game, I put on my shin guards.
  • _____ will be the first day of my summer vacation.
  • Those people would not stop talking _____ the movie.
  • _____ we ate dinner, we went outside.
  • I never went fishing _____ one day last June.
  • Tommy says he can snap his fingers _____ singing “Row, Row, Row Your Boat.”
  • I worked and worked, and I _____ finished the jigsaw puzzle.
  • We bought our tickets for the movie, _____ we bought popcorn.
  • ACTIVITY F:Complete the personal narrative with the time words from the word box. More than one answer may be correct.

    after that     finally     first      next     then

    An Easy Choice
    It was going to be a special day. My parents and I had decided to adopt a cat from a local animal shelter.
    At the shelter we told the volunteers that we were looking for a cat. (1)_____, they gave us a form to fill out. (2)______, the volunteers took us to a room with several cats. Some were playing in the center of the room, and some were sleeping on shelves in the wall.
    I just stood and looked around. (3)_____, I took a piece of string out of my pocket and begin to twirl it. A little calico cat came up to me. She batted the string with her paw. I knelt down. She kept hitting the string. Slowly I petted the back of her head. She started to purr loudly. (4)______ she rubbed her body against my leg.
    (5)_____, I knew that this was the cat for me. Cali (short for calico), has become a member of the family. She is sitting on my lap as I write this.

    ACTIVITY G:Here is a personal narrative. The order of the sentences is mixed up. Put the sentences in the correct order.

  • He picked me up.
  • I was having fun until I reached the top of a hill.
  • I tried to steer, but I was going too fast.
  • I never went near that hill again.
  • Zoom, I flew down the hill!
  • A man ran to help me.
  • One Saturday I went for a ride on my new bike.
  • I hit the curb and tumbled over the handlebars.
  • Writer’s Corner
    Tell a personal narrative about a pet or other animal to a partner. Use time words. Be sure you tell the narrative in the correct order. Have your partner write the time words you used.

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