1. 2. Stop! Buckle your seatbelt before you start driving. · Reflexive pronouns cannot be the subject of a sentence. If a reflexive pronoun is used as the subject or part ... Len

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GrammarLevel 7Name:

Lexia Skill Builders®

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GrammarLevel 7

A. Interjections are words that express strong emotions. They are usually followed by an exclamation mark or comma and are often found in dialogue. Interjections are not used in academic writing. Circle the interjections in the following sentences.

Draw a line from the interjection to the meaning it conveys.

Bravo! expresses pain

Yippee! expresses disappointment

Darn, stops an action

Freeze! gains attention

Um, gives congratulations

Hey, expresses excitement

Ouch! shows a thinking process

Look at a familiar short story or novel. Add interjections to the chart that you see in the text.

Interjections

Show excitement or amazement

Stop action Express disappointment

Greet someone

★ On the back, write two sentences using interjections from your list.

1. Wow! That lasagna tastes incredible!

2. Stop! Buckle your seatbelt before you start driving.

3. She’s just a kid, gee whiz, not a full grown adult!

4. I can’t believe we are going to that concert! Woot!

5. His outfit was, uh, an interesting choice.

6. Bingo! That’s the answer I was looking for.

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GrammarLevel 7Name:


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B. Verbals are verbs that function as other parts of speech. A participle is a verbal that ends in -ed or -ing that is part of the verb or acts as an adjective. A participle answers the question what kind. Circle the participle and answer the question.

1. Graduating students look for summer jobs. What kind of students?

2. A waiting orchestra was ready for the conductor. What kind of orchestra?

3. Croaking frogs made a racket across the meadow. What kind of frogs?

4. Rested athletes sat on the bench. What kind of athletes?

5. Warning signs blinked incessantly on the highway. What kind of signs?

6. The cooked vegetables cooled in the bowl. What kind of vegetables?

Participles can also be part of perfect tense verbs. Circle the participle, and then write if it is part of the verb or acts like an adjective.

7. The fans are cheering for the athletes.

8. The cheering fans continued to clap.

9. Sparkling lights decorate the trees.

10. The stars have sparkled each night on our camping trip.

11. Those birds have danced all afternoon as part of a mating ritual.

12. The dancing birds on the branches made quite a spectacle.

13. Many loving mothers waved to their children.

14. She has loved her children with all her heart.

15. Stopped traffic caused us to be late.

16. The car had stopped without warning.

★ On the back, add a clause and conjunction to sentences 10, 15, and 16 to make them compound or complex.

graduating

part of the verb

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GrammarLevel 7Name:


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C. Another type of verbal is a gerund. It ends in -ing and functions like a noun. In the sentences below, circle the verb and underline the gerund.

1. The dentist recommends flossing every day.

2. Jill’s reading improved after instruction.

3. Grandpa cleans the boat after fishing.

4. Mom’s cooking impressed our company.

5. Running develops strength in your leg muscles.

6. Watching television burns few calories.

7. Ella loves playing on the team.

8. Nursing is a rewarding profession.

9. Mr. Parker enjoys watching political documentaries.

10. I like dancing on stage.

11. The judge called my singing superb.

An infinitive is a verbal that is made up of the word to + a verb. Infinitives can function like nouns, adjectives, and adverbs. In the sentences below, circle the verb and underline the infinitive.

12. Michael wants to interview the president of the company.

13. My goal for this vacation is to surf.

14. The students are excited to rehearse.

15. I hope to see a concert with my favorite musicians.

16. My frisky kitten loves to pounce.

17. They stop to have a cold drink on this brutal day.

18. Susan’s least favorite activity is to write.

19. Before the big soccer match, they tried to sleep.

20. I plan to win.

★ On the back, list three prepositional phrases from above. Then, add a prepositional phrase to sentences 6 and 9.

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GrammarLevel 7Name:


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D. Underline the infinitives. Complete the sentences with choices from the word box.

baking knowing to bake to know babysitting

hearing to watch to babysit watching to hear

1. Jenna pretended not her mother’s call for dinner.

2. The cats wanted the fish for hours.

3. A look passed between the parents.

4. Jessie and John enjoy horror films.

5. The kids planned cookies with grandma.

6. After the baby cried for hours, Lin was not ready her again soon.

7. The students were not the teacher clearly.

8. After the twins, Thomas went home exhausted.

9. The cookies smelled delicious.

10. I would like exactly where we are going.

Reflexive pronouns refer back to the subject of the sentence. Underline the subject of each sentence below. Then, draw an arrow from the reflexive pronoun to the noun or pronoun it reflects.

11. The members are proud of themselves.

12. I see myself in the mirror.

13. Martha finished the project by herself.

14. He has asked himself that question many times.

15. We will find the location ourselves.

★ On the back, change sentences 4 and 5 into the past perfect tense (past perfect tense uses had + a verb).

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GrammarLevel 7Name:


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Name:

E. Just like possessive pronouns, reflexive pronouns can be singular or plural. Sort the pronouns below. Then, complete the sentences with the correct pronoun.

Reflexive Pronouns

itself themselves yourself myself

himself ourselves herself yourselves

Singular Plural

1. Vincent only thought about and all he stood to gain.

2. She completed the project all by .

3. We only have to blame.

4. Mom said, “You boys make dinner for tonight.”

5. You must take care of , for no one else will.

6. The lizard sunned on the flat rocks.

7. The athletes only blamed for their lack of effort.

8. Pete thought, “I will do this by no matter what!”

Now, for each sentence above, go back and draw an arrow from the reflexive pronoun to the antecedent (the noun or pronoun to which it refers).

★ On the back, write three new sentences containing reflexive pronouns. Draw an arrow from each pronoun back to its antecedent.

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GrammarLevel 7Name:


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F. Reflexive pronouns cannot be the subject of a sentence. If a reflexive pronoun is used as the subject or part of a compound subject, it is used incorrectly. Circle Yes if the reflexive pronoun is used correctly and No if the reflexive pronoun is used incorrectly.

1. Tom and myself will be there. Yes / No

2. We will be there ourselves. Yes / No

3. Give the note to George yourself. Yes / No

4. Give the note to George and myself. Yes / No

5. I myself prefer chocolate over vanilla. Yes / No

Using one sentence part from each column, write sentences that make sense.

Subject Verb Reflexive Pronoun Prepositional Phrase

You congratulated itself under your blanket

The dog scratched herself on their victory

Vanessa looked at yourself with its paw

Team members taught himself to ride his bike

Jonathan hid themselves in her mirror

★ On the back, explain why the No answers in 1 through 5 are incorrect.

6.

7.

8.

9.

10.

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GrammarLevel 7Name:


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Name:

G. Combine the following sentences into one sentence. Use conjunctions and commas where appropriate, and remember your SNEEQS!

Sentence Combining

1. a. Smartphones are banned.

b. They are banned at practice.

c. They cause distractions.

d. They prevent athletes from listening to the coach.

Smartphones are banned at practice because they cause distractions and prevent athletes from listening to the coach.

2. a. Some players text friends.

b. Some players snap pictures.

c. They aren’t listening to instructions.

3. a. Players can sometimes take pictures.

b. Those pictures can be embarrassing.

c. Those pictures get posted to social media.

4. a. Students can get in trouble for posting pictures.

b. They may be expelled.

c. Expelled students cannot play sports.

5. a. Previous athletes can discuss their experiences.

b. Their experiences have been difficult.

c. At tomorrow’s practice they will talk about what happened.

d. Practice is mandatory.

★ On the back, write an additional sentence about how smartphones may distract from practice.

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GrammarLevel 7Name:


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H. Some words can have multiple meanings and functions. In the sentence pairs below, circle the multiple meaning word and write its part of speech in that sentence.

Sentence Pairs Part of Speech

1. a. The frog jumps across the rock.

b. How many jumps did you move on the number line?

2. a. Dad packed his tackle box for the fishing trip.

b. The linebacker tried to tackle the quarterback.

3. a. The dusting cloth was dirty and frayed.

b. Len began dusting the coffee table.

c. The dusting of snow covered the hills.

4. a. Mint tea soothes chest congestion.

b. Paper money was processed at the mint.

5. a. The bus monitor received a small paycheck.

b. Air traffic controllers monitor plane landings.

6. a. Let’s forget about the past.

b. We went past the exit.

Create sentence pairs for the given multiple meaning words.

7. bug/bug

a.

b.

8. handle/handle

a.

b.

9. pound/pound

a.

b.

★ On the back, write simple definitions for each meaning of the words in 7 through 9.

verb

noun

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GrammarLevel 7Name:


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I. Sentences can be either imperative, interrogative, or declarative. Imperatives are like commands, interrogatives ask questions, and declaratives give information. Circle the type of sentence below.

1. Tell no one and keep this secret to yourself. imperative / interrogative / declarative

2. The children stayed up until midnight. imperative / interrogative / declarative

3. Did you bring money for the gift shop? imperative / interrogative / declarative

4. Don’t use electronics on the bus. imperative / interrogative / declarative

5. Explain your actions! imperative / interrogative / declarative

6. Will you help me move this couch? imperative / interrogative / declarative

7. The feisty cat was sprayed by the skunk. imperative / interrogative / declarative

8. Recycle these papers, please. imperative / interrogative / declarative

9. What time does the concert begin? imperative / interrogative / declarative

10. Make sure you arrive on time. imperative / interrogative / declarative

Write different sentence types using the topics given below.

11. Removing trash a. Imperative (a command)

b. Interrogative (ask a question)

12. Buying a new car a. Declarative (give information)

b. Interrogative (ask a question)

13. Completing chores a. Imperative (a command)

b. Declarative (give information)

★ On the back, add interjections to the two imperative sentences you wrote.

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J. Use words and phrases to create new sentences from this starter sentence.

The taxi drove.

1. Add a participle that describes the subject. Write the new sentence.

2. Add an adverb to the end of the sentence that tells how. Write the new sentence.

3. Add a prepositional phrase after the complete predicate that tells where the taxi drove. Write the

new sentence.

4. Add a conjunction and independent clause after the prepositional phrase that tells where the taxi

stopped. Write the new sentence.

5. Add an adverb at the end of the sentence to tell how the taxi stopped. Write the new sentence.

6. Finally, add a dependent clause at the beginning of the sentence that tells something about the

passengers in the taxi.

★ On the back, use interrogative pronouns (wh words) and correct punctuation to ask questions about the

taxi driver.

Name:

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GrammarLevel 7Name:


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K. Label the part of speech of each word in the following sentences. Use the word bank to help you.

Parts of Speech

1. The rain fell steadily across the fields.

2. The wind blew quietly through the trees.

3. “Hey! Toss me a ball!”

4. Old men wear hats and belts.

5. Jim sent his shirt to the cleaners.

6. The girls left their friend behind.

7. Colorful flowers hung elegantly along the fence.

8. “Ouch! The bee stung my foot because I stepped on it!”

9. Silly dogs do crazy tricks to entertain people.

10. Elegant women saunter gracefully down the street.

★ On the back, add a conjunction and clause to sentences 2 and 4 to make a compound or complex sentence.

n = noun

art = article

v = verb

adv = adverb

pro = pronoun

adj = adjective

prep = preposition

conj = conjunction

i = interjection

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GrammarLevel 7Name:


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L. The progressive tense shows a continuous or repeated action. It is formed from the verb to be and a verb ending in -ing. The future progressive tense adds the word will. Underline the progressive tense verbs in the sentences below.

1. The man is taking the bus to work

2. We are planning a vacation for the family.

3. The chef is preparing our dinners.

4. Deena will be traveling to Spain next year.

5. It was raining all through the game.

6. The waitresses will be working until midnight.

7. All students will be waiting for the bell to ring.

8. Doctors are leaving the hospital for lunch.

Make corrections to the paragraph below. Correct errors in capitalization and punctuation, including commas and apostrophes. Revise run-on sentences, and add parts of sentences to repair fragments if needed. Make corrections in the margins or right in the text.

Biting into a juicy sugary slice of watermelon can feel like heaven on a hot day. but

you never know. what you might find when you cut into that Enormous Fruit. Will

the pulp be stringy or plump. Will it be rich red and full of water or will it look

faded and dry? Well, there are a few secrets to ensure that you have the ripest fruit

possible first choose a heavy fruit for its size. This means it is fresh. and full of water.

Next, look for a yellowed spot on one side. as this means the melon sat ripening in

the garden for a long time without being picked too soon finally tap on the rind

with your finger. If it sounds hollow its perfectly ripe use these tricks to purchase

the most luscious watermelon you can find. just dont swallow the seeds.

★ On the back, add a conjunction and clause to sentences 2 and 4 to make a compound or complex sentence.

Name:

9. What would be an appropriate title for this paragraph?

ANSWER KEY Grammar

Level 7


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This material is a component of Lexia PowerUp Literacy™. www. lexialearning.com © 2018 Lexia Learning, a Rosetta Stone company. Last updated 12/2017Reprinted for classroom use only. All other rights reserved. Not for resale.

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lfth

em

selv

es

yours

elf

mys

elf

him

self

ours

elv

es

hers

elf

yours

elv

es

Sin

gula

rPlu

ral

1.

Vin

cent

only

thought

about

and a

ll he s

tood t

o g

ain.

2. Sh

e c

om

ple

ted t

he p

roje

ct a

ll by

.

3. W

e o

nly

hav

e

to b

lam

e.

4. M

om

sai

d, “Y

ou b

oys

mak

e d

inner

for

tonig

ht.”

5. Yo

u m

ust

tak

e c

are o

f , fo

r no o

ne e

lse w

ill.

6. The liz

ard s

unned

on t

he fla

t ro

cks.

7. T

he a

thle

tes

only

bla

med

for

their lac

k of effort

.

8. Pete

thought, “

I w

ill d

o t

his b

y n

o m

atte

r w

hat

!”

No

w, f

or

each

sen

ten

ce a

bo

ve, g

o b

ack

and

dra

w a

n ar

row

fro

m t

he

refl

exiv

e p

ron

ou

n to

th

e an

tece

den

t (th

e n

ou

n

or

pro

no

un

to w

hic

h it

re

fers

).

★ O

n th

e b

ack

, wri

te t

hre

e n

ew s

ente

nce

s co

nta

inin

g r

efl

exiv

e p

ron

ou

ns.

Dra

w a

n ar

row

fro

m e

ach

pro

no

un

bac

k to

its

ante

ced

ent.

itse

lf

your

self

ours

elve

s

them

selves

him

self he

rself

ours

elve

s

your

selve

s

your

self

itse

lf them

selves mys

elf

him

self

hers

elf

mys

elf

your

selve

s

pag

e 4

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


D. U

nd

erlin

e th

e in

fin

itiv

es. C

om

ple

te t

he

sen

ten

ces

wit

h c

ho

ices

fro

m t

he

wo

rd b

ox.

bak

ing

know

ing

to b

ake

to k

now

bab

ysitting

hear

ing

to w

atch

to b

abys

itw

atch

ing

to h

ear

1. J

enna

pre

tended n

ot

her

moth

er’s

call

for

din

ner.

2. The c

ats

wan

ted

the fish for

hours

.

3. A

look

pas

sed b

etw

een t

he p

arents

.

4. Je

ssie

and J

ohn e

njo

y h

orr

or

film

s.

5. The k

ids

pla

nned

cooki

es

with g

randm

a.

6. After

the b

aby

crie

d for

hours

, Li

n w

as n

ot

read

y h

er

agai

n s

oon.

7. T

he s

tudents

were

not

the t

eac

her

clear

ly.

8. After

the t

win

s, T

hom

as w

ent

hom

e e

xhau

sted.

9. T

he

cooki

es

smelle

d d

elic

ious.

10. I w

ould

lik

e

exa

ctly

where

we a

re g

oin

g.

R

efl

exiv

e p

ron

ou

ns

refe

r b

ack

to t

he

sub

ject

of t

he

sen

ten

ce. U

nd

erlin

e th

e su

bje

ct o

f eac

h s

ente

nce

bel

ow

. Th

en, d

raw

an

arro

w f

rom

th

e re

flex

ive

pro

no

un

to t

he

no

un

or

pro

no

un

it r

efl

ects

.

11. The m

em

bers

are

pro

ud o

f th

em

selv

es.

12. I se

e m

yself in t

he m

irro

r.

13. M

arth

a finished t

he p

roje

ct b

y hers

elf.

14. H

e h

as a

sked h

imse

lf t

hat

quest

ion m

any

tim

es.

15. W

e w

ill fin

d t

he loca

tion o

urs

elv

es.

★ O

n th

e b

ack

, ch

ang

e se

nte

nce

s 4

an

d 5

into

th

e p

ast p

erfe

ct t

ense

(pas

t per

fect

ten

se u

ses

had

+ a

ver

b).

to h

ear

to w

atch

know

ing

watc

hing

to b

ake

to b

abys

it

hear

ing

baby

sitt

ing

baki

ng

to k

now

pag

e 3

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


C. A

no

ther

typ

e o

f ver

bal

is a

ger

un

d. I

t en

ds

in -i

ng

an

d f

un

ctio

ns

like

a n

ou

n. I

n th

e se

nte

nce

s b

elo

w, c

ircl

e th

e

ve

rb a

nd

un

der

line

the

ger

un

d.

1. T

he d

entist

reco

mm

ends

floss

ing e

very

day

.

2. Jill’

s re

adin

g im

pro

ved a

fter

inst

ruct

ion.

3. G

randpa

clean

s th

e b

oat

after

fish

ing.

4. M

om

’s c

ooki

ng im

pre

ssed o

ur

com

pan

y.

5. Runnin

g d

eve

lops

stre

ngth

in y

our

leg m

usc

les.

6. W

atch

ing t

ele

vision b

urn

s fe

w c

alories.

7. E

lla love

s pla

ying o

n t

he t

eam

.

8. N

urs

ing is

a re

war

din

g p

rofe

ssio

n.

9. M

r. P

arke

r enjo

ys w

atch

ing p

olit

ical

docu

menta

ries.

10. I lik

e d

anci

ng o

n s

tage.

11. The judge c

alle

d m

y singin

g s

uperb

.

An

infi

nit

ive

is a

ver

bal

th

at is

mad

e u

p o

f th

e w

ord

to

+ a

ver

b. I

nfi

nit

ives

can

fu

nct

ion

like

no

un

s, a

dje

ctiv

es,

and

ad

verb

s. In

th

e se

nte

nce

s b

elo

w, c

ircl

e th

e ve

rb a

nd

un

der

line

the

infi

nit

ive.

12. M

ichae

l w

ants

to inte

rvie

w t

he p

resident

of th

e c

om

pan

y.

13. M

y goal

for

this v

acat

ion is

to s

urf

.

14. The s

tudents

are

exc

ited t

o r

ehear

se.

15. I hope t

o s

ee a

conce

rt w

ith m

y fa

vorite

musici

ans.

16. M

y frisky

kitte

n love

s to

pounce

.

17. They

stop t

o h

ave a

cold

drink

on t

his b

ruta

l day

.

18. Su

san’s leas

t fa

vorite

act

ivity

is t

o w

rite

.

19. Befo

re t

he b

ig s

occ

er

mat

ch, th

ey

trie

d t

o s

leep.

20

. I pla

n t

o w

in.

★ O

n th

e b

ack

, lis

t th

ree

pre

po

siti

on

al p

hra

ses

fro

m a

bo

ve. T

hen

, ad

d a

pre

po

siti

on

al p

hra

se t

o s

ente

nce

s 6

an

d 9

.

pag

e 2

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


B. V

erb

als

are

verb

s th

at f

un

ctio

n as

oth

er p

arts

of s

pee

ch. A

par

tici

ple

is a

ver

bal

th

at e

nd

s in

-ed

or

-in

g t

hat

is p

art o

f th

e ve

rb o

r ac

ts a

s an

ad

ject

ive.

A p

arti

cip

le a

nsw

ers

the

qu

esti

on

wh

at k

ind

. Cir

cle

the

par

tici

ple

and

an

swer

th

e q

ues

tio

n.

1. G

raduat

ing s

tudents

look

for

sum

mer

jobs.

What

kin

d o

f st

udents

?

2. A w

aiting o

rchest

ra w

as r

ead

y fo

r th

e c

onduct

or. W

hat

kin

d o

f orc

hest

ra?

3. C

roak

ing fro

gs

mad

e a

rac

ket

acro

ss t

he m

ead

ow

. W

hat

kin

d o

f frogs?

4. Rest

ed a

thle

tes

sat

on t

he b

ench

. W

hat

kin

d o

f at

hle

tes?

5. W

arnin

g s

igns

blin

ked ince

ssan

tly

on t

he h

ighw

ay. W

hat

kin

d o

f signs?

6. The c

ooke

d v

egeta

ble

s co

ole

d in t

he b

ow

l. W

hat

kin

d o

f ve

geta

ble

s?

Par

tici

ple

s ca

n al

so b

e p

art o

f per

fect

ten

se v

erb

s. C

ircl

e th

e p

arti

cip

le, a

nd

th

en w

rite

if it

is p

art o

f th

e ve

rb o

r ac

ts

like

an a

dje

ctiv

e.

7. T

he fan

s ar

e c

heering for

the a

thle

tes.

8. The c

heering fan

s co

ntinued t

o c

lap.

9. S

par

klin

g lig

hts

deco

rate

the t

rees.

10. The s

tars

hav

e s

par

kled e

ach n

ight

on o

ur

cam

pin

g t

rip.

11. Those

birds

hav

e d

ance

d a

ll af

tern

oon a

s par

t of a

mat

ing r

itual

.

12. The d

anci

ng b

irds

on t

he b

ranch

es

mad

e q

uite a

spect

acle

.

13. M

any

lovi

ng m

oth

ers

wav

ed t

o t

heir c

hild

ren.

14. Sh

e h

as love

d h

er

child

ren w

ith a

ll her

hear

t.

15. St

opped t

raffic

cau

sed u

s to

be lat

e.

16. The c

ar h

ad s

topped w

ithout

war

nin

g.

★ O

n th

e b

ack

, ad

d a

cla

use

an

d c

on

jun

ctio

n to

sen

ten

ces

10, 1

5, a

nd

16

to

mak

e th

em c

om

po

un

d o

r co

mp

lex.

grad

uating

part

of

the

verb

waitin

g

croa

king

rest

ed

warn

ing

cook

ed

acts

like

an

adje

ctive

adje

ctive

adje

ctive

adje

ctive

adje

ctive

adje

ctive

part

of

the

verb

adje

ctive

part

of

the

verb

pag

e 1

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


G

ram

mar

Leve

l 7

A. I

nte

rjec

tio

ns

are

wo

rds

that

exp

ress

str

on

g e

mo

tio

ns.

Th

ey a

re u

sual

ly f

ollo

wed

by

an e

xcla

mat

ion

mar

k o

r

co

mm

a an

d a

re o

ften

fo

un

d in

dia

log

ue.

Inte

rjec

tio

ns

are

no

t use

d in

aca

dem

ic w

riti

ng

. Cir

cle

the

inte

rjec

tio

ns

in t

he

follo

win

g s

ente

nce

s.

Dra

w a

lin

e fr

om

th

e in

terj

ecti

on

to t

he

mea

nin

g it

co

nve

ys.

Bra

vo!

exp

ress

es

pai

n

Yip

pee!

exp

ress

es

disap

poin

tment

Dar

n,

stops

an a

ctio

n

Freeze

!gai

ns

atte

ntion

Um

, giv

es

congra

tula

tions

Hey,

exp

ress

es

exc

item

ent

Ouch

!

show

s a

thin

king p

roce

ss

Lo

ok

at a

fam

iliar

sh

ort

sto

ry o

r n

ove

l. A

dd

inte

rjec

tio

ns

to t

he

char

t th

at y

ou

see

in t

he

tex

t.

In

terj

ect

ions

Show

exc

item

ent

or

amaz

em

ent

Stop a

ctio

nExp

ress

disap

poin

tment

Gre

et

som

eone

★

On

the

bac

k, w

rite

tw

o s

ente

nce

s u

sin

g in

terj

ecti

on

s fr

om

yo

ur

list.

1. W

ow

! That

las

agna

tast

es

incr

edib

le!

2. St

op! Buck

le y

our

seat

belt b

efo

re y

ou s

tart

drivi

ng.

3. Sh

e’s

just

a k

id, gee w

hiz

, not

a fu

ll gro

wn a

dult!

4. I ca

n’t b

elie

ve w

e a

re g

oin

g t

o t

hat

conce

rt! W

oot!

5. H

is o

utfit w

as, uh, an

inte

rest

ing c

hoic

e.

6. Bin

go! That

’s t

he a

nsw

er

I w

as looki

ng for.

Wow

!

Rea

lly?

Sto

p!

Wait!

Oh n

o!

Sho

ot!

Howd

y!

Good

mor

ning

!

Stu

dent

ans

wers

will v

ary. E

xam

ples

ar

e pr

ovided

.

ANSWER KEY Grammar

Level 7


This

mat

eria

l is

a co

mp

one

nt o

f Lex

ia P

ow

erU

p L

itera

cy™

. w

ww

. lex

iale

arni

ng.c

om

©

201

8 Le

xia

Lear

ning

, a R

ose

tta

Sto

ne c

om

pan

y.

La

st u

pd

ated

12/

2017

Rep

rint

ed fo

r cl

assr

oo

m u

se o

nly.

All

oth

er r

ight

s re

serv

ed. N

ot f

or

resa

le.

pag

e 12

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


L. T

he

pro

gre

ssiv

e te

nse

sh

ow

s a

con

tin

uo

us

or

rep

eat

ed

act

ion

. It

is f

orm

ed

fro

m t

he

verb

to

be

and

a v

erb

en

din

g in

-in

g. T

he

futu

re p

rog

ress

ive

ten

se a

dd

s th

e w

ord

wil

l. U

nd

erl

ine

the

pro

gre

ssiv

e te

nse

ve

rbs

in

th

e se

nte

nce

s b

elo

w.

1. T

he m

an is

taki

ng t

he b

us

to w

ork

2. W

e a

re p

lannin

g a

vac

atio

n for

the fam

ily.

3. The c

hef is p

repar

ing o

ur

din

ners

.

4. D

eena

will

be t

rave

ling t

o S

pai

n n

ext

year

.

5. It

was

rai

nin

g a

ll th

rough t

he g

ame.

6. The w

aitr

ess

es

will

be w

ork

ing u

ntil m

idnig

ht.

7. A

ll st

udents

will

be w

aiting for

the b

ell

to r

ing.

8. D

oct

ors

are

leav

ing t

he h

osp

ital

for

lunch

.

Mak

e co

rrec

tio

ns

to t

he

par

agra

ph

bel

ow

. Co

rrec

t err

ors

in c

apit

aliz

atio

n an

d p

un

ctu

atio

n, i

ncl

ud

ing

co

mm

as a

nd

ap

ost

rop

hes

. Rev

ise

run

-on

sen

ten

ces,

an

d a

dd

par

ts o

f sen

ten

ces

to r

epai

r fr

agm

ents

if n

eed

ed. M

ake

corr

ecti

on

s in

th

e m

arg

ins

or

rig

ht i

n th

e te

xt.

Bitin

g into

a juic

y su

gar

y slic

e o

f w

ater

melo

n c

an feel lik

e h

eave

n o

n a

hot

day

. but

you n

ever

know

. w

hat

you m

ight

find w

hen

you c

ut

into

that

Enorm

ous

Fruit. W

ill

the p

ulp

be s

trin

gy

or

plu

mp. W

ill it

be r

ich r

ed a

nd full

of w

ater

or

will

it

look

faded a

nd d

ry?

Well,

ther

e a

re a

few

secr

ets

to e

nsu

re that

you h

ave the r

ipest

fru

it

poss

ible

first

choose

a h

eavy

fruit for

its

size

. This m

eans

it is

fresh

. an

d full

of w

ater

.

Next

, lo

ok

for

a ye

llow

ed s

pot

on o

ne s

ide.

as

this m

eans

the m

elo

n s

at r

ipen

ing in

the g

arden

for

a lo

ng tim

e w

ithout

bei

ng p

icke

d too s

oon fin

ally

tap

on the r

ind

with y

our

finger

. If it

sounds

hollo

w its

per

fect

ly r

ipe u

se these

trick

s to

purc

has

e

the m

ost

lusc

ious

wat

erm

elo

n y

ou c

an fin

d. ju

st d

ont

swal

low

the s

eeds.

★ O

n th

e b

ack

, ad

d a

co

nju

nct

ion

and

cla

use

to

sen

ten

ces

2 a

nd

4 t

o m

ake

a co

mp

ou

nd

or

com

ple

x se

nte

nce

.

Nam

e:

9. W

hat

would

be a

n a

ppro

priat

e t

itle

for

this p

arag

raph?

,

,

,

,,

.

.

.

,,

,?

,

The

Per

fect

Wat

erm

elon

ef

F

F

U

J

pag

e 11

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


K. L

abel

th

e p

art o

f sp

eech

of e

ach

wo

rd in

th

e fo

llow

ing

sen

ten

ces.

Use

th

e w

ord

ban

k to

hel

p y

ou

.

Part

s of Speech

1. T

he ra

in fe

ll s

tead

ily ac

ross

th

e field

s.

2. T

he w

ind ble

w quie

tly

t

hro

ugh th

e tr

ees.

3. “

Hey!

To

ss m

e a

b

all!”

4. O

ld m

en w

ear

hat

s a

nd belts.

5. J

im se

nt

h

is sh

irt

t

o th

e cl

ean

ers

.

6. T

he girls le

ft th

eir frie

nd behin

d.

7. C

olo

rful flo

wers

hung ele

gan

tly

a

long th

e fe

nce

.

8. “

Ouch

! The b

ee s

tung m

y fo

ot

beca

use

I s

tepped o

n it!”

9. S

illy

d

ogs

d

o cr

azy

t

rick

s t

o ente

rtai

n people

.

10. E

legan

t w

om

en sa

unte

r g

race

fully

dow

n th

e st

reet.

★ O

n th

e b

ack

, ad

d a

co

nju

nct

ion

and

cla

use

to

sen

ten

ces

2 a

nd

4 t

o m

ake

a co

mp

ou

nd

or

com

ple

x se

nte

nce

.

n=

noun

art

=ar

ticl

e

v=

verb

adv

=ad

verb

pro

=pro

noun

adj

=ad

ject

ive

pre

p=

pre

position

conj

=co

nju

nct

ion

i=

inte

rject

ion

art

art i

adj n art ad

j i

adj ad

jn

vad

vpr

epar

tn

nv

adj

nv

n

art

nv

pro

nco

njpr

ov

prep

n

nv

adv

prep

art

n

nv

pro

nad

v

vad

jn

prep

art

n

nv

nco

njn

vpr

oar

tn

vad

vpr

epar

tn

nnv

art

nad

vpr

ep

pag

e 10

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


J. U

se w

ord

s an

d p

hra

ses

to c

reat

e n

ew s

ente

nce

s fr

om

th

is s

tart

er s

ente

nce

.

The

taxi

dro

ve.

1. A

dd

a p

artic

iple

that

des

crib

es th

e su

bje

ct. W

rite

the

new

sen

tenc

e.

2. A

dd

an

adve

rb to

the

end

of t

he s

ente

nce

that

tells

ho

w. W

rite

the

new

sen

tenc

e.

3. A

dd

a p

rep

osi

tiona

l phr

ase

afte

r the

co

mp

lete

pre

dic

ate

that

tells

whe

re th

e ta

xi d

rove

. Wri

te th

e

ne

w s

ente

nce.

4. A

dd

a c

onj

unct

ion

and

ind

epen

den

t cla

use

afte

r th

e p

rep

osi

tiona

l phr

ase

that

tells

whe

re th

e ta

xi

st

op

ped

. Wri

te th

e ne

w s

ente

nce.

5. A

dd

an

adve

rb a

t the

end

of t

he s

ente

nce

to te

ll ho

w th

e ta

xi s

top

ped

. Wri

te th

e ne

w s

ente

nce.

6. F

inal

ly, a

dd

a d

epen

den

t cla

use

at th

e b

egin

ning

of t

he s

ente

nce

that

tells

so

met

hing

ab

out

the

p

asse

nger

s in

the

taxi

.

★ O

n th

e b

ack

, use

inte

rro

gat

ive

pro

no

un

s (w

h w

ord

s) a

nd

co

rrec

t pu

nct

uat

ion

to a

sk q

ues

tio

ns

abo

ut t

he

ta

xi d

rive

r.

Nam

e:

The

lur

chin

g ta

xi dr

ove.

The

lur

chin

g ta

xi dr

ove

dang

erou

sly.

The

lur

chin

g ta

xi dr

ove

dang

erou

sly

down

the

str

eet.

The

lur

chin

g ta

xi dr

ove

dang

erou

sly

down

the

str

eet, b

ut it

stop

ped

righ

t at

The

lur

chin

g ta

xi dr

ove

dang

erou

sly

down

the

str

eet, b

ut it

stop

ped

safe

ly a

t

While m

y m

othe

r ne

rvou

sly

sat

insi

de, th

e lu

rching

taxi dr

ove

dang

erou

sly

down

the

my

hous

e.

my

hous

e.

stre

et, bu

t it s

topp

ed s

afely

at m

y ho

use.

pag

e 9

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


I. Se

nte

nce

s ca

n b

e ei

ther

imp

erat

ive,

inte

rro

gat

ive,

or d

ecla

rati

ve. I

mp

erat

ives

are

like

co

mm

and

s,

in

terr

og

ativ

es a

sk q

ues

tio

ns,

an

d d

ecla

rati

ves

giv

e in

form

atio

n. C

ircl

e th

e ty

pe

of s

ente

nce

bel

ow

.

1. T

ell

no o

ne a

nd k

eep t

his s

ecr

et

to y

ours

elf.

im

pera

tive

/ inte

rrogat

ive /

decl

arat

ive

2. The c

hild

ren s

taye

d u

p u

ntil m

idnig

ht.

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

3. D

id y

ou b

ring m

oney

for

the g

ift

shop?

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

4. D

on’t u

se e

lect

ronic

s on t

he b

us.

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

5. Exp

lain

your

actions!

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

6. W

ill y

ou h

elp

me m

ove

this c

ouch

?im

pera

tive

/ inte

rrogat

ive /

decl

arat

ive

7. T

he feisty

cat

was

spra

yed b

y th

e s

kunk.

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

8. Recy

cle t

hese

pap

ers

, ple

ase.

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

9. W

hat

tim

e d

oes

the c

once

rt b

egin

? im

pera

tive

/ inte

rrogat

ive /

decl

arat

ive

10. M

ake s

ure

you a

rriv

e o

n t

ime.

impera

tive

/ inte

rrogat

ive /

decl

arat

ive

W

rite

dif

fere

nt s

ente

nce

typ

es u

sin

g t

he

top

ics

giv

en b

elo

w.

11. R

emoving

tra

sh a

. Im

pera

tive

(a

com

man

d)

b

. Inte

rrogat

ive (as

k a

quest

ion)

12. B

uyin

g a

new

car a.

Decl

arat

ive (

giv

e info

rmat

ion)

b

. Inte

rrogat

ive (as

k a

quest

ion)

13. C

om

ple

ting c

hore

s a.

Im

pera

tive

(a

com

man

d)

b

. Dec

lara

tive

(giv

e in

form

atio

n)

★

On

the

bac

k, a

dd

inte

rjec

tio

ns

to t

he

two

imp

erat

ive

sen

ten

ces

you

wro

te.

Take

out

the

tra

sh o

n Tue

sday

night

.

Wha

t da

y is

tra

sh d

ay? Man

y pe

ople fi

nd t

hat

buying

a n

ew

car

is v

ery

stre

ssfu

l.

How

muc

h is

a n

ew F

ord

pick

up?

Pick

up

your

dir

ty lau

ndry

.

The

det

erge

nt is

in t

he c

lose

t.

Stu

dent

ans

wers

will v

ary. E

xam

ples

ar

e pr

ovided

.

pag

e 8

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


H. S

om

e w

ord

s ca

n h

ave

mu

ltip

le m

ean

ing

s an

d f

un

ctio

ns.

In t

he

sen

ten

ce p

airs

bel

ow

, cir

cle

the

mu

ltip

le

m

ean

ing

wo

rd a

nd

wri

te it

s p

art o

f sp

eech

in t

hat

sen

ten

ce.

Sente

nce

Pair

sPart

of Speech

1. a

. The fro

g jum

ps

acro

ss t

he r

ock

.

b. H

ow

man

y ju

mps

did

you m

ove

on t

he n

um

ber

line?

2. a

. D

ad p

acke

d h

is t

ackl

e b

ox

for

the fishin

g t

rip.

b. The lin

ebac

ker

trie

d t

o t

ackl

e t

he q

uar

terb

ack.

3. a

. The d

ust

ing c

loth

was

dirty

and fra

yed.

b. Le

n b

egan

dust

ing t

he c

offee t

able

.

c.

The d

ust

ing o

f sn

ow

cove

red t

he h

ills.

4. a

. M

int

tea

sooth

es

chest

congest

ion.

b. Pap

er

money

was

pro

cess

ed a

t th

e m

int.

5. a

. The b

us

monitor

rece

ived a

sm

all pay

check

.

b. Air t

raffic

contr

olle

rs m

onitor

pla

ne lan

din

gs.

6. a

. Le

t’s

forg

et

about

the p

ast.

b. W

e w

ent

pas

t th

e e

xit.

C

reat

e se

nte

nce

pai

rs f

or

the

giv

en m

ult

iple

mea

nin

g w

ord

s.

7. b

ug/b

ug

a.

b.

8. h

andle

/han

dle

a.

b.

9. p

ound/p

ound

a.

b.

★ O

n th

e b

ack

, wri

te s

imp

le d

efi

nit

ion

s fo

r ea

ch m

ean

ing

of t

he

wo

rds

in 7

th

rou

gh

9.

verb

noun

adje

ctive

verb

adje

ctive

verb

noun

adje

ctive

noun

noun

verb

noun

Stu

dent

s bu

g th

e te

ache

r fo

r a

trea

t.

I’ll

hand

le t

he d

ifficu

lt c

usto

mer

.

Poun

d th

e st

ake

into

the

gro

und.

Josh

cap

ture

d th

e bu

g in a

jar

.

Jam

ie b

roke

the

han

dle

on t

he p

ot.

A p

ound

of

cand

y is

too

muc

h fo

r yo

u.

prep

ositio

n

Stu

dent

ans

wers

will v

ary. E

xam

ples

ar

e pr

ovided

.

pag

e 7

G

ram

mar

Leve

l 7N

ame:

Lex

ia S

kill

Bui

lder

s®


Nam

e:

G. C

om

bin

e th

e fo

llow

ing

sen

ten

ces

into

on

e se

nte

nce

. Use

co

nju

nct

ion

s an

d c

om

mas

wh

ere

app

rop

riat

e, a

nd

rem

emb

er y

ou

r SN

EE

QS!

Sente

nce

Com

bin

ing

1. a

. Sm

artp

hones

are b

anned.

b. They

are b

anned a

t pra

ctic

e.

c.

They

cause

distr

actions.

d. They

pre

vent

athle

tes

from

liste

nin

g

to

the c

oac

h.

Sm

artp

hone

s ar

e ba

nned

at

prac

tice

be

caus

e th

ey c

ause

dis

trac

tion

s an

d

prev

ent

athlet

es f

rom

list

enin

g to

th

e co

ach.

2. a.

Som

e p

laye

rs t

ext

friends.

b. So

me p

laye

rs s

nap

pic

ture

s.

c.

They

aren’t liste

nin

g t

o inst

ruct

ions.

3. a.

Pla

yers

can

som

etim

es

take

pic

ture

s.

b. Those

pic

ture

s ca

n b

e e

mbar

rass

ing.

c.

Those

pic

ture

s get

post

ed t

o

so

cial

media

.

4. a.

Stu

dents

can

get

in t

rouble

for

post

ing p

ictu

res.

b. They

may

be e

xpelle

d.

c.

Exp

elle

d s

tudents

can

not

pla

y sp

ort

s.

5. a.

Pre

vious

athle

tes

can d

iscu

ss

th

eir e

xperience

s.

b. Their e

xperience

s hav

e b

een d

ifficu

lt.

c.

At

tom

orr

ow

’s p

ract

ice t

hey

will

tal

k

about

what

hap

pened.

d. Pra

ctic

e is

man

dat

ory

.

★ O

n th

e b

ack

, wri

te a

n ad

dit

ion

al s

ente

nce

ab

ou

t ho

w s

mar

tph

on

es m

ay d

istr

act f

rom

pra

ctic

e.

Beca

use

som

e play

ers

text

frien

ds

and

sna

p pict

ures

, th

ey a

ren’t

liste

ning

to

ins

truc

tion

s.

Play

ers

can

som

etim

es t

ake

pict

ures

th

at c

an b

e em

barr

assi

ng a

nd g

et p

oste

d

to s

ocial m

edia.

Stu

dent

s ca

n ge

t in t

roub

le f

or p

osting

pict

ures

, m

ay b

e ex

pelle

d, a

nd, th

eref

ore,

ca

nnot

play

spo

rts.

At

tom

orro

w’s

man

dato

ry p

ract

ice,

pr

evio

us a

thlete

s wi

ll disc

uss

their

diffi

cult e

xper

ienc

es.

Documents

1. 2. Stop! Buckle your seatbelt before you start driving. · Reflexive pronouns cannot be the subject of a sentence. If a reflexive pronoun is used as the subject or part ... Len