SIXTH GRADE ENGLISH BENCHMARK 3

1. SIXTH GRADE ENGLISHBENCHMARK 3 GRAMMAR, USAGE, AND MECHANICS

2. Merton won’t give the balloon to Stella or I. • What is the best change, if any, to make to Stella or I in the above sentence? • Stella or myselfB. Stella or meC. I or StellaD. No change.

3. PASS GUM 3.1.c. Use nominative, objective, and possessive pronouns correctly.Definitions and Examples1.Subject pronouns(Nominative pronouns)Used as subjects, predicate nominatives2.Object pronounsUsed as direct objects, indirect objects, objects of the preposition3.Possessive pronounsUsed to show possession who whom

4. PASS GUM 3.1.c. Use nominative, objective, and possessive pronouns correctly. subject verb direct-------------------------------object1. Merton loves Stella and (I, me, myself). subject verb indirect-----------------------------object dir. obj.2.Merton gave Zoey and (I, me, myself) a ride.subjectverb dir. obj. (prep. phrase ending w/obj. of prep.)3.Stella gave a balloon to Merton and (I, me). subjects---------------------------------- verb direct obj.4. Zoey and (I, me, myself) love Merton. Try to choose the correct pronouns.

5. PASS GUM 3.1.c.Use nominative, objective, and possessive pronouns correctly. subject verb direct-----------------------objectMerton loves Stella and (I, me, myself). Merton – subject! loves - verb! Stella and me – direct object! See, people, me is an object, so you can’t use the pronoun I since I is a pronoun used for subjects!

6. PASS GUM 3.1.c.Use nominative, objective, and possessive pronouns correctly. subject pronoun… object pronoun…why do it the hard way? Why not just eliminate “…Zoey and…” and listen for what sounds right? Listen, people… Merton gave I a ride. Merton gave myself a ride. Merton gave me a ride. Get it? subject verb indirect---------------------object dir. obj.Merton gave Zoey and (I, me, myself) a ride.

7. subject verb dir. obj. (prep. phrase ending w/object of prep.)Stella gave a balloon to Merton and (I, me). Subjects---------------------------------- verb direct obj.Zoey and (I, me, myself) love Merton. It’s easy; just mentally mark out the “compound element” (Merton and) or (Zoey and). Then you can listen for the correct pronoun answer! Stella gave a balloon to Merton and (I, me). Zoey and (I, me, myself) love Merton.

8. PASS GUM 3.1.c.Use nominative, objective, and possessive pronouns correctly. Try these two: Stella is jumping on the trampoline with Zoey and (I, me). Stella gave Zoey and (me, I) a wave.

9. Stella is jumping on the trampoline with Zoey and (I, me). Stella gave Zoey and (me, I) a wave. Yes! Stella is jumping on the trampoline with Zoey and me. (Just mentally mark out …Zoey and…) Stella gave Zoey and me a wave. (Just mentally mark out …Zoey and…)

10. PASS GUM 3.1.d.Make pronouns agree with their antecedents. Every building in Barcelona has (their, its) own history. I know what a pronoun is. A pronoun is like… I, you, its, hers, them, myself, he, their, everybody, ourselves, it… and words like that. But what are antecedents? Oh, Mom, the antecedent is the word that the pronoun refers to. You know, like this… The dog ate its food. Dog is the antecedent of the pronoun its.

11. Every building in Barcelona has (their, its) own history. See, Mom, a pronoun must “agree” – that is, it must be matching either singular or plural – with the word it refers to. That’s called “pronoun-antecedent agreement.” In the sentence, then, the antecedent isbuilding. Building is a singular noun. You must chooseits to match building. You can’t choose their because their is plural. I get it!

12. Oh Mom, it is so fun to travel with you ‘cause you like grammar as much as me… Mom, will you buy me a… …as much as I, Honey… Huh? …as much as I love grammar…, Sweetie Mom. Stop. Will you buy souvenirs for my friends and I? …for my friends and me…, Dear… OK, Mom. How’s this… Mom, do you like to shop as much as I? Let’s buy my friends and me some souvenirs! Great!

13. PASS GUM 3.1.d. Make pronouns agree with their antecedents. Now you try a couple: Each of the girls thought that (their, her) soda was warm. All of the tourists enjoyed (their, his or her) lunch. One of the tour group members lost (their, his or her) bus pass. Hint: The pronouns all refer to the subjects of the sentences. Mentally mark out the prepositional phrases.

14. I hope you noticed that Each is a singular pronoun. Each matches her. They are both singular! Yeah, and in the next sentence, All is plural and their is plural. Uh huh, and One matches up with his or her in the last sentence. Each of the girls thought that (their, her) soda was warm. All of the tourists enjoyed (their, his or her) lunch. One of the tour group members lost (their, his or her) bus pass.

15. PASS GUM 3.1.d.Make pronouns agree with their antecedents. Now try this one: Everybody was late to(his or her, their) gondola tour this morning. Hint: Is Everybody a singular or plural pronoun? To decide if it’s singular or plural, try Everybody with a singular and then a plural verb. Everybody is here. Everybody are here.Which one sounds correct?

16. Yes, Everybody is singular. It sounds kind of plural, but it means “every one body at a time.” Everybody was late to (his or her, their) gondola tour this morning.His or her, however, can get kind of awkward! Most educated people try to think of a way to avoid saying his or her. You could say Everybody was late to the gondola tour. or The gondola tour started late because people weren’t on time.

17. Correlative Conjunctions: either… or neither… nor both… and not only… but also whether… or Be careful to check pronoun-antecedent agreement (along with subject-verb agreement) with these conjunctions. Neither Kate nor her sisters leave (her, their) doors open. (Look at the subject nearer to the pronoun; it is in control of the pronoun.) Either the boys orLexi (want, wants) to go.(Look at the subject next to the verb – is it singular? Then the verb should be singular. Either Kate or her sisters always (leave, leaves) the door open.

18. PASS GUM 3.1.f.Use correct pronoun reference. Who, Pixie? Who was at the mall? Mia or Allie? Mia texted Allie while she was at the mall, but she didn’t reply, so I guess she’s on her way over here! Pixie, your pronoun reference is not very clear! Who’s on her way over here?

19. PASS GUM 3.1.f.Use correct pronoun reference. Pixie talked about Allie when she was at the birthday cake table. Did Allie get upset? No, why would she get upset? She wasn’t there. She who? She Allie? You said she was there.

20. PASS GUM 3.1.f.Use correct pronoun reference. Just hit the piñata with your stick before the string breaks. It won’t last forever! …it…? It what? It the piñata… it the stick… or it the string?

21. PASS GUM 3.1.f.Use correct pronoun reference. Allie told Pixie that she thought this was the very best birthday party she Pixie had ever given.

22. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. What are the principal parts of verbs? You know…present, past, and past participle. Like… I see, I saw, I have seen.

23. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses.

24. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. • Jana (had ran, had run) to get more marshmallows to roast. • 2. Josh had already (ate, eaten) two hot dogs. • 3. Jona said, “I’ve (went, gone) on two camping trips this year. • 4. Jana said, “I (sung, sang) camp songs for Josh.” • 5. Josh said, “I’ve (fell, fallen) over this rock three times tonight. Write down what you think are the correct verb forms. Answers are on the next slide.

25. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. This is a good way to think of present, past, and past participle: • Jana (had ran, had run) to get more marshmallows to roast.. • 2. Josh had already (ate, eaten) two hot dogs. • 3. Jona said, “I’ve (went, gone) on two camping trips this year. • 4. Jana said, “I (sung, sang) camp songs for Josh.” • 5. Josh said, “I’ve (fell, fallen) over this rock three times tonight.

26. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. Can you help Jona with verb problems? Hey, Josh, this tent has fell down about ten times already! I’ve just about give it everything I’ve got! What? Jana’s brung me some mosquito spray, but I’ve went back to get more because those things have flew all over the place! It has took way too long to get this done! I’ve tore a huge hole in this tent! Hey, you two, no one has gave me enough help with this! Did you find all of Jona’s mistakes? Check the next slide to be sure.

27. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. Use the Principal Parts of Verbs Chart to check Jona’s verb tense choices. Principal Parts of Verbs Past Present Past Participle 1. …this tent has fell down… 2. I’ve just about give it … 3. Jana’sbrung me some … 4. … I’ve went back… 5. …those things have flew all over the place! 6. It has took way too long … 7. I’ve tore a huge hole … 8. …no one has gave me enough help …

28. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. Man, I wish I could fix my verb tense problems… You can; it’s really easy. Really? How? We learned about it last year in school.

29. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. You see, you say the verb tenses like how you grow up hearing them. Day care staff, friends, TV personalities, relatives – how they speak is how we speak. Your verb tenses are like your hair color – it’s part of who you are! But like your hair color, you can change your verb tense usage! How?

30. PASS GUM 3.1.a. Identify the principal parts of verbs to form verb tenses. Easy! Just start up a list of verb forms you use incorrectly. Listen to how people use them the right way. Memorize the right way, and you’ve fixed the problem! I’ve never gave…I mean, given it any thought, but I bet I could do it!

31. PASS GUM 3.2.b.7.Use a comma after an introductory participial phrase. Why does he look so puzzled? What is a participial phrase? What is he thinking about?

32. Participial phrase1. Phrase – a group of words without a subject and a verb2. Participial – beginning with a word that ends in –ing or –ed3. A participial phrase always functions as an adjective in the sentence. PASS GUM 3.2.b.7.Use a comma after an introductory participial phrase. Riding bicycles, Lea and Sam arrived early.

33. PASS GUM 3.2.b.7.Use a comma after an introductory participial phrase. Driving the speedboat, Antonio raced to the marina. Thrilled with the ride, his passengers laughed and shouted.

34. PASS GUM 3.2.b.7.Use a comma after an introductory participial phrase. Holding on to the paddle with both hands Opie piloted the kayak through the white water. What is the best change, if any, to make to hands Opiein the above sentence? A. hands; OpieB. hands, OpieC. hands. OpieD. No change.

35. PASS GUM 3.2.b.7.Use a comma after an introductory participial phrase. Hidden by the coral, Jo and Clare were able to photograph the moray eel. Which is the best change, if any, to make to Hidden by the coral,in the above sentence? A. Hidden, by the coral, B. Hidden by the coral;C. Hidden by the coral.D. No change. I thought participial phrases started with –ed words…

36. Yes, participial phrases do begin with words ending in –ing and –ed. Some –edwords, however, are irregular. Examples: MODIFIES SUBJECT ADJECTIVE Built by the Army Corps of Engineers, the seawall keeps the town safe from hurricanes.

37. PASS GUM 3.2.b.7.Use a comma after an introductory participial phrase. Write two original sentences beginning with intro. participial phrases. Start one with an “-ing” participial phrase and one with an “–ed” participial phrase.1.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

38. PASS GUM 3.2.b.8.Use a comma after a succession of introductory prepositional phrases. -------prepositional phrase-------- ----------prepositional phrase------------With its bold design of yellow and pink plaid,(proper) adj. adjective subject Golda’s hot air balloon verb (possessive) adj.attracts everyone’s direct objectattention.

39. PASS GUM 3.2.b.8. Use a comma after a succession of introductory prepositional phrases. Oh, a “succession” just means more than one. Hey, what does a “succession” of introductory prepositional phrases mean?

40. Commonly Used Prepositionsabout, above, across, after, against, along, among, around, as, at, before, behind, below, beneath, beside, besides, between, beyond, but (meaning except), by, down, during, except, for, from, in, inside, into, like, near, of, off, on, out, outside, over, past, since, through, throughout, to, toward, under, underneath, until, unto, up, upon, with, within, without A preposition shows association, direction, location, or relationship. across on upon beside near in down beneath below under Compound Prepositionsaccording to, along with, apart from, aside from, as of, because of, by means of, in addition to, in front of, in place of, in spite of, instead of, next to, on account of, out of in front of in addition to next to A preposition, its object, and any modifiers of the object form a prepositional phrase.

41. A preposition shows direction/location or association/relationship. Some people do. If you don’t plan to memorize them, though, just notice that they fall into two categories: direction/location and association/relationship. All of the direction/location ones are…well…you know…anywhere a squirrel can go in a tree (up, down, around, under, etc.). The association/relationship ones are the other ones (with, during, about, etc.). You should study them so that you know them when you see them. Do I need to memorize the prepositions?

42. A preposition shows direction/location or association/relationship. Direction/Location Prepositions above, across, after, against, along, among, around, at,behind, below, beneath, beside,between, beyond by, down, in, inside, into, near, on, out, outside, over, past, through, throughout, toward, under, underneath up, upon, within The preposition connects a noun or pronoun with the object of the preposition. subject verb -----prepositional phrase-----The balloon floated over the mountain. Direction Location Location of balloon? Over mountain!

43. A preposition shows direction/location or association/relationship. Association/Relationship Prepositions for, with, about, during, until,from,without, as, before, like, of, since,to, besides. but (meaning except),except The preposition connects a noun or pronoun with the object of the preposition. Association/Relationship:sub. verb prepositional phraseAja jumped from the cliff. How are Aja and cliff related? Aja jumped FROM the cliff.

44. PASS GUM 3.2.b.13.Use a comma to separate items in dates and addresses. Come by and look at the fence Zani and I painted at 2700 Split Pea Way, San Diego, CA 92119. Mother said we had to finish it before Monday, December 7, 2020.

45. PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other parts of books. The article “Pit Bulls: Dangerous or Darling?” is very interesting!

46. PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other parts of books. Hey Rollo, Did you finish reading that scary chapter for our student teaching class “Establishing and Maintaining Classroom Rules and Procedures”?

47. PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other parts of books. Yo, Jen…that chapter reminded me of that song, “We’re Gonna Get Ya an’ Eat Ya Alive” by the Shrieking Zombees! Aren’t you kinda scared to be a middle school teacher?

48. PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other parts of books. Yeah, it was like that C.S.I. Space Station episode “Teach Your Children Well…” you know, the one where the kids at school all turned into zombies and… well, never mind…We’ll be OK, Rollo – we’ll just stay in shape, and we won’t turn our backs on ‘em!

49. PASS GUM 3.3.a.1. Identify and revise run-on sentences. I love to ride The Bullet, it’s fun! Hey, that’s bad grammar… When The Bullet starts, you’re scared to death, when it is over, you don’t want to get off!

50. PASS GUM 3.3.a.1. Identify and revise run-on sentences. Hey, hey, hey! That last slide reeked of run-on sentences! Huh? Well, what’s a run-on?