Verbs!

Verb Study Guide

Action Verbs
An action verb tells what the subject of the sentence does.

Baron von Drais built one of the first bicycles in 1817. We enjoy his invention today.

The subject of each sentence is underlined. Write the action verb in the space provided.

1. Early bicycles moved slowly. _____________
2. Riders pushed the ground with their feet. _____________
3. Kirkpatrick Macmillan attached cranks to the
rear wheel. _____________
4. He connected the cranks to foot pedals. ­­­­_____________

Main Verbs and Helping Verbs
The main verb expresses action or being.
A helping verb works with the main verb.
A verb phrase is made up of one or more helping verbs and a main verb.

Example: All spiders can spin silky threads. Can=helping verb
spin =verb

Write the verb phrase in each sentence.

1. Webs are seen best in the early morning _____________
2. Thousands of threads might be covered with
dew. _____________
3. Shall we look for webs at dawn tomorrow? _____________
4. Spiders can move rapidly after their prey. _____________

Direct Objects
A direct object receives the action of a verb.
Some direct objects are compound
Ex. Maroconi invented the wireless telegraph. (invented what)

This book describes him and his invention. (describes whom and what?)

Write the D.O. that receives the action of the underlined verb. The D.O. may be compound.
1. Mr. Wan described the first telegraph. _____________
2. At first, wires carried the signals. _____________
3. Marconi developed a wireless system. _____________
4. He had studied electricity on his own. _____________

Transitive and Intransitive Verbs
A verb is transitive when it is followed by a direct object that receives the action of the verb.
A verb is intransitive when it has no direct object.

Transitive – Earthquakes strike many parts of the world.
Intransitive – They usually strike without warning.

Label each underlined verb transitive or intransitive

1. Earthquakes can cause tremendous damage. _________
2. Many countries experience tremendous damage. _________
3. Japan suffers from earthquakes almost every year. _________
4. Many earthquakes occur in the United States. _________

Being and Linking Verbs
A being verb shows a state of being.
A being verb is called a linking verb when it links the subject with a word in the predicate.
A predicate noun renames or identifies the subject.
A predicate adjective describes the subject.

Linking verbs

A popular newspaper section is the comics.

Comic strips have become popular.

Write the linking verb in each sentence.

1. My aunt is the author of a comic strip. _________
2. Her office is a busy and colorful place. _________
3. Her special ink smells funny. _________
4. The characters in her strip are little animals. _________





Simple Verb Tenses
The present tense tells that something is happening now.
The past tense tells that something has already happened.
The future tense tells that something is going to happen.
Write present, past or future for each underlined verb.

1. Lighthouses long ago were low towers on the shore. _________
2. In those days, ships depended on lighthouses for safety. _____
3. Even today lighthouse beams guide sailors. _________
4. In the past, a lighthouse lens was glass. _________

Perfect Tenses
The perfect tense describes an action that was or will be completed before another action. It is formed by combining the helping verb have with the past participle of the main verb.
The present perfect tense combines has or have with the past participle.
The past perfect tense combines had with the past participle.
The future perfect tense combines will have with the past participle.

Rewrite the sentences, changing the underlined verb to the correct perfect tense. Use the verb tense in parentheses.

1.The Post Office try to read incomplete addresses, but it has had to give up. (Present).
_____________________________________________________
_____________________________________________________

2.If the sender include a return address, the letter would have been returned. (Past)
_____________________________________________________
_____________________________________________________

3.By the end of this year, our class send 800 letters to animal rights groups. (Future)
_____________________________________________________
_____________________________________________________

Regular and Irregular Verbs
Present Past Present Participle Past Participle
Regular study studied (is) studying (has) studied
help helped (is) helping (has) helped
Irregular do did (is) doing (has) done
eat ate (is) eating (has) eaten

Choose the correct form of the verb for each sentence. Then identify whether it is regular or irregular.
1.Kela, the pilot, (saw, seen) acres of blue ice.
_____________________________________________________

2.The view (proved, proven) to be a very exciting one.
_____________________________________________________

3.Many of the rivers had (froze, frozen).
_____________________________________________________

Subject – Verb Agreement

1.A reptile ________scales or bony plates in its body. (has, have)
2.These animals ______ all cold-blooded. (is, are)
3.They _______ on the environment for warmth. (depend, depends)
4.Alligators and turtles ______reptiles. (is, are)

Contractions
Write the contraction for the following words

She is ___________ She will ­­­­­­­­­­__________ Has not __________
It is __________ Must not _________ did not ________________

Sit, set; lie, lay; rise, raise

Sit to rest in an upright position rise to get up or go up
Set to put or place an object raise to move something
Lie to rest or recline to grow something
Lay to put or place an object to increase

1.The gorilla _______ inside a rubber tire. (sits, sets)
2.A mountain goat ______ on a boulder. (lies, lays)
3.The owl sleeps while the sun _______. (rises, raises)

Lend, borrow; let, leave; teach, learn

Lend to give Leave to go away, to remain in one place
Borrow to take teach to give instruction
Let to permit learn to receive instruction

1.Suki _______ from Bev about Annie Sullivan. (learns, teaches)
2.Annie _______ the Perkins Institute for the Blind. (lets, leaves)
3.Helen ______ many books in Braille from her teacher. (lends, borrows)

History in Fiction

"Historical fiction includes all the elements of fiction: character, setting, plot, and theme. Writers of historical fiction weave historical facts, actual events, and imaginary details into stories. Their purposes for writing are to entertain and to inform." Students in sixth grade will be reviewing these details from The Language of Literature book.

Historical fiction includes real characters from history as well as made up ones. The characters often face problems that real people faced at that time in history. the dialogue, thoughts, and feeling of the characters are usually made up.

Writers use their imaginations to describe settings, bey they try to be accurate in the way they show daily life, details about technology and transportation, and people's thoughts and feeling.

In historical fiction, plot is often strongly influenced by the setting. this i because characters are influenced buy the events of their time.

The Language of Literature, p. 698

Adjectives in LA

The sixth grade students started learning and practicing awesome adjectives this week. We have reviewed identifying adjectives in a sentence and the noun it modifies. The students later worked on comparing nouns using er or est and more and most. At the end of the week, the students will create a Movei, Book, or Video Game poster. The students will need to incluse three adjectives and pictures or symbols to help promote the movie, book, or video game. They will need to create three sentences about possible reviews written about the movie, book, or video game. We will be going to the IMC on Friday to create the poster that is due on Monday.

Oral Traditions

The sixth reading students began the Oral Traditions unit in our Literature book. The unit is also being introduced in Social Studies and will be carried over to Computers.

Oral Traditions
These types of stories all have some common elements:
keep the past alive
teach lessons about human behavior
reveal the values of the society.

The first tradition we will be reading is a folk tale. It was told primarily for entertainment and features humans or human-like animals.

Problem Solving

This week in RtI Math, we finished the first unit of Strategies for Success; Math Problem Solving.

The worked with four problem solving strategies: Logical reasoning, Guess, Check, and Revise, Write an Equation, and Make a Table. They learned that they can use more than one strategy to solve a problem. So if a strategy does not seem to be working, try a different one.

We also have started using Math vocabulary in our problems of the day. Below are the problems for today.

1.What is the difference of 45 and 5.
2.Evaluate an equation to find the product of two numbers.
3.Write an expression for the sum of a number and a variable.
4.How much more is 32 than 6?

Elements of a Personal Narrative

Introduction
Who, What, Where, When and Why of the story.
Introduce your main character.
Set the scene, time and place.
Create the world of your particular story.
Set up the initial incident. (transition)


Body/Climax
EVENTS: in order (at least five with details)
Outline the events that led to the problem.
Develop the conflict.
Develop the tension.
Climax: the height of the tension.
Climax: an exciting development that gets the reader stirred up.


Resolution/ Conclusion
Provide solution or an outcome to the problem.
Your lesson, moral, or wisdom learned about the event.
Bring a satisfactory ending to the story.

RtI Math

We have been working on solving word problems and will continue throughout the next coming weeks. Here are some strategies from the workbook we are using, "Strategies for Success: Math Problem Solving".


How to solve word problems.
1. Read the problem
Read carefully to be sure you understand the problem and what it is asking. Try to get a picture in your mind of what is going on and what is being asked. Underline the question. Circle the important information.

2. Search for information
Look through all the words and all the numbers to see what information is given. Study any charts, graphs, and pictures. Anything that might help you solve the problem is important.

3. Decide what to do
Think about the problem. If you are not sure how to solve it right away, ask yourself if you have solved a problem like this before. Think about all the problem-solving strategies you know. Choose one that you think will work.

4. Use your ideas
Start to carry out your plan. Try your strategy. Think about what you are doing. Once in a while, ask yourself, "Am I on the right track?" If not, change what you are doing. there is always something else you can try.

5. Review your work
Keep thinking about the problem. Finding an answer does not mean you are done. You need to keep going until you are sure you solved the problem correctly.