English Grade 3
Complete / Incomplete sentences
1) Give some complete or incomplete sentences and ask student write ‘Complete’ if the sentence is complete, else
rewrite the sentence to make it complete. Ex:
M8_W5 (10)
M8_W7 (10)
The time squirrel running along the fence.
____________________________________________________________
Hidden under the pile of books.
____________________________________________________________
They reminded me of the winter.
____________________________________________________________
2)
Give an incomplete sentence and come options one of which can be used to complete the sentence and ask
students to complete the sentence with the write option. Ex:
M8_W5(10)
M8_W7 (10)
1. My old boots
a) full with dirt. b) had disappeared
c) went to the beach. d) and my new shirt
____________________________________________________________________________
2. Antony will probably another inch this year.
a) loves school
b) and his brother
c) remember
d) grow
____________________________________________________________________________
3)
Give a complete sentence along with 4 other incomplete or complete related on unrelated sentences. Ask students
to circle the best applicable complete sentence that goes with the given sentence. Ex:
M8_W5(10)
A woodpeckers lives in large tree near our house.
a) They are large rodents.
b) It strong beak.
c) It hunts for insects in the tree
d) Its tongue to pick up insects
4)
Give some incomplete sentences and type of missing parts in a box and ask students to write the missing in the
sentence and then complete the sentence by adding the missing parts. Ex:
Verb
Complete thought
1.
Your letter in the box.
M8_W7 (10)
M8_W8 (10)
Subject
Object
What is missing? ____________________________
_________________________________________________________________________________
2.
After we went to school.
What is missing? ____________________________
_________________________________________________________________________________
3. Went to a movie in the last weekend.
What is missing? ____________________________
_________________________________________________________________________________
4. Can you teach.
What is missing? ____________________________
_________________________________________________________________________________
5)
Give a passage up to 8 to 10 sentences. Some sentences are incomplete and some are complete. Ask students to
write the paragraph by completing the incomplete sentences. Ex:
Sarah ran to the car. She was in a big hurry. All of a sudden. Sarah stared at the car. She couldn’t believe her eyes.
Three of the tires. Were completely flat. Sarah had no idea what caused the flats. Up the driveway toward the
house. An open box of nails
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
M8_W8 (1)
Combining sentences (with the same subject or the same predicate)
1) Give students sentences that can be combined with the same subject and ask student to combine it. Ex:
M8_W9 (10)
M8_W11 (10)
1. Mrs. Brown visited Costa Rica in the last summer. Mrs. Brown met her brother.
____________________________________________________________________________________
2. Everyone worked hard for this project. Everyone won a prize for this project from the manager.
____________________________________________________________________________________
3. Jim bought a new calculator. He put a battery in the calculator.
____________________________________________________________________________________
2)
Give students sentences that can be combined with the same predicate and ask student to combine it. Ex:
M8_W9 (10)
M8_W11 (10)
The radio can give you the news. The television can give you the news.
_________________________________________________________________________________
David took out the garbage. Shelly took out the garbage.
_________________________________________________________________________________
3)
Give students sentences many simple sentence pairs in a box and ask students to pick a sentence pair from the box
and then write a combined sentence. Ex:
M8_W9 (10)
M8_W11 (10)
His siater work up at 7 o'clock in the morning.
The dancer was not tall.
Planet Earth orbits around the sun.
She was not slender.
Planet Mars orbits around the sun.
Alex woke up at 7 o'clock in the morning.
1. ___________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
Punctuation – Quotation marks
1) Give students some sentences and ask then to punctuate with quotation marks. Ex:
M8_W12 (15)
Vivian asked may I have a cup of tea instead of a glass of milk.
__________________________________________________________________________________
Finish your daily chores first. Dad yelled.
__________________________________________________________________________________
This food is delicious. John said. I am going to finish it all.
__________________________________________________________________________________
Subject – Verb Agreement
1) Give students a subject with choices of verbs and ask students to underline the correct form of the verb to match
each subject. Ex:
1. Adrian (paint / paints)
3. They (clean / cleans)
2)
M8_W13 (20)
2. Uncle Sam and Jerry (work /works)
4. Mom (was planning / were planning)
Give incomplete sentences with choice of verbs in bracket and ask students to complete the sentence with the
correct form of verb that agrees with the subject. Ex:
M8_W13 (10)
The team and the bank (was / were) on the field.
I and my brother (miss / misses) each other.
Mark or Bradley (has / have) attended the party yesterday night.
One of my friends (is / are) visiting us from Detroit.
It (take /takes) 365 days for Earth to orbit around the Sun.
There (is, are) both men and women at the meeting.
3)
Give a sentence and ask students to identify subject and verb and then if they are agreement. If subject and verb
are not in agreement ask student to write the verb that will make the verb in the statement in agreement with the
M8_W13 (10)
M8_W15 (10)
subject. Ex:
Underline the subject and circle the verb. Write “yes” if the subject and the verb are in agreement. If not, write
“no” and then write the correct verb that will make the subject and the verb in agreement.
The children at the park knows to play tennis
_____________________________________________
4)
Give incomplete sentences with choice of subjects in bracket and ask students to complete the sentence with the
correct subject that agrees with the verb. Ex:
M8_W15 (10)
M8_W16 (10)
The art (gallery / galleries) down town displays amazing paintings.
When I have headaches, (Mom / Mom and Dad) give me aspirin.
(My brother and me / My brother or I) go to the library every Sunday.
5)
Give students some group of words and ask students to form a complete sentence where subject and verb are in
agreement. Ex:
M8_W15 (10)
M8_W16 (10)
My cousins / delicious cinnamon bread / bringing / for me
_________________________________________________________________________________________
Mary and David / in the park / takes a work
_________________________________________________________________________________________
The singers / applauding / for the winners.
_________________________________________________________________________________________
Collective Nouns
1) Give students a collective noun and two choices of words – one goes with it and the other does not. Ask students
to cross out the wrong one. Ex:
1.
3.
5.
2)
(galaxy / pack) of stars
(litter / pride) of puppies
(army / group) of soldiers
2.
4.
6.
M9_W1(16)
M9_W15(10)
(litter / lodge) of beavers
(school / army) of fish
(class / colony) of students
Give a sentence with collective noun(s) and ask students to underline it and write another sentence with the same
collective noun.
M9_W1(10)
We saw a herd of goats passing by along the main road.
_______________________________________________________________________________________
A flock of ducks is swimming across the lake Anne.
_______________________________________________________________________________________
3)
Give students set of 4 nouns and one of them of is a collective noun. Ask students to strike out the collective noun.
Ex:
1. family
father
girls
visitors
2.
4)
soldiers
battalion
commanders
fighters
Give a sentence with a space and ask student to complete the sentence collective noun(s) from a list provided and
the ask students to write his own sentence with the collective noun.
pod
swarm
pride
flight
school
Shoal
A ______________ of herrings is swimming in the pond.
________________________________________________________________________________________
Verbal Analogies
M9_W3(10)
M9_W15(10)
M9_W3(10)
M9_W15(15)
1.
Give students and incomplete analogies and ask students to complete it from a list of words. Ex:
M9_W4(10)
M9_W12(10)
Wealthy is to rich as poor is to _________________ (broke, hungry, cold).
Letter is to word as word is to __________________ (dictionary, book, sentence)
Bat is to ball as table is to ___________________ (chair, house, dining)
Sparrow is to fly as kangaroo is to ____________________ (pouch, hop, eat)
2.
Give some analogies with a space to write the words from the list of choices and then ask students to write the
kind of analogies it is. The analogies you would give can be from these types - Object and Related Object,
Opposite/Similar, part of a whole, object and group, object and function. Ex:
M9_W4(10)
M9_W12(10)
Page is to book as ______________ (brick, hanger, paint) is to wall.
a) Opposite/similar
b) part of a whole
c) object and function
d) Object and related object
Simple / Compound Sentences
1) Give students simple or compound sentences and ask then to write if the sentence is simple or compound.
M9_W5(20)
Kevin loves to read books and play tennis. _________________________
Kim likes the beach, and she often goes there with her family. _________________
Andy and Bradley both play soccer tournaments. ________________
Everyone except Nancy was able to attend the musical show in the Kennedy center. __________________
Eric and Betsy both swam in the community pool before. ____________________
2)
Give students two simple sentences and ask them to make a compound sentence with the most appropriate
conjunction from the list supplied. Ex:
M9_W5(15)
M9_W16(10)
Ants are very small. They are very powerful. (but, so)
_________________________________________________________________________
3)
Give students compound sentences and ask then to underline two simple sentences and circle the conjunction that
joins these two independent clauses. Ask students to write a compound sentence with the same conjunction. Ex:
M9_W7(15)
Rick and Tom are good friends, but they had an argument in the soccer field.
_____________________________________________________________________________________
4)
Give two simple sentences followed by three combined/compound sentences and ask the students to circle the
letters of the sentences that best combine the sentence pairs. Then underline the conjunction that was used to join
the sentences. Ex:
M9_W7(15)
M9_W16(10)
Betsy reads book every day in the morning. Betsy played piano in the morning today.
a. Betsy reads book and plays piano every day in the morning.
b. Betsy reads book every day in the morning, but today she played piano.
c. Betsy reads book every day in the morning, so she played piano today.
Adjective
1) Give students some sentence with an adjective and ask students to underline the adjective and circle the object that
the adjective qualifies. If the sentence does not have any adjective, ask students to write ‘None’ at the end of the
sentence. Ex:
M9_W8(15)
Your dollars will not buy much food from the store.
Sam needs to be more careful to avoid mistakes.
2)
Give a list of adjectives in a box and some sentences that follow. Ask students to complete the sentences with the
right adjective from the box.
M9_W8(5)
M9_W9(10)
3)
Give students some sentences with adjectives and ask students to circle the adjective and then rewrite the sentence
by with his/her own adjective in place of the one circled. Ex:
M9_W9(10)
She made a scary face in the Halloween night.
_________________________________________________________________________________
These animals want to be free when they get older.
_________________________________________________________________________________
4)
Give students some sentences without adjectives and ask students to rewrite the sentences by adding an adjective
M9_W9(10)
in the proper place to make the sentence more meaningful. Ex:
Joe cleaned his bedroom.
________________________________________________________________
Tammy went to the store to buy eggs.
_________________________________________________________________
Adverb
1) Give a sentence with adverb and ask students to circle all adverbs in the sentence and underline the object it
modifies.
M9_W11(10)
2)
M9_W11(10)
Give students some sentences with adverb and ask students to circle the adverb and circle the type of adverb from
list of choices below the sentence. Ex:
She speaks so loudly that everyone can hear.
a) Adverb of manner
b) Adverb of time
c) Adverb of place
3)
Give students some sentences without adverb and ask students to rewrite the sentences by adding an adverb in the
proper place to make the sentence more meaningful. Ex:
M9_W11(10)
Joe cleaned his bedroom.
________________________________________________________________
Tammy went to the store to buy eggs.
_________________________________________________________________
Adjective or Adverb
1) Give students sentences with at least one adjective and on adverb and ask students to circle the adjective and
underline the adverb. Ex:
M9_W13(10)
I have six dollars but, actually, I need ten dollars to buy the candy.
The black cat quietly walked into the haunted house.
2)
Give students sentences with an option of adverb and adjective in bracket and ask students to circle the right usage
of the word in the sentence. Ex:
M9_W13(10)
The student wanted to finish her homework (quick / quickly).
Todd walked very (sneaky / sneakily) down the hallway.
The student was in such a hurry that she made (unnecessary / unnecessarily) mistakes..
Whoever made the cake did a (wonderful / wonderfully) job.
3)
Give students sentences where the same word or derivative of the word is as adjective and also as adverb and ask
students to underline the right word at the right place. Both the choice can be adverb or adjective to challenge the
student. Ex:
He (correct, correctly) defined the terms. The answer sounded (correctly, correct).
She (quickly, quick) adjusted the fees. She adapted (quick, quickly) to any situation.
It was a (dangerously, dangerous) lake to swim in. The man was (dangerous, dangerously) drowned.
I find this writing very (interesting, interestingly). It was (interesting, interestingly) written.
M9_W13(10)