Mr. Edgeworth’s
Enormous CRCT
Language Arts Review
(Just do it!!!)
PREPOSITIONS
• A PREPOSITION is a word that describes the
relationship between two or more nouns.
Ex: The car in the driveway has stripes on the door.
List: in, on, off, with, up, down, under, for, beside,
over, from, around, at, by, toward, about,
between, to, without, after, until, before, among,
along, across, beneath, during, against, as, beyond,
except, into, despite, inside, through, of, within,
past, like
PREPOSITIONAL
PHRASES
• A prepositional phrase starts with a
preposition and stops with the next noun
after the preposition (called the object of
the preposition)
Ex: You ran down the street and
into your house.
Reminder: They are only prepositions if
they are in a phrase.
PREPOSITIONS
PRACTICE
Practice:
Underline the prepositional phrases in the following
sentences.
1.We set our books on the shelf above the table.
2. During the game, he shot the ball into the net.
3. Your bag of chips is under the table in the
cafeteria.
4. I was eating chips in my room down the hall.
NOUNS
• A singular noun refers to one person, place,
thing, or idea.
• A plural noun refers to more than one.
Ex: dog = singular dogs = plural
• A common noun refers to a general person,
place or thing. It is not capitalized.
• A proper noun refers to a specific person,
place, or thing, and it is capitalized.
Ex: teacher = common Mr. Edgeworth = proper
NOUNS (cont.)
• A collective noun refers to a group of people, places,
or things.
Ex: The band had four members.
There is a herd of cows in the hallway!
• An abstract noun refers to something you can’t see or
touch. Feelings are a good example.
Ex: The trash has a really yucky odor.
I’ve got a great idea!
• A concrete noun refers to something you can see
and/or touch.
Ex: The boy ate the pie.
NOUNS (cont.)
• A possessive noun shows who owns something.
For singular nouns, add ‘s.
For a plural noun that ends in -s, add ‘.
For a plural noun that doesn’t end in -s, add ‘s.
Ex: one boy has a truck = boy’s truck
four cats have string = cats’ string
three men have shoes = men’s shoes
cat that belongs to Nafis = Nafis’s cat
NOUNS (cont.)
• A predicate nouns is a word that helps
identify the subject.
Reminder: They will appear in the
predicate.
Ex: Mr. Edgeworth will be mayor.
Ian was prom king.
NOUNS PRACTICE
• Practice:
1. Circle the 5 nouns in this sentence:
The crowd of people was full of excitement because the Falcons
scored a touchdown.
2. What kind of noun is underlined in the sentence below?
You should bring cupcakes for your class!
a. proper
b. plural
c. collective
3. Circle the predicate noun.
Zarria was the queen.
4. Circle the correct possessive noun:
That is my (mom’s, moms’) minivan.
The (ladies’, ladies’s) room is over there.
The library has (children’s, childrens’) books.
ADJECTIVES
• Common adjectives are general adjectives that
describe nouns or pronouns.
Ex: The blue sky is big.
• Proper adjectives are specific adjectives that
describe people, places, or things.
Ex: The American boy ate Chinese food.
• Demonstrative adjectives are this, that,
these, and those.
Ex: These books belong to me.
That cat belongs to my neighbor.
Write
this on
back of
packet
ADJECTIVES (cont.)
• WRITE ALL OF THIS ON BACK OF
PACKET
• Predicate adjectives modify the
subject of the sentence.
Reminder: They appear in the predicate
but describe the subject.
Ex: The flag is red.
ADJECTIVE PRACTICE
• Practice:
Circle the demonstrative adjective/s.
1. That cat lost the big ball of yarn.
Circle the common adjective/s.
2. The blue baby ate the big bottle.
Circle the proper adjective/s.
3. The big Japanese wrestler beat the small American man.
Circle the predicate adjective/s.
4. The girl is perky and nice.
DO THIS ON BACK OF
PACKET!!
VERBS
• A verb is used to express action, a condition, or a state of being.
Ex: I walk. You run. The rain falls. He played hockey.
• An action verb shows what the subject does or is doing. The
action is physical or mental.
Ex: The girls jumped on the bed.
We thought of a great plan.
• A linking verb links the subject of the sentence to words that
describe it.
Ex: Your dad is tall!
That test seemed really hard.
• A helping verb comes before an action or linking verb and lets
you know when it will happen.
Ex: We had read the book. (past)
We are reading the book. (present)
We will read the book (future)
VERBS (cont.)
• A state of being verb shows no action.
Ex: The boy was here.
Bart is at school.
Reminder: They are forms of the word be (is, was, are, am, were, be,
being, been).
• A verb phrase contains a helping verb and a main verb.
Ex: The man was eating the apple.
School is opening at noon.
The mall will be closing tonight.
• Transitive verbs and intransitive verbs show action. Transitive
verbs have direct objects and intransitive verbs do not.
Ex: Ta’Kerra sent a letter. (transitive) letter=DO
She ran down the hill. (intransitive) NO DO
VERBS PRACTICE
• Practice:
Identify each underlined verb as action (A), linking (L),
or helping (H).
1. Those shoes smell nasty!
____
2. Rachel jumped really high!
____
3. We hadn’t seen him before.
____
4. Can you smell the flowers?
____
5. That sweater looks ugly!
____
6. My mom kicked me in the shin.
____
7. The man is at the bus stop.
____
Underline the verb phrases.
8. Mr. Edgeworth will give us candy.
9. Khaaliqu will be eating his food.
ADVERBS
• An adverb describes verbs, adjectives, and other adverbs..
• Many (but not all!) adverbs end in -ly.
• Adverbs tell:
When?
Ex: I will go to the store tomorrow.
Where?
Ex: I ran upstairs.
How?
Ex: You whispered softly.
To What Extent?
Ex: That baby cries very loudly!
ADVERBS (cont.)
• List:
When: tomorrow, soon, now, today, later, yesterday,
after, etc.
Where: here, there, up, down, upstairs, under, ahead,
etc.
How: suddenly, carefully, eventually, indefinitely,
sadly, slowly, quickly, etc.
To What Extent: completely, successfully, proudly,
gratefully, fully, totally, too, so, very, etc.
REMINDER: There are many more.
ADVERBS PRACTICE
• Practice:
Underline the adverb in each sentence. Then tell what kind of adverb it
is—When? Where? How? To What Extent? (circle your answer)
1. We tiptoed quietly into the library.
When?
Where?
How?
To What Extent?
2. A ghost suddenly popped into view!
When?
Where?
How?
To What Extent?
3. We were all extremely scared.
When?
Where?
How?
To What Extent?
4. We all started to run out.
When?
Where?
How?
To What Extent?
How?
To What Extent?
5.
I’m never going back there!
When?
Where?
Adjective or Adverb?
• Look at the underlined word in the sentence. Draw an arrow
pointing to the word that it describes. Circle if it is an adjective
or adverb.
• 1. I ran quickly down the stairs.
Adj
Adv
• 2. Your mom can yell really loudly. Adj
Adv.
• 3. You hid behind the big tree.
Adj
Adv.
• 4. Sarah’s writing is really messy. Adj
Adv
• 5. Tim finished more quickly than Adj
Blake.
Adv
Adjective or Adverb?
(cont.)
• 6. You did well on your test.
Adj
Adv
• 7. Your grade was really high.
Adj
Adv
• 8. Soon, we will go to France.
Adj
Adv
• 9. How low can you go?
Adj
Adv
• 10. That is a low grade!
Adj
Adv
PRONOUNS
•
Pronouns are used instead of repeating the name of a person, place,
or thing.
Ex: Maria did not have her homework.
The kids left their toys at my house.
•
Every pronoun has an antecedent that tells you who the pronoun is
talking about.
Ex: Maria did not have her homework.
Her is a pronoun. Her refers to Maria.
Maria is the antecedent.
• Personal pronouns are
– Subject: I, he, she, it, you, we, they
– Object: me, him, her, it, you, us, them
– Possessive: my, mine, your, yours, his, hers, its, her, our, ours, their,
theirs
PRONOUNS (cont.)
•
Interrogative pronouns are used to ask questions. (who whom, what,
whose, which)
Ex: Whose sister is that?
What did you say?
•
Demonstrative pronouns are used to point to which one you’re talking
about. There are four:
Ex: This is my sister.
That is your brother.
These are my socks.
Those are your shoes.
•
Possessive pronouns are used to show when things belong to someone
(ownership). (my, mine, his, hers, her, their, theirs, our, ours, its, your,
yours)
Ex: Those socks are mine.
I had my towel, but Chris forgot his.
PRONOUNS (cont.)
• Reflexive pronouns directs the action back to the subject.
(myself, herself, itself, himself, yourself, yourselves,
themselves, ourselves)
Ex: The dog likes to bite itself.
How do you prepare yourself?
• An indefinite pronoun does not refer to a specific person, place,
thing, or idea. (another, anybody, anyone, anything, each, either,
neither, everybody, everyone, everything, nobody, no one,
nothing, somebody, one, someone, something, both, few, many
several, all, any, most, none, some)
Ex: Everyone should be careful when eating oysters.
I do not like anyone.
PRONOUNS PRACTICE
• Practice:
Underline the pronouns in each sentence. There might be more than one!
1. You should buy some shoes for your dad.
2. Steve can bring them to the party at my house.
3. He might bring Sarah if her mom says okay.
4. That is how I hurt myself.
5. They did not play with us.
Circle the antecedent for the underlined pronoun. (Hint: who/what do I mean?)
6. Did you see if Amy made it to her house?
7. Anthony, please turn in your homework to me.
8. Those are some really ugly shoes.
Identify the kind of pronoun used below.
9. Which is your house?
10. That dog lost its collar!
11. Whose sweater is this?
INTERJECTIONS
• An interjection is a word that is used to
show feeling.
• It is not a complete sentence! It is
separated from the sentence by a
comma or an exclamation point.
Ex: Stop! That ride looks scary!
Darn, I dropped my ice cream.
CONJUNCTIONS
• A coordinating conjunction is a word that joins two other
words or ideas together. (for, and, nor, but, or, yet, so)
Ex:
Thomas, Joey, and Mike arrived late to class.
The weather is rainy today, but it will be sunny tomorrow.
Would you rather have a hamburger or fries?
• A subordinating conjunction joins a subordinate clause to a
main clause. (after, before, once, since, until, when, whenever,
while, as, because, in order that, so, so that, that, if, even if,
provided that, unless, although, even though, though, where,
wherever, rather than, than, rather)
Ex: I was late for class because I missed the bus.
CONJUNCTIONS (cont.)
• A correlative conjunction is essentially a
coordinate conjunction used in pairs.
(either-or, neither-nor, not only-but also,
whether-or, both-and)
Ex: Either you or Susan must remain with
me
Both the teacher and the principal
were furious.
SUBJECTS AND
PREDICATES
• The subject of a sentence tells who or what the sentence is
about.
• The complete subject of a sentence tells who or what the
sentence is about (ALL THE WORDS)
Ex: My little white dog ran across the street.
• The simple subject is the main word or words (MOST
IMPORTANT) in the complete subject.
Ex: My little white dog ran across the street.
SUBJECTS AND
PREDICATES (cont.)
• The predicate tells what the subject does or is doing.
• The complete predicate of a sentence tells what the subject is
doing (ALL THE WORDS)
Ex: My little white dog ran across the street.
• The simple predicate is the main word or words (also known as
the verb or verbs) in the complete predicate.
Ex: My little white dog ran across the street.
SUBJECTS AND
PREDICATES PRACTICE
Underline the complete subject once. Underline the complete
predicate twice. Circle the simple subject. Draw a box around the
complete predicate.
1. Tina’s new car has black seats inside.
2. The large brick house on the corner burned in a fire last year.
3. My language arts teacher showed us how to study for the test.
DIRECT OBJECTS
• Direct Objects receive the action of the
verb. It answers whom or what.
Ex: The girl baked cookies. (Cookies are
what she baked)
Mr. Edgeworth sent a letter. (A letter is
what Mr. Edgeworth sent.)
INDIRECT OBJECTS
• An indirect object tells for whom or what an action is being
performed.
Ex: The teacher made the class cupcakes.
Sandy told her sister the story.
Reminders: There cannot be an indirect object without a direct
object.
Not all direct objects will have an indirect object.
All direct and indirect objects have to have an action
verb.
DIRECT AND INDIRECT
OBJECTS PRACTICE
• Practice:
Underline the direct objects and circle the indirect objects.
1.
The boy brought the team some drinks.
2. Everyone ate the cake.
3. The cheerleaders cooked the players hotdogs.
4. Ramiah sent a package to her sister.
SENTENCE STRUCTURE
• The Basics:
A main clause (independent) can stand
alone by itself as a sentence.
Ex: I am at the mall.
A subordinate clause (dependent) can
not stand alone in a sentence.
Ex: In the morning
SENTENCE STRUCTURE (cont.)
• A simple sentence is the main (independent) clause.
Ex: Michael jumped high.
Michael likes steak, potatoes, and fish.
•
A compound sentence has two or more main (independent) clauses joined
by a coordinating conjunction.
Ex: I like to ride bikes, and my dad enjoys watching football.
•
A complex sentence is a main (independent) clause with a subordinate
clause (dependent).
Ex: Because of the thunderstorm, the game had to be cancelled.
•
A compound-complex sentence is a subordinate clause dependent) and at
least two main clauses (independent clauses).
Ex: Before the sun came up, I ate my breakfast, and I cleaned my neighbor’s
house.
SENTENCE STRUCTURE PRACTICE
• Practice:
Write whether the following sentences are simple, compound,
complex, or compound-complex.
1. Before school, I go to the gym.
2. I ran to school because I missed the bus.
3. That is my dog and cat.
4. I really enjoy playing basketball, but I also really enjoy cooking.
5. During the game, I bought a hotdog, and I talked to some
friends.
6. He went to the mall and to my house.
7. Do you want to go outside, or do you want to play video games?
8. Never touch that dog!
9. He left the party since he had to be home by twelve.
SENTENCE STRUCTURE
ERRORS
Errors:
•
• A run-on is two or more sentences written as if they were one
sentence (no commas, punctuation, and/or conjunctions.
Ex: The school is open tomorrow It will be open for
eight hours. (These are two complete sentences
written as one.)
• A fragment is a part of a sentence written as if it were a
complete sentence
Ex: The boy across the street. (It is missing a verb.)
SENTENCE STRUCTURE
ERRORS PRACTICE
• Practice:
• What is wrong with the following
sentences?
1. Ran across the street.
2. He was at my house we played baseball.
3. He baseball with me.
4. Go to your room turn off your
television.
COMMAS AND SEMICOLONS
• Use a comma....
– after introductory words or phrases or subordinate
(dependent) clauses.
Ex: After the game, I ate dinner. (complex)
Soon, I will eat some dinner. (complex)
– after a noun of direct address.
Ex: Bart, come get your shoes.
– before or after a speaker’s exact words.
Ex: “The snow will not last all day,” said Mr. Edgeworth.
COMMAS AND SEMICOLONS (cont.)
– before coordinating conjunctions when used to connect two
sentences (compound).
Ex: The man was on the roof, and the woman was in the car.
– before and after an appositive.
Ex: Michael, a nice person, is in my class.
– between items in a list.
Ex: The man wanted cows, chickens, and sheep for his farm.
• Reminder: There are more basic comma rules.
• Use a semicolon....
– to separate two main (independent) clauses without using a
coordinating conjunction.
Ex: Some people enjoy skating; other people enjoy sky diving.
COMMA AND SEMICOLON PRACTICE
• Practice:
Add the commas and semicolons where needed.
1. The owner ran across the street he had to go to the
restroom.
2. The school is old dirty and run-down.
3. I would like to go to the mall and I would like to eat
dinner there.
4. After work I am going to the game.
5. George do not eat the pie.
6. “The sun is in my eyes” said Mike.
OTHER INFORMATION THAT WILL BE
ON THE ENGLISH PART OF THE CRCT
• MISC:
1. Use common spelling rules, apply common spelling
patterns, and develop and master words that are
commonly misspelled.
2. Produce final drafts that demonstrate accurate
spelling and the correct use of punctuation and
capitalization.
Reminder: The COACH book has great examples and
explanations.
Now…let’s review
literary terms and
writing
Like I said, “JUST DO IT!”
Elements of Fiction
•Setting-where and when the story takes place
•Character Traits-attributes of a creature in a story that explains
their personality
Protagonist-main character that is usually positive
Antagonists-who or what is against the protagonist
•Plot-sequence of events in a story – PLOT DIAGRAM
•Conflict-the problem in a story (external: man versus man, man
versus society, man versus nature, man versus machine OR
internal: man versus himself)
•Climax-highest point of conflict
•Resolution- how the problem is solved
•Theme-the moral or lesson learned in the story
Figurative Language/Literary
Devices:
Metaphor- comparing two unlike things not using like or as
Simile-comparing two unlike things using like or as
Hyperbole-exaggeration
Personification- giving something that is not human, human
characteristics
Idiom – say one thing but mean another
SENSORY LANGUAGE/SOUND DEVICES:
Alliteration: repetition of beginning sounds
Onomatopoeia-a sound (boom!, snap!)
Rhyme-having the same ending sound (cat, hat)
Rhyme Scheme- the pattern of rhymes in a poem
Identifying the Speaker
•Point of view is the way a narrator tells
a story.
•A narrator or speaker is the person who
tells a story.
•First-Person Point of View (I or we)
•Third-Person Point of View (they, he, she)
•Second-Person Point of View (you)
Other Important Information
Prefixes – add to the beginning of a word
Suffixes – add to the end of a word
Base Words – provides the basic meaning of the word
Root Words - provides the basic meaning of the word.
WRITING
Main Idea – It is the main focus of the writing piece.
Supporting Details – These details the main idea and topic sentence.
Topic sentence – This sentence tells what the paragraph will be about.
Author’s Purpose – to persuade, entertain, explain, etc.
Writing Process – prewrite, draft, revise, edit, publish
Mood – how it makes you feel
Tone – author’s feelings
Graphical Features – graphs, charts, pictures, etc.
Textual Features – bold Face, italics, underlined, etc.
Nonfiction – real
Fiction – not real
FAT-P² - Format, Audience, Topic, Purpose, Prewriting – Use When Writing
DRAPES – Dialogue, Rhetorical Question, Analogy, Personal
Experience, Examples, Statistics – Use When Writing.
GO GREEN - Details
Traditional Literature
& Mythology
6th Grade Language Arts
What is Traditional
Literature?
 Traditional literature reveals information about
a culture.
 It often teaches a lesson.
 It is passed down for a long time through oral
tradition (storytelling; word of mouth).
 Examples: fable, folktale, tall tale, fairytale
 Turn & Talk:
Are there any stories that are passed down in
your family?
Folk Tales
 Folk means “people.”
 They often have no known author.
 Their purpose is to entertain.
 Main characters often endure
tests and trials.
 Good often prevails over evil.
Fables
 A fable is a short story used to teach a
lesson or moral.
 The lesson is usually revealed at the end.
 Characters are often animals with humanlike
traits.
 Some famous Aesop’s fables:
 The Lion and the Mouse
 The Hare and the Tortoise
 The Wolf and the Lamb
Fairy Tales
 Fairy tales are set in the past (“Once
upon a time…”).
 They include good and evil characters.
 They often include magic or the
supernatural.
 Often have happy endings (“And they
lived happily, ever after.”
Identify these fairy tales:
Tall Tales
 Tall tales contain exaggerations
about characters and events.
 They were made popular in the United States.
 Stories passed down throughout the years
eventually made characters larger than life.
 Examples:
 Paul Bunyan
 Pecos Bill
 John Henry
What is Mythology?
 Myths are stories that explain the origin
(beginning) and history of people.
 Characters include gods and goddesses.
 They may explain the creation of the
world, natural phenomena, historical
events, etc.
 They may also teach a lesson.
You Need to Remember
 Traditional literature is passed down
through oral tradition (storytelling).
 Fables teach lessons & often have
animals.
 Myths include gods and goddesses.