Transcript Sentences - OnMyCalendar

CRCT Review
Paragraph Structure
Topic Sentence/Unifying Sentence- the
sentence that tells specifically what the
paragraph is about
Main Idea/Unifying Idea- the concept that
will be discussed within a paragraph
Supporting Details (Sentences)- back
up/defend the main idea
Redundant Sentence- repeats information
Strategies for finding themes and
main ideas
After reading ask, “What was the story
about?” Try to sum up in one
sentence=main idea
Don’t confuse a fact in the story with main
idea
Look out for “life lesson” = theme
Make sure the “life lesson” is one that the
story teaches- don’t choose one that
sounds good but has nothing to do with
the story
Strategies and tips for finding setting
Setting= time and place
As you read, pay attention to how the
setting affects the mood of the story or
how it affects the people
Paragraph Format
 Compare and Contrast- tells how two things are
the same and different
 Chronological Order- tells the sequence of how to
do something
 Spatial – arranging details in order of their location
or “space”
 Cause and Effect- explains how one thing effects
the other
 Logical Order- grouping related ideas togetherhow things are alike/different or defining by
characteristics
 Order of Importance- giving an evaluation and
reasons to support your opinion
Coherence/Using transition words
When a reader can easily tell how and
why ideas are related
Transitional words and phrases are used
to accomplish this
Reference Sources
 Dictionary- definitions, parts of speech,
syllables, word origin
 Atlas- maps and geographical information
 Thesaurus- synonyms, antonyms
 Almanac- up-to-date information about
current events, statistics, and dates
 Encyclopedia- articles arranged alphabetically
by subject- offers general information
Steps in the Research Process
Step 1: Develop a research plan
Step 2: Find Information
Step 3: Take notes
Step 4: Organize and outline
Step 5: Draft
Step 6: Document information
Step 7: Revise
Step 8: Edit and proofread
Types of Literature
Fables- Aesop, characters are animals,
provide a moral
Tall Tales- larger than life, the
tallest/strongest/smartest
Folk Tales- stories that are orally passed
down from generation to generation
Literary Terms
 Simile- making a comparison between two unlike things using the words
“like” or “as”
EX: She is sweet like honey.
 Hyperbole- an exaggeration.
EX: I nearly died laughing
Metaphor- making a comparison between two unlike things without using the
words “like” or “as”
EX: The river was a ribbon of silver stretched across the plains.
 Personification- giving a non-human thing a human quality
EX: The trees were waving in the wind.
 Onomatopoeia- using words that show the same sound they make
EX: buzz, screech, pop, boom
 Alliteration- repeating consonant sounds within a line
EX: He clattered and clashed on the cobbles.
 Sensory Details- details that utilize our 5 senses- what we see, hear,
taste, touch, smell
Literary Terms con’t
 End Rhyme- rhyming words at the end of different lines- show rhyme
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scheme with letters (aabbcc – rhyming couplet)
Internal Rhyme- rhyming words within the same line
Conflict- the problem between two opposing forces
Internal: conflict within yourself
External: conflict with an outside force (fist fight, nature,
technology, society)
Plot- the story line
Characters- who
Setting- when and where
Climax- the turning point of the story/conflict
Resolution- how the conflict is solved
Character traits- internal (personality) external (appearance, dress,
speak, walk)
Plurals or Possessives
You NEVER make ordinary words plural
by adding an apostrophe followed by the
letter ‘s’ (‘s)
EX: The cat’s ate all the food. (wrong) The cats
ate all the food. (correct)
***Apostrophes are only used to show
ownership or to form a contraction
EX: Mary’s game was cancelled.
I don’t (do not) want to go.
Possessives
 Singular
Add ‘s
 Sun -- sun’s
 Charles – Charles’s
 Plural ending in ‘s’
Add ‘
 States – states’
 Farmers – farmers’
 Plural not ending in ‘s’
Add ‘s
 Children – children’s
 geese -- geese’s
Comma Use
When to use a comma:
Compound sentences
 Jason rode his bike to school, but Susan walked.
Items in a Series
 She cooked, cleaned, and washed the laundry.
Dates
 March 29, 2008
Addresses
 Atlanta, GA
Intro words
 Finally, we get to go home.
Colon and Semicolon
Semicolon ;
Compound sentence (instead of a comma and
a conjunction)
Colon :
Introduce a list of items
We bought the following items: milk, bread, and
eggs.
Formal greeting in a business letter
Dear Sir:
Quotations
Direct Quotations
Use quotation marks at the beginning and
ending
Use commas to set off explanatory words
Place the end punctuation inside the quotation
marks
Alice said, “Flowers have meaning.”
“Flowers,” Alice said, “have meaning.”
“Flowers have meaning,” Alice said.
Language Expression
 Combining Sentences
Use a comma and a conjunction
Semicolon
 You may have to drop part of a sentence
• It was midwinter in Alaska. Despite the season it was
surprisingly warm – Although it was midwinter in Alaska, it was
surprisingly warm.
 Errors in Combining Sentences
Run-on: combining 2 sentences without any punctuation
Comma splice: combining 2 sentences with only the
comma
Incomplete and Awkward Sentences
Sentence Fragment: a sentence that is
missing a subject, verb, or both
Since the day before yesterday
Awkward Sentences: arranging words so
that the meaning is not expressed well
The books in the library are all about science on
the top shelf.
Repetitive and Irrelevant Sentences
Repetitive: sentences that repeat
information
Irrelevant: sentences that are NOT about
the topic
OMIT means to leave out
Adding and Moving Sentences
Carefully read the sentences before the
addition
Decide what they tell you
Choose the sentence that gives you more
information on the same topic
Sentence Structure
 Simple: one independent clause- may have a compound subject, verb, or
both
EX: Sally and she went shopping. Sally and she went shopping and
running.
 Compound: two independent clauses joined by:
 comma and a conjunction EX: I studied hard, and I passed the test.
 semicolon EX: I studied hard; I passed the test.
 Complex: one independent clause and one subordinate or dependent
clause
EX: When I was young, I lived in Vermont.
I lived in Vermont when I was young.
 Compound-Complex: a combination of a compound and complex
sentence
EX: When I was young, I lived in Vermont, but then my family moved
to Atlanta.
Clauses
All clauses have to have a subject and a
verb
Two types- independent and dependent
Independent can stand alone
Dependent cannot stand alone
Adverb dependent clauses begin with a
subordinate conjunction (although, because,
when, etc.)
Adjective dependent clauses begin with a
relative pronoun (who, whom, whose, that,
which)
Forms/Degrees of Comparison
Adjectives and adverbs are used to
compare things
3 forms/degrees are:
positive (1 thing)
comparative (2 things- uses –er or more)
superlative (3 or more things- uses –est or
most)
Pronoun/Antecedent Agreement
Pronouns usually refer to a noun or
another pronoun before it- this is called an
antecedent
A pronoun agrees with its antecedent in
number and gender
Plural pronouns are used if 2 antecedents
are joined by “and”
Singular pronouns are used if 2
antecedents are joined by “or” or “nor”
Review- write the pronoun and antecedent
Louis writes his own detective stories.
Agatha Christie writes mysteries. Her
stories are famous.
One story has its setting in Egypt.
The characters have their motives for
murder.
Review- write the pronoun, antecedent,
and if it is correct
Agatha Christie sets many of her stories in
England.
The heroes have to use all her wits to
solve the crime.
Both boys want to get their haircut.
Neither Jane nor Julie will reveal their
outcome.
Bobby and Billy rode his bike home.
Indefinite Pronouns
Singular: anybody, anyone, each, either,
everybody, everyone, neither, nobody, no
one, one, someone, somebody
Plural: both, few, many, several
Either (use OP in prep. phrase): all, any,
most, none, some
Review- write the indefinite pronoun, if it is
singular or plural, and choose the correct
response in parenthesis
Someone showed us (her, their)
telescope.
Few had (his, their) cameras ready.
All of the town opens (its, their) doors to
tourists.
All of the towns in the area open (its, their)
doors, too.
Subject/Verb Agreement
Singular subjects take singular verbs
Plural subjects take plural verbs
Helping verbs must agree with subject
Subjects do not agree with prepositional
phrases
Subjects joined by “and” take plural verbs
Subjects joined by “or” or “nor” agree with
closer subject
Examples
Mexican art is interesting.
Mexican holidays are popular in the
Southwest.
Mr. Frank has been studying Mexican
culture.
The mother of the kittens was nearby.
Acids and bases are interesting.
Unripe apples or sour milk makes you
sick.
Capitalization
 Titles with names- Professor Holmes
 Ethnic and religious groups- Hispanics, African
Americans
 Regions, bodies of water, mountains- the South,
Lake Michigan, Mount McKinley
 Planets- Jupiter
 Special named events- Mardi Gras, World Series
 Proper Adjectives- French cooking, Atlantic coast
 First, last, and all important words in a title- A Tale of
Two Cities
Subject Complements

Direct Objects- used with action verb- answers question
what? after the verb
I gave my paper to her.
 Indirect Objects- used with action verb- answers to
whom/for whom? after finding DO
I gave her my paper.
 Predicate Nominatives- used with linking verb- a
noun/pronoun that renames the subject
She was the winner of the race.
 Predicate Adjectives- used with linking verb- an adjective
that refers back to the subject
 She is the prettiest at the school.
Homonyms
Words that sound the same but are
spelled differently and mean different
things
to, two, too
bear, bare
dear, deer
son, sun
Reading Test Strategies:
 Read the questions FIRST
 Read the selection carefully- underline words
or phrases that may help you answer the
questions
 Before you read the answer choices, ask
yourself “What is this question really asking?”
 Try to answer without looking at the
choices…you may be surprised at how close
you get!
 Cross out the choices you know are incorrect