tag:blogger.com,1999:blog-66355685773284456642023-11-15T08:50:32.134-08:00Language Arts :)Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-6635568577328445664.post-12255380386095916782010-05-29T18:07:00.000-07:002010-05-29T18:09:45.360-07:00Trimestral Exam Guide 7th Graders<span style="color: rgb(255, 0, 0); font-family: arial;">TRIMESTRAL EXAM GUIDE TUESDAY JUNE 1RST</span><br /><br /><span style="font-family: arial;">CHAPTER 6</span><br /><span style="font-family: arial;"> - READING COMPREHENSION TEXT - PERSUASIVE ARTICLE. BOOK ELEMENTS OF LANGUAGE PAGE 202</span><br /> <br /><span style="font-family: arial;">- LOGICAL SUPPORT - PAGES 206- 207 - 208</span><br /> <br /><span style="font-family: arial;">-REASONS AND EVIDENCES TAKEN OUT FROM A SHORT STORY - GRAPHIC ORGANIZER </span><br /><span style="font-family: arial;"> </span><br /><span style="font-family: arial;"> GRAMMAR - THE CLAUSE - PAGE 422 - ELEMENTS OF LANGUAGE BOOK.</span><br /><span style="font-family: arial;"> STUDY CONCEPT PAGES - PAGE 424 - 425</span><br /><span style="font-family: arial;"> INDEPENDENT AND SUBORDINATE CLAUSES PAGES</span><br /><span style="font-family: arial;"> </span><br /><span style="font-family: arial;"> PRACTICE PAGES : 433 AND 434 (REVIEW A AND B)</span><br /><span style="font-family: arial;"> CHAPTER REVIEW PAGES 435 AND 436 (A , B, C,) </span>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-33050210157057938622010-03-15T12:02:00.000-07:002010-03-15T12:04:33.509-07:00Cause and Effect<div>Teach / Model</div><div>To show how relating causes and effects can help a reader</div><div>understand the events in a story, display this sentence:</div><div>Antonio wanted to play basketball, so he tried out</div><div>for the team.</div><div>Then introduce cause and effect: A cause is what makes</div><div>something happen. An effect is what happens. Read the sentence</div><div>aloud and ask: What happened? Why did it happen? Display the</div><div>cause and effect chart:</div><div>Cause Effect</div><div>Antonio wanted to play basketball. He tried out for the team.</div><div>Model how to fi nd causes and effects: To fi nd causes and effects</div><div>as I read, I look for words like so, because, and since. Point out</div><div>so in the displayed sentence. Then say: Other times, I ask myself</div><div>what happened and why. That helps me think about how the</div><div>events are connected.</div><div>2 Practice</div><div>Use the Multi-Level Strategies to tailor the practice to students’</div><div>profi ciency levels:</div><div>Cause and Effect</div><div>• Ask: What happened?</div><div>Why did it happen?</div><div>• Look for signal words: so,</div><div>because, since.</div><div>ADVANCED</div><div>BEGINNING</div><div>Create several sentence pairs that show cause and effect relationships. Read aloud each</div><div>sentence pair. Then read aloud the cause or the effect, add a signal word, and have</div><div>students add the cause or effect. For example:</div><div>1. The man built a plane. He wanted to fl y. The man built a plane because .</div><div>2. The wings fell off. The plane crashed. The wings fell off, so .</div><div>3. Today, the plane stayed up. He fi xed the wings. Today, the plane stayed up since .</div><div>INTERMEDIATE</div><div>Have partners copy these sentences and circle signal words. Then have them identify the</div><div>causes and effects and add them to the appropriate column in a cause/effect chart.</div><div>1. Dad wanted to fl y to Boston (cause), so he bought airline tickets. (effect)</div><div>2. He forgot his tickets (effect) because he was in a hurry. (cause)</div><div>3. Since the pilot was late (cause), the plane didn’t take off on time. (effect)</div><div>4. Because Dad called Mom (cause), she brought the tickets to the airport. (effect)</div><div>page 2 of 2</div><div>© Hampton-Brown</div><div>Cause and Effect</div><div>3 Apply</div><div>Have students apply the skill in a book at their independent</div><div>reading levels:</div><div>Amelia Earhart: Free in the Skies</div><div>After students read the book, have them complete these</div><div>sentences:</div><div>1. Amelia wanted to learn to fl y, so she .</div><div>(took lessons)</div><div>2. Amelia bought her own plane because .</div><div>(she didn’t like rental planes)</div><div>3. Amelia wanted to fl y solo across the Atlantic</div><div>because . (she wanted to prove she could do</div><div>it alone)</div><div>4. Since Amelia broke many records, she is remembered</div><div>as . (an American hero)</div><div>Esperanza Rising</div><div>Have partners review and discuss the events in Los Higos.</div><div>Then have them create cause and effect sentences to retell</div><div>the events. Suggest that they use signal words, and ask</div><div>What happened? and Why did it happen? to check their</div><div>sentences.</div><div>Julie of the Wolves</div><div>Have students work with a partner to look for</div><div>cause and effect relationships in Part II: Miyax, the girl.</div><div>Have them take notes in a cause and effect chart.</div><div>Cause Effect</div><div>Miyax’s mother died. Miyax and Kapugen went to live at</div><div>seal camp.</div><div>CLOSE AND ASSESS</div><div>Have students tell how to identify causes and effects and why</div><div>looking for causes and effects is useful. (Ask: What happened?</div><div>Why did it happen? Look for signal words: so, because, since. This</div><div>helps you understand events and how they are related.)</div>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-8688087491903590952010-03-15T10:10:00.000-07:002010-03-15T10:29:58.422-07:006th. and 7th. Grade Students!!<strong>Tips to take the English test tomorrow, March 16, 2010:</strong><br /><br /><br />- Read clearly and carefully instructions and content firs,t before answering the test.<br /><br />- Use pencil to mark your answers, and when you are completely sure of your answers, then use<br /> pen.<br /><br />- Remember if you use liquid paper during the test, the teacher with you should sign next to the<br /> correction.<br /><br /> Good Luck!!!!!!Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-23402259567924922302010-03-14T13:02:00.000-07:002010-03-14T20:17:53.745-07:007° - Reading Comprehension Practice<a href="http://www.sendspace.com/file/z7tjrt">READING COMPREHENSION FOR 7TH GRADERS</a> <div><br /></div><div><br /></div><div>CLICK ON LINK!</div><div><br /></div><div><br /></div><div> </div>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-77220858217069363042010-03-14T12:06:00.000-07:002010-03-14T20:13:22.784-07:007° - Irregular Verb Rules to Study and Remember!!!<a href="http://www.sendspace.com/file/8bqs0k">IRREGULAR RULES!</a><br /><div><br /></div><div>Review and Remember these rules !!!</div><div></div><div></div>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-24366593726413465062010-03-14T11:24:00.000-07:002010-03-14T20:16:22.248-07:006° - Reading Comprehension PracticeR<a href="http://www.sendspace.com/file/70ckdb">eading comprehension for 6th graders</a><br /><div><br /></div><div><br /></div><div><br /></div><div>CLICK ON LINK!</div><div><br /></div><div><br /></div><div> </div>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-71491408852483768002010-03-14T10:54:00.000-07:002010-03-14T20:21:26.095-07:006° - Subject Verb Agreement Worksheets<a href="http://www.sendspace.com/file/p85jep">SUBJECT VERB AGREEMENT PRACTICE</a><br /><br />To Study and Review for Test!!!Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-72110577680776248002010-03-09T10:10:00.000-08:002010-03-14T20:04:04.876-07:006° - Subject Verb Agreement Lesson and Practice Exercises for Test!!<strong></strong><br /><strong>SUBJECT/VERB AGREEMENT</strong><br /><br />The subject of a verb affects the verb.<br />A verb in present tense form changes depending on the subject.<br /><br />I walk we walk<br />you walk you walk<br />he/she/it walks they walk<br /><br />Notice that when the subject is he, she or it, you need to add an “s” to the end of the verb. The same is true when the subject is a noun such as Cathy, a pen, or Vancouver. If you replace these nouns with a pronoun, they are replaced with he, she or it.<br /><br /><strong>He </strong>washes the dishes every day. <strong>John</strong> is usually late.<br /><strong>They</strong> wash the dishes every day. <strong>John and Susan</strong> are usually late.<br /><br /><strong>Exercise 1: Choosing singular or plural verb forms. </strong><br /><br />Circle the subject in each of the following sentences. Then underline the correct verb form and cross out the incorrect verb form.<br /><br /><strong>Example:</strong><br /><br />Every morning Peter (walk/walks) to the park.<br />Here you would underline walks, and cross out walk.<br /><br />1. He always <strong>(take/takes)</strong> his dog.<br />2. The dog <strong>(is/are)</strong> called Bear.<br />3. Bear and Peter especially<strong> (like/likes)</strong> walking through the woods.<br />4. After their walk, they often <strong>(go/goes)</strong> to the coffee shop.<br />5. Bear <strong>sit/sits</strong> outside and <strong>wait/waits</strong> while Peter <strong>get/gets</strong> a coffee.<br />6. Then they <strong>sit/sits</strong> outside and <strong>watch/watches</strong> the people go by.<br />7. When Peter <strong>finish/finishes</strong> his coffee, Bear and Peter <strong>go/goes</strong> home.<br />8. At home, Bear <strong>lie/lies</strong> down <strong>have/has</strong> a nap, and Peter <strong>leave/leaves</strong> for work.<br /><br /><strong>Complications with Subject/Verb Agreement:</strong><br /><br />Exercise 1 is not difficult, but subject/verb agreement isn’t always so easy. Things that confuse writers about subject/verb agreement include:<br /><br />♦ The subject doesn’t look plural, but it is.<br /><br />♦ The subject is a noun we don’t count.<br /><br />♦ Words come between the subject and the verb.<br /><br />♦ The subject is a word like who, which, or that.<br /><br />♦ The verb comes before the subject.<br /><br />♦ The subject is an indefinite pronoun like each, anybody or both.<br /> Each of these is explained here.<br /><br />♦ The subject doesn’t look plural, but it is.<br />Usually plural nouns in English have an “s” or “es” on the end. However, some plural words do not end in “s”. For example, people, children, sheep and mice can all be plural words. So, the subject is treated like they when you use these words. The question to ask yourself is, “Am I talking about one or more than one?” In this example, Most children love chocolate., you are writing about more than one child. Most children can be replaced by they. Therefore, the verb does not get an “s”.<br /><br />♦ The subject is a noun we don’t count<br />In English, some nouns are not counted. For example, we don’t count water, happiness or gold. We might count glasses of water or liters of water, but we don’t count the water itself. We cannot say one water or two waters. When we use non-count nouns like these, we treat the subject as singular. For example, we might say, Water is a precious natural resource. Water in this sentence can be replaced by it, so we treat water as a singular subject.<br /><br /><strong>• Words come between the subject and the verb:</strong><br /><br />Sometimes people get confused about the subject of a verb. This often happens when other words come between the subject and the verb. Look at these examples. Which one is correct?<br /><br />a) The potatoes in the fridge are left over from last night.<br />b) The potatoes in the fridge is left over from last night.<br /><br />To decide on the correct verb form, you need to decide which noun is the subject. What is left over, the potatoes or the fridge? Clearly, it is the potatoes. Therefore, the verb is controlled by the potatoes. The correct answer is a). The words in the fridge are between the subject and the verb.<br /><br />When you decide on subject/verb agreement, you need to ask yourself, “What is the real subject of this verb?” It is a mistake to only look at the noun that comes before the verb.<br /><br /><strong>Exercise 2: Choosing the correct verb form: complications 1, 2 and 3:</strong><br /><strong></strong><br />Circle the subject in each of the following sentences. Then underline the correct verb form and cross out the incorrect verb form.<br /><br />1. The cost of mattresses <strong>has/have</strong> gone up lately.<br />2. People often <strong>forget/forgets</strong> the importance of free time.<br />3. Brown rice <strong>is/are</strong> nutritious.<br />4. The homework for those classes <strong>is/are</strong> very time-consuming.<br />5. The equipment in those storage rooms <strong>is/are</strong> used by gym classes.<br />6. Unfortunately, many children in Mexico City <strong>lives/live</strong> on the streets.<br />7. My notes from that class <strong>isn’t/aren’t</strong> very hard to read.<br />8. Iron <strong>rusts/rust</strong> easily in wet weather.<br />9. The buildings under the bridge <strong>seems/seem</strong> empty.<br />10. The students in her class <strong>doesn’t/don’t</strong> like her exams.<br /><br />• The subject is a word like who, which or that.<br />Look at the following example.<br />This course is not for people who hate writing.<br />This sentence has two verbs. Can you find them? The first verb is is. The subject of is is this course. The second verb is hate. The subject of hate is who. Now look at the next example.<br /><br />"She met a man who works for the phone company".<br /><br />In this sentence, there is also a who subject. Who is the subject of the verb works. So, in the first sentence the subject who takes a verb without an “s”, but in the second sentence, the subject who takes a verb with an “s”. Can you explain why both are correct?<br />The reason both who hate and who works are correct is that the verbs are controlled by the noun who refers to. The who in who hate refers to people, a plural noun. The who in who works refers to a man.<br /><br />When we use who, that or which, we have to look at what noun those words are referring to. Then we can decide on the subject/verb agreement.<br /><br /><strong>Exercise 3: Choosing the correct verb form – complication 4 :</strong><br /><strong></strong><br />Circle the subjects in each of the following sentences. Then underline the correct verb form and cross out the incorrect verb form.<br /><br />1. They <strong>lives/live</strong> in a city which <strong>has/have</strong> a high crime rate.<br />2. She <strong>goes/go</strong> to Douglas College which <strong>has/have</strong> three campuses.<br />3. John and his friend Lisa <strong>eats/eat</strong> at a restaurant which <strong>is/are</strong> near the skytrain station.<br />4. The man that <strong>was/were</strong> in the front row is my father.<br />5. That movie<strong> isn’t/aren’t</strong> for people who <strong>scares/scare</strong> easily.<br />6. Claire and Amanda<strong> shares/share</strong> an apartment which <strong>has/have</strong> two bedrooms.<br /><br />• The verb comes before the subject<br /><br />When the verb comes before the subject, some people get confused about subject/verb agreement. Look at the following sentences.<br /><br />- In the corner of the living room are two china dogs.<br />- There is a stain on the carpet.<br />- Why are Paul and Simon so tired?<br /><br />In each of these sentences, the verb comes before the subject.<br />The first step in deciding on the agreement is to find the verb in each sentence.<br />To find the subject, ask yourself a who or what question about the sentence. For example, you might ask, “Who or what are in the corner of the living room?” The answer is two china dogs.<br />Therefore, two china dogs is the subject of the verb. If there was only one china dog, look what would happen to the sentence.<br /><br />"In the corner of the living room is one china dog".<br /><br /><br /><strong>Exercise 4: Choosing the correct verb form – complication 5:</strong><br /><strong><img class="gl_bold" border="0" alt="Negrita" src="http://www.blogger.com/img/blank.gif" /></strong><br />Circle the subjects in each of the following sentences. Then underline the correct verb form and cross out the incorrect verb form.<br /><br />1. There <strong>is/are</strong> ants on the windowsill.<br />2. When<strong> is/are</strong> the movies starting?<br />3. Under the pillow<strong> is/are</strong> a quarter.<br />4. In the sky<strong> is/are</strong> millions of stars.<br />5. There<strong> is/are</strong> 25 students in that class.<br />6. Why <strong>does/do</strong> the student always come late?<br /><br />♦ The subject is an indefinite pronoun like each, anybody or both<br />Most indefinite pronouns are treated as singular nouns. They include:<br />one, anyone, everyone, someone, nobody, anybody, everybody, somebody, nothing, anything, everything, something, each, either and neither.<br /><br />For example, we say:<br /><br />Everybody is coming at 6:00.<br />The only indefinite pronoun that we treat as plural is both.<br /><br />For example, we say:<br />Both are late for class.<br /><br /><strong>Exercise 5: Choosing the correct verb form – complication 6:</strong><br /><br />Circle the subjects in each of the following sentences. Then underline the correct verb form and cross out the incorrect verb form.<br /><br />1. One of my friends <strong>is/are</strong> from France.<br />2. Everyone in my family <strong>likes/like</strong> bright colours.<br />3. Both of those teachers <strong>gives/give</strong> a lot of homework.<br />4. Each of the girls <strong>is/are</strong> wearing her best dress.<br />5. Nobody <strong>likes/like</strong> that restaurant.<br />6. Something <strong>is/are</strong> worrying them.<br /><br /><strong>Exercise 6: Choosing the correct verb form - Review: </strong><br /><br />Circle the subjects in each of the following sentences. Then underline the correct verb form and cross out the incorrect verb form.<br /><br />1. On top of the mountain<strong> is/are</strong> two small cabins.<br />2. Nobody <strong>lives/live</strong> in the cabins.<br />3. Outside one cabin, there <strong>is/are</strong> a table and some chairs.<br />4. Hikers often <strong>stops/stop</strong> there to eat their lunch.<br />5. On rainy days, hikers on their lunch break often <strong>eats/eat</strong> on the porch.<br />6. They love the view of the river valleys which <strong>spreads/spread </strong>in three directions.<br />7. From the mountain top, everyone <strong>seems/seem</strong> to see something different.<br />8. Paul <strong>notices/notice</strong> the sky, and Terry <strong>watches/watch</strong> the rivers’ paths.<br />9. Both of the children <strong>likes/like</strong> to look at the houses which <strong>sits/sit</strong> on the hillsides.<br />10. Neither <strong>notices/notice</strong> the sky.<br /><br /><strong>Proofreading for Subject-Verb Agreement</strong><br /><br />Subject-verb agreement is an issue that should not concern you while you are writing a paragraph or essay. Instead, you should leave concerns about subject-verb agreement until the editing or proofreading stage of writing. Even good writers have subject-verb agreement problems in their writing. After they have completed a draft, they need to go back and check their writing for subject-verb agreement problems.<br /><br /><strong>Exercise 7: Proofreading for subject-verb agreement errors - sentences:</strong><br /><br />Circle the subjects and underline the verbs. Make an arrow from the verb to its subject. If the sentence has a subject-verb agreement error, cross out the incorrect verb and write the correct verb form above it.<br /><br /><strong>Example:<br /></strong>Everyone are excited about the party.<br /><br />1. Sara and Desmond is organizing the food.<br />2. Many of my classmates are arriving early to decorate the party room.<br />3. The party start at 8:00.<br />4. Each of us are bringing a small gift that cost less than $10 for another person.<br />5. Mike, like many other students, have been trying to decide on the best gift to buy.<br />6. Mike doesn’t want to get something serious; he like to make people laugh.<br />7. Unfortunately, all the funny things is too expensive.<br />8. Soo Min is making a cake, and Maria is buying some special chips.<br /><br /><strong>Exercise 8: Proofreading for subject-verb agreement errors - sentences:</strong><br /><br />Circle the subjects and underline the verbs. Make an arrow from the verb to its subject. If the sentence has a subject-verb agreement error, cross out the incorrect verb and write the correct verb form above it.<br /><br />1. Calcium, which is one of the world’s most common elements, are important for growing<br /> strong bones and teeth.<br />2. Every animal requires calcium for its health.<br />3. Calcium are also used for many other purposes.<br />4. As far back as Ancient Egyptian times, historians tell us of the use of calcium as a building<br /> material.<br />5. In nature, this important element is always found as a compound such as calcium carbonate<br /> and calcium fluoride.<br />6. Lack of calcium can be a serious problem.<br />7. Calcium-deficient bones is brittle and breaks easily.<br />8. Older people, especially older women, frequently gets osteoporosis.<br />9. Osteoporosis are a condition which cause calcium deficiency in bones.<br />10. In Canada, one in four women over the age of fifty suffer from osteoporosis.<br />11. A person with osteoporosis can break a bone doing simple daily activities like walking,<br /> hugging or coughing.<br />12. Each osteoporosis sufferer needs to eat foods high in calcium daily.<br />13. Milk, tofu and spinach is high in calcium.<br />14. Regular exercise also help prevent osteoporosis.<br />15. The other group that need lots of calcium are children who are growing.<br />16. They need calcium to help their bones and teeth grows strong.<br />-------------------------------------------------------------------------------------------------<br /><br /><div align="center"><strong></strong></div><div align="center"><strong>READING COMPREHENSION AND WRITING PRACTICE USING SUBJECT VERB AGREEMENT</strong></div><br /><strong>Exercise 9: Proofreading for Subject-verb Agreement Errors - Paragraph</strong> :<br /><br />Circle the subjects and underline the verbs. Make an arrow from the verb to its subject. If the sentence has a subject-verb agreement error, cross out the incorrect verb and write the correct verb form above it.<br /><br /><br /><div align="center"><strong>THE COLUMBIA ICEFIELD</strong></div><div align="left"><br />The Rocky Mountains, on the border of the provinces of Alberta and British Columbia, has many attractions for tourists. One attraction is the Columbia Icefield. This huge field of ancient ice cover 125 square kilometers. The Athabasca, Stutfield and Dome glaciers make up the icefield. As the ice melts, the water flow into four major river systems. These systems is the Columbia, Fraser, Mackenzie and Saskatchewan. The meltwater flows down these rivers into three different oceans, the Pacific, Arctic and Atlantic. This high point in a continent’s water system is called a “hydrological apex”, and the Columbia Icefield is one of only two such apexes in the world. Tourists visit the icefield from April to October each year. Walking tours and snowcoach tours is available. Many people go to the icefield because it is the biggest area of ice and snow in North America south of the Arctic Circle. </div><div align="left"><br /><strong></strong></div><div align="left"><strong></strong></div><div align="left"><strong>Exercise 10: Proofreading for Subject-verb Agreement Errors – Paragraph :</strong></div><strong><div align="left"><br /></strong>Circle the subjects and underline the verbs. Make an arrow from the verb to its subject. If the sentence has a subject-verb agreement error, cross out the incorrect verb and write the correct verb form above it.<br /></div><div align="center"><strong>THE BEAVER</strong><br /></div><div align="left">The beaver, Canada’s national animal, have some unusual characteristics. One unusual fact about beavers is their large size. The beaver is the largest rodent in North America, weighing from 13 to 35 kg. It spend a lot of time in the water, so its feet is large and webbed for swimming. The beaver’s tail which is wide and flat like a paddle also helps it to swim. Thick underfur keep the beaver warm and dry, even in very cold water. In fact, beavers have been known to stay under water in icy ponds for as long as fifteen minutes. Beavers also has long teeth which grows all their lives. They use these powerful teeth to cut down trees which they use for food and and shelter. Another unusual fact about the beaver is that it is one of the few animals that change its own environment. Beavers create ponds by building dams with roots, sticks, mud and stones. Each family of beavers build a lodge, or nest, in a riverbank or in the middle of a pond. They build an underwater entrance to the lodge. Having the entrance underwater protects them from their enemies. Beavers is also very social animals. They not only communicate with each other by making sounds with their mouths but also by slapping their big flat tails on the water. The beaver’s social life is complex and focus around the female. These very special animals are found in every province in Canada.<br /></div><div align="left">------------------------------------------------------------------------------------------------</div><div align="left"></div><div align="center"><strong>Proofreading your own writing for Subject-verb Agreement Errors:</strong><br /><strong>Writing Practice: Trimestral Exam</strong></div><div align="left"></div><div align="left">Write a paragraph about one of the following:<br />♦ the habits of you and your friends or family members on weekends<br />♦ the appearance and habits of a wild animal<br />♦ a special place<br /></div><div align="left">While writing the paragraph, don’t worry about subject-verb agreement. Concentrate on writing an interesting paragraph. When you have finished writing a draft of the paragraph, follow these proofreading steps for subject-verb agreement.<br /></div><div align="left">1. Circle the subjects and underline the verbs.<br />2. Make an arrow from the verb to its subject.<br />3. If the sentence has a subject-verb agreement error, cross out the incorrect verb and write</div><div align="left">the correct verb form above it.<br />4. Highlight any verbs you are not sure of.</div><div align="left"></div><div align="left"></div>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0tag:blogger.com,1999:blog-6635568577328445664.post-78439211928593635452010-02-24T13:35:00.001-08:002010-02-24T13:35:04.610-08:00<img style="visibility:hidden;width:0px;height:0px;" border=0 width=0 height=0 src="http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bHQ9MTI2NzA*NzI1NDUyNCZwdD*xMjY3MDQ3MzAzNTUzJnA9MTE5MzEmZD1zdGFuZGFyZCZuPWJsb2dnZXImZz*xJm89YWM1Zjk2/ZjI2ZmQ3NGU2Njg5ZDIzZTczYTMzODI2Mjk=.gif" /><a href="http://www.imagechef.com/" target="_blank"> <img src="http://cdn-img1.imagechef.com/w/100224/anm9b7fbb17d6164732.gif" alt="ImageChef.com - Custom comment codes for MySpace, Hi5, Friendster and more"/> </a>Mónica Vargashttp://www.blogger.com/profile/04809981600504358560noreply@blogger.com0