Grammar and Syntax

Sentence Types and Functions

Sentences can do different jobs. Some sentences tell something. Some ask something. Some command or tell someone to do something. Some show strong feeling.

When we know the type of a sentence, we can understand what the writer means. We can also write better sentences of our own.

There are 4 main sentence types:

• Declarative sentence
• Interrogative sentence
• Imperative sentence
• Exclamatory sentence

Let’s learn what each one does.

1. Declarative Sentences

A declarative sentence is a sentence that tells something. It gives information. It is also called a statement.

A declarative sentence ends with a period .

Examples:

• The dog is sleeping.
• I like apples.
• My teacher reads stories.

These sentences are telling facts or ideas. They are not asking. They are not giving a command. They are not showing a big feeling.

2. Interrogative Sentences

An interrogative sentence is a sentence that asks a question.

An interrogative sentence ends with a question mark ?

Examples:

• Where is my backpack?
• Do you want to play?
• What is your favorite book?

These sentences ask for an answer. When you see a question mark, it is a clue that the sentence is interrogative.

3. Imperative Sentences

An imperative sentence tells someone to do something. It can be a command or a direction. It can also be a polite request.

An imperative sentence usually ends with a period . Sometimes it can end with an exclamation mark ! if the command is strong.

Examples:

• Please sit down.
• Close the door.
• Watch out!

In these sentences, someone is being told what to do.

4. Exclamatory Sentences

An exclamatory sentence shows strong feeling. It may show surprise, excitement, joy, fear, or another big emotion.

An exclamatory sentence ends with an exclamation mark !

Examples:

• What a fun game!
• I am so excited!
• That was a huge splash!

These sentences sound lively and full of feeling.

How to Tell the Difference

Ask yourself, What is the sentence doing?

• If it tells something, it is declarative.
• If it asks something, it is interrogative.
• If it commands or gives a direction, it is imperative.
• If it shows strong feeling, it is exclamatory.

You can also look at the end mark.

• Period . often means declarative or imperative.
• Question mark ? means interrogative.
• Exclamation mark ! often means exclamatory, and sometimes a strong imperative.

Be Careful!

Sometimes two sentence types can seem close. For example:

• Please open your book. This is imperative because it tells someone what to do.
• Can you open your book? This is interrogative because it asks a question.

Even if both sentences are about opening a book, they have different jobs.

Worked Example 1

Sentence: The sun is bright.

1. Does it tell, ask, command, or show strong feeling?
2. It tells something.
3. It ends with a period.
4. So it is a declarative sentence.

Worked Example 2

Sentence: Where are my shoes?

1. Does it tell, ask, command, or show strong feeling?
2. It asks something.
3. It ends with a question mark.
4. So it is an interrogative sentence.

Worked Example 3

Sentence: Please help me clean up.

1. Does it tell, ask, command, or show strong feeling?
2. It tells someone what to do in a polite way.
3. It ends with a period.
4. So it is an imperative sentence.

Worked Example 4

Sentence: What a beautiful rainbow!

1. Does it tell, ask, command, or show strong feeling?
2. It shows strong feeling.
3. It ends with an exclamation mark.
4. So it is an exclamatory sentence.

Let’s Compare Sentence Types

Read how the meaning changes:

• You are coming to lunch. This tells something. It is declarative.
• Are you coming to lunch? This asks something. It is interrogative.
• Come to lunch. This gives a command or invitation. It is imperative.
• I can’t wait for lunch! This shows strong feeling. It is exclamatory.

Tips for Writing Each Type

• To write a declarative sentence, tell a fact or idea and end with a period.
• To write an interrogative sentence, ask something and end with a question mark.
• To write an imperative sentence, tell someone what to do. Use a period or sometimes an exclamation mark.
• To write an exclamatory sentence, show a big feeling and end with an exclamation mark.

Practice Thinking

Here are some more examples to study:

• My baby brother is sleeping. — declarative
• Did you finish your homework? — interrogative
• Put your crayons away. — imperative
• This cake is delicious! — exclamatory

Quick Check

Try asking yourself these questions when you read a sentence:

1. Is the sentence telling me something?
2. Is the sentence asking me something?
3. Is the sentence telling someone to do something?
4. Is the sentence showing a big feeling?

If you answer one of these questions, you can find the sentence type.

Summary

Sentences have different jobs. A declarative sentence tells something. An interrogative sentence asks something. An imperative sentence tells someone to do something. An exclamatory sentence shows strong feeling.

When you read or write, look at both the meaning of the sentence and the end punctuation. That will help you know the sentence type and function.

Subject and Predicate

Every complete sentence has two main parts: a subject and a predicate.

The subject tells who or what the sentence is about.

The predicate tells what the subject does or what the subject is like.

When we put the subject and predicate together, we get a complete sentence.

Think about it like this:

• Subject = who or what
• Predicate = does what

Here is a simple sentence:

The dog runs.

• Subject: The dog
• Predicate: runs

The dog tells who the sentence is about. Runs tells what the dog does.

Why is this important?

If a sentence has only a subject, it is not complete.

Example: The dog

That makes us wonder, “What about the dog?”

If a sentence has only a predicate, it is not complete either.

Example: runs fast

That makes us wonder, “Who runs fast?”

A complete sentence needs both parts.

How to find the subject and predicate

1. Read the whole sentence.
2. Ask: Who or what is this sentence about? That is the subject.
3. Then ask: What does the subject do? or What is the subject like? That is the predicate.

Main idea 1: The subject can be one word or more than one word.

Sometimes the subject is just one word.

Example: Birds sing.

• Subject: Birds
• Predicate: sing

Sometimes the subject has more than one word.

Example: The little birds sing.

• Subject: The little birds
• Predicate: sing

Main idea 2: The predicate can be one word or more than one word.

Sometimes the predicate is just the action word.

Example: Cats sleep.

• Subject: Cats
• Predicate: sleep

Sometimes the predicate has more words that tell more about the action.

Example: Cats sleep on the couch.

• Subject: Cats
• Predicate: sleep on the couch

Main idea 3: The predicate does not always show an action.

Sometimes the predicate tells what the subject is or is like.

Example: The soup is hot.

• Subject: The soup
• Predicate: is hot

The predicate is hot tells what the soup is like.

Worked Examples

Example 1: Sam jumps.

Step 1: Ask, “Who is the sentence about?” The answer is Sam.

So, the subject is Sam.

Step 2: Ask, “What does Sam do?” The answer is jumps.

So, the predicate is jumps.

Example 2: The yellow bus stops.

Step 1: Ask, “What is the sentence about?” The answer is The yellow bus.

So, the subject is The yellow bus.

Step 2: Ask, “What does the yellow bus do?” The answer is stops.

So, the predicate is stops.

Example 3: My baby sister laughs loudly.

Step 1: Ask, “Who is the sentence about?” The answer is My baby sister.

So, the subject is My baby sister.

Step 2: Ask, “What does my baby sister do?” The answer is laughs loudly.

So, the predicate is laughs loudly.

Example 4: The sky is blue.

Step 1: Ask, “What is the sentence about?” The answer is The sky.

So, the subject is The sky.

Step 2: Ask, “What is the sky like?” The answer is is blue.

So, the predicate is is blue.

Let’s look carefully at more sentences.

The teacher reads a book.

• Subject: The teacher
• Predicate: reads a book

Our friends play outside.

• Subject: Our friends
• Predicate: play outside

The flowers smell nice.

• Subject: The flowers
• Predicate: smell nice

A tiny frog sits on a log.

• Subject: A tiny frog
• Predicate: sits on a log

How to check if a sentence is complete

• Does it tell who or what? That is the subject.
• Does it tell what happens or what it is like? That is the predicate.
• If it has both, it is a complete sentence.

Examples of incomplete groups of words

• The small kitten → missing the predicate
• ran across the yard → missing the subject

Now look at the complete sentence:

The small kitten ran across the yard.

• Subject: The small kitten
• Predicate: ran across the yard

Tips to remember

• Find the who or what first.
• Then find what that person, animal, or thing does or is like.
• The subject often comes first, but the most important thing is to ask the questions.
• A complete sentence needs both a subject and a predicate.

Quick Practice

Try to find the subject and predicate in these sentences:

1. The sun shines.
2. My mom cooks dinner.
3. The tall tree sways in the wind.
4. The water is cold.

Answers

1. Subject: The sun
   Predicate: shines
2. Subject: My mom
   Predicate: cooks dinner
3. Subject: The tall tree
   Predicate: sways in the wind
4. Subject: The water
   Predicate: is cold

Summary

A subject tells who or what the sentence is about. A predicate tells what the subject does or what the subject is like. When a sentence has both a subject and a predicate, it is a complete sentence.

Common and Proper Nouns

A noun is a word that names a person, place, animal, or thing.

We use nouns all the time when we talk and write. For example, in the sentence The dog ran to the park, the words dog and park are nouns.

There are two important kinds of nouns you need to know: common nouns and proper nouns.

What is a common noun?

A common noun is a general name for a person, place, animal, or thing. It does not name a special one.

• person: girl, teacher, boy
• place: school, park, store
• animal: cat, dog, bird
• thing: book, toy, table

Common nouns usually begin with a lowercase letter, unless they come at the beginning of a sentence.

What is a proper noun?

A proper noun is a special name for a person, place, animal, or thing. It names an exact one.

• person: Mia, Mr. Lee, Carlos
• place: Lincoln School, Texas, Main Street
• animal: Buddy, Fluffy
• thing: Monday, July, Halloween

Proper nouns always begin with a capital letter.

Think about it like this:

• common noun = any person, place, animal, or thing
• proper noun = a special name of a person, place, animal, or thing

Look at these pairs:

• girl  Emma
• teacher  Mrs. Brown
• city  Chicago
• dog  Max
• school  Oak Hill School

In each pair, the first word is a common noun because it is general. The second word is a proper noun because it names a special one.

Why does capitalization matter?

Capital letters help readers know that a word is a proper noun. A capital letter shows that the word is a special name.

Look at these examples:

• I saw a girl at the store. (common noun)
• I saw Ava at the store. (proper noun)

In the first sentence, we do not know which girl. In the second sentence, we know the exact person: Ava.

Worked Example 1

Sentence: The boy played with Spot.

1. boy is a general name for a person, so it is a common noun.
2. Spot is the special name of a dog, so it is a proper noun.

Answer: boy = common noun, Spot = proper noun

Worked Example 2

Sentence: We went to the park on Monday.

1. park is a general place, so it is a common noun.
2. Monday is the special name of a day, so it is a proper noun.

Answer: park = common noun, Monday = proper noun

Worked Example 3

Sentence: Mrs. Green teaches at River School.

1. Mrs. Green is a special name for a person, so it is a proper noun.
2. River School is a special name for a place, so it is a proper noun.

Answer: Mrs. Green = proper noun, River School = proper noun

Worked Example 4

Sentence: my friend sam has a cat named mittens

Lets fix the capital letters.

1. Sam is a special name for a person, so it needs a capital S.
2. Mittens is the special name of the cat, so it needs a capital M.
3. The first word in a sentence also needs a capital letter, so My begins with a capital M.

Correct sentence: My friend Sam has a cat named Mittens.

How can you tell the difference?

Ask yourself these questions:

• Is this a general name? If yes, it is probably a common noun.
• Is this the special name of a person, place, animal, or thing? If yes, it is a proper noun.
• Does it need a capital letter because it is a special name? Then it is a proper noun.

More examples

• common noun: teacher | proper noun: Mr. Fox
• common noun: state | proper noun: Florida
• common noun: month | proper noun: August
• common noun: school | proper noun: Pine School
• common noun: dog | proper noun: Coco

Be careful!

• A word is not proper just because it is at the start of a sentence.
• Example: School is capitalized in School starts at 8:00. But here, school is still a common noun. It has a capital letter only because it starts the sentence.
• Proper nouns are special names, and they are capitalized wherever they appear in a sentence.

Lets review

• A common noun names a general person, place, animal, or thing.
• A proper noun names a special person, place, animal, or thing.
• Proper nouns always begin with a capital letter.
• Common nouns usually begin with a lowercase letter, unless they begin a sentence.

Quick practice to think about

In the sentence Maria went to the library on Tuesday, which words are proper nouns?

Answer: Maria and Tuesday are proper nouns. library is a common noun because it is a general place.

Summary

Nouns name people, places, animals, and things. A common noun is a general name, like boy or park. A proper noun is a special name, like Jayden or Central Park. Remember: proper nouns always start with a capital letter.

Singular, Plural, and Irregular Nouns

A noun is a word that names a person, place, animal, or thing.

• person: girl, teacher
• place: park, school
• animal: cat, bird
• thing: book, chair

Sometimes we talk about one noun. Sometimes we talk about more than one noun. That is why we learn about singular and plural nouns.

A singular noun means one.

• one dog
• one apple
• one class

A plural noun means more than one.

• two dogs
• three apples
• four classes

We can think about it like this:

singular = 1

plural = 2 or more

How to Make Most Nouns Plural

Many nouns become plural by adding -s.

• cat r cats
• book r books
• tree r trees

Use -s when the word sounds smooth and easy with an s at the end.

Some nouns become plural by adding -es.

• bus r buses
• box r boxes
• dish r dishes
• class r classes
>

We often add -es to nouns that end in sounds like s, x, sh, or ch.

• dress r dresses
• fox r foxes
• brush r brushes
• lunch r lunches

Irregular Plural Nouns

Some nouns do not follow the add -s or add -es rule. These are called irregular plural nouns.

You have to learn and remember these special words.

• child r children
• tooth r teeth
• mouse r mice
• man r men
• woman r women
• foot r feet
>

These words change in a special way. We do not say childs, tooths, or mouses.

How to Choose the Right Form

1. Ask: Am I talking about one or more than one?
2. If it is one, use the singular noun.
3. If it is more than one, use the plural noun.
4. For many words, add -s or -es.
5. For special words, use the irregular plural.
>

Worked Example 1

Word: dog

If there is one, we say dog.

If there are three, we add -s: dogs.

Sentence: The dogs run in the yard.

Worked Example 2

Word: box

This word ends with x, so we add -es.

one box  two boxes

Sentence: The boxes are on the table.

Worked Example 3

Word: dish

This word ends with sh, so we add -es.

one dish  many dishes

Sentence: We washed the dishes.

Worked Example 4

Word: child

This is an irregular plural noun.

We do not say childs.

We say: one child, two children.

Sentence: The children played a game.

More Examples

• apple r apples
• car r cars
• hat r hats
• bus r buses
• bench r benches
• fox r foxes
• tooth r teeth
• mouse r mice
• foot r feet
>

Look for Clue Words

Clue words in a sentence can help you know if the noun should be singular or plural.

• one, a, an often mean singular
• two, three, many, some often mean plural
>

Examples:

• One cat is sleeping.
• Three cats are sleeping.
• A child is reading.
• Many children are reading.
>

Be Careful!

• Do not add -s to every word.
• Some words need -es.
• Some words are irregular and change in a special way.
>

Here are some mistakes and fixes:

• boxs  boxes
• dishs  dishes
• childs  children
• tooths  teeth
>

Quick Review

• Singular means one.
• Plural means more than one.
• Add -s to many nouns: cat  cats.
• Add -es to some nouns: bus  buses, dish  dishes.
• Learn special irregular plurals: child  children, tooth  teeth, mouse  mice.
>

Summary

Nouns name people, places, animals, and things. A singular noun means one, and a plural noun means more than one. Many plural nouns are made by adding -s or -es. Some nouns are irregular, so you must remember their special plural forms, like children, teeth, and mice.

Possessive Nouns show that something belongs to someone or something.

When we want to tell who owns something, we use a possessive noun.

For example, if the toy belongs to Mia, we write Mia's toy. The apostrophe and the s help show ownership.

Why do we use possessive nouns?

Possessive nouns help our writing sound clear and neat. They show a relationship between a person, animal, or thing and what belongs to it.

Singular Possessive Nouns

A singular noun means one person, one animal, or one thing.

To make most singular nouns possessive, add 's.

• girl → girl's
• dog → dog's
• teacher → teacher's

These examples show that something belongs to one girl, one dog, or one teacher.

Examples:

• The cat's tail is fluffy.
• I found my brother's backpack.
• That is the teacher's desk.

Plural Possessive Nouns

A plural noun means more than one person, animal, or thing.

If a plural noun already ends in s, add only an apostrophe at the end.

• dogs → dogs'
• cats → cats'
• students → students'

Examples:

• The dogs' bowls are on the floor.
• The girls' bikes are by the fence.
• We read the students' stories.

Plural nouns that do not end in s

Some plural nouns do not end in s. These words change in a special way.

For these nouns, add 's.

• children → children's
• men → men's
• women → women's

Examples:

• The children's games were fun.
• The women's hats were pretty.

How to know what to use

1. Ask: Who does it belong to?
2. Decide if the owner is one or more than one.
3. If the owner is one, usually add 's.
4. If the owner is more than one and the word ends in s, add only '.
5. If the owner is more than one but the word does not end in s, add 's.

Worked Example 1

Sentence: The ball belongs to the boy.

There is one boy. The noun is singular.

Add 's: boy's

New sentence: The boy's ball is red.

Worked Example 2

Sentence: The books belong to the girls.

There is more than one girl. The noun is plural, and girls already ends in s.

Add only an apostrophe: girls'

New sentence: The girls' books are on the table.

Worked Example 3

Sentence: The toys belong to the children.

Children means more than one child, but it does not end in s.

Add 's: children's

New sentence: The children's toys are in the box.

Worked Example 4

Look at these two sentences:

• The dog's leash is blue.
• The dogs' leashes are blue.

In the first sentence, dog's means one dog owns the leash.

In the second sentence, dogs' means more than one dog owns the leashes.

Watch out!

Do not mix up plural nouns and possessive nouns.

• cats = more than one cat
• cat's = something belongs to one cat
• cats' = something belongs to more than one cat

Quick tip: The apostrophe helps show ownership. It is like a little sign that says, “This belongs to someone!”

Let’s review

• Use 's for most singular nouns: bird's nest
• Use ' for plural nouns that end in s: birds' nest
• Use 's for plural nouns that do not end in s: children's books

Summary

Possessive nouns show ownership.

One owner usually gets 's. More than one owner that ends in s gets just an apostrophe. More than one owner that does not end in s gets 's.

When you see an apostrophe, ask yourself: Who does it belong to?

Action Verbs and State-of-Being Verbs

Words in a sentence have jobs. A verb is a word that tells what someone or something does or is.

There are two important kinds of verbs to learn:

• Action verbs tell about an action.
• State-of-being verbs tell how someone or something is.

Let’s learn how to tell the difference.

1. Action Verbs

An action verb shows action. The action can be something you can see, like run or jump. It can also be something that happens in the mind, like think or know.

Action verbs answer the question: What is the person, animal, or thing doing?

• The dog barks.
• Mia draws a flower.
• I think about my story.
• We play outside.

In each sentence, the bold word shows an action.

2. State-of-Being Verbs

A state-of-being verb does not show action. It tells what someone or something is or was.

Common state-of-being verbs are:

• am
• is
• are
• was
• were

These words help describe a person, place, animal, or thing.

• I am happy.
• The sky is blue.
• They are friends.
• He was sleepy.
• We were early.

In these sentences, the bold word does not show an action. It shows a state of being.

3. How to Tell the Difference

Ask yourself:

• Is the subject doing something? If yes, the verb is probably an action verb.
• Is the sentence telling what the subject is like? If yes, the verb is probably a state-of-being verb.

Look at these two sentences:

• The girl runs. → runs is an action verb.
• The girl is fast. → is is a state-of-being verb.

In the first sentence, the girl does something. In the second sentence, the sentence tells about the girl.

4. Worked Examples

Example 1

Sentence: The cat sleeps.

Step 1: Find the verb: sleeps.

Step 2: Ask, “What is the cat doing?” The cat is sleeping.

Answer: sleeps is an action verb.

Example 2

Sentence: The cat is soft.

Step 1: Find the verb: is.

Step 2: Ask, “Is the cat doing something, or does the sentence tell what the cat is like?” It tells what the cat is like.

Answer: is is a state-of-being verb.

Example 3

Sentence: We were excited.

Step 1: Find the verb: were.

Step 2: Ask, “Is there an action?” No. The sentence tells how we were.

Answer: were is a state-of-being verb.

Example 4

Sentence: Sam thinks about the answer.

Step 1: Find the verb: thinks.

Step 2: Ask, “What is Sam doing?” Sam is thinking.

Answer: thinks is an action verb.

5. Action Verbs Can Be Seen or Felt in the Mind

Some action verbs are easy to see:

• kick
• dance
• eat
• swim

Some action verbs happen in the mind:

• think
• know
• remember
• wonder

Even if you cannot see the action, it can still be an action verb if someone is doing it.

6. State-of-Being Verbs Often Connect to a Word That Describes

State-of-being verbs often connect the subject to a describing word.

• The flower is pretty.
• I am tired.
• The boys were noisy.

The verbs is, am, and were connect the subject to words that describe it.

7. Let’s Compare

• The baby cries. → action verb
• The baby is loud. → state-of-being verb

• My friends laugh. → action verb
• My friends are silly. → state-of-being verb

• I read a book. → action verb
• I am quiet. → state-of-being verb

8. Quick Tips

• If you can ask “What is it doing?”, you may have an action verb.
• If you can ask “What is it like?” or “What is it?”, you may have a state-of-being verb.
• Look for the words am, is, are, was, were. These are common state-of-being verbs.

9. Watch Out!

Sometimes a sentence has a word after the verb that tells more about the subject.

• She is my teacher.
• They are my neighbors.

The verbs is and are still show state of being.

10. Try Thinking It Through

Read each sentence and ask: action or state of being?

• The bird flies. → The bird is doing something, so it is an action verb.
• The bird is small. → This tells what the bird is like, so it is a state-of-being verb.
• We were at school. → This tells how we were, so it is a state-of-being verb.
• I know the song. → I am doing something in my mind, so it is an action verb.

Summary

A verb tells what someone or something does or is. Action verbs show action, like run, play, and think. State-of-being verbs show being, like am, is, are, was, and were.

When you read a sentence, look at the verb and ask: Is there an action, or is the sentence telling what someone or something is like? That will help you choose the correct kind of verb.

Verb tenses tell us when something happens. A verb is an action word, like jump, play, or walk.

We use different verb tenses to show if something happens now, already happened, or will happen later.

There are three main verb tenses you will use a lot:

• Present tense = happening now
• Past tense = already happened
• Future tense = will happen later

Learning verb tenses helps your writing make sense. It helps your reader know when the action happens.

1. Present Tense

The present tense tells about something happening now or something that happens often.

Examples:

• I play at recess.
• She walks to school.
• We read books.

Look closely: sometimes the verb stays the same, and sometimes it gets an -s.

• I play
• You play
• We play
• They play
• He plays
• She plays
• It plays

When the subject is he, she, or it, we often add -s to the verb in the present tense.

2. Past Tense

The past tense tells about something that already happened.

Many past-tense verbs end in -ed.

• jump → jumped
• play → played
• walk → walked

Examples:

• I jumped yesterday.
• They played outside.
• Mom walked the dog.

Some verbs do not end in -ed in the past tense. These are special verbs, and we learn them by practice.

• go → went
• see → saw
• eat → ate

Examples:

• We went home.
• I saw a bird.
• She ate lunch.

3. Future Tense

The future tense tells about something that will happen later.

We often use will before the verb.

• I will jump.
• They will play.
• He will walk.

Examples:

• I will help my teacher tomorrow.
• We will visit Grandma.
• She will read tonight.

How to spot the tense

You can look for clue words in a sentence.

• Present: now, today, every day
• Past: yesterday, last night, ago
• Future: tomorrow, next week, later

These clue words can help you choose the correct verb tense.

Keep the tense the same

When you write a sentence, try to stay in the same tense unless the time changes.

Good example:

• Yesterday, I played outside and jumped rope.

Both verbs are in the past tense.

Not as good:

• Yesterday, I played outside and jump rope.

This sentence mixes tenses. Played is past tense, but jump is present tense.

Worked Example 1

Sentence: I walk to the park.

What is the tense? The verb is walk. It tells what happens now or often, so it is present tense.

Change it to past tense:

• I walked to the park.

Change it to future tense:

• I will walk to the park.

Worked Example 2

Sentence: She plays with her cat.

The verb is plays. Because the subject is she, the verb in present tense gets an -s.

Change it to past tense:

• She played with her cat.

Change it to future tense:

• She will play with her cat.

Worked Example 3

Sentence: We went to the store.

The verb is went. That is a special past-tense form of go. So this sentence is in the past tense.

Change it to present tense:

• We go to the store.

Change it to future tense:

• We will go to the store.

Worked Example 4

Sentence: Tomorrow, they will paint a picture.

The clue word tomorrow and the word will show that this is future tense.

Change it to present tense:

• They paint a picture.

Change it to past tense:

• They painted a picture.

Tips to remember

• Present = now
• Past = already happened
• Future = later
• Look for clue words like yesterday and tomorrow.
• Use will for many future-tense verbs.
• With he, she, and it, add -s in present tense.

Let’s review

Read each set of verbs:

• play, played, will play
• jump, jumped, will jump
• walk, walked, will walk

Each set shows the same action at different times.

When you choose the correct verb tense, your sentence tells the reader exactly when something happens. That makes your writing clear and strong.

Irregular Past-Tense Verbs

We use a past-tense verb to tell about something that already happened.

Many verbs make the past tense by adding -ed. For example, jump becomes jumped.

But some verbs are different. They do not use -ed. These are called irregular past-tense verbs.

We have to learn and remember these special verb forms.

Examples of irregular past-tense verbs:

• run  ran
• go  went
• give  gave
• sit  sat
• eat  ate
• see  saw
• come  came
• get  got

Look at how these verbs change:

• Today I run. Yesterday I ran.
• Today I go to school. Yesterday I went to school.
• Today I sit on the rug. Yesterday I sat on the rug.

Important: Do not add -ed to an irregular verb if it already has a special past-tense form.

For example:

• Correct: I went home.
• Not correct: I goed home.

How to know if a verb is irregular

Ask yourself, “Does this verb make the past tense in a special way?”

If the word changes in a different way, it is irregular.

Here are some common irregular past-tense verbs you should know:

• am, is  was
• are  were
• begin  began
• drink  drank
• fly  flew
• sing  sang
• swim  swam
• take  took
• write  wrote
• make  made

Worked Example 1

Sentence: Today I run in the park. Say it for yesterday.

Step 1: Find the verb: run.

Step 2: Think about its past-tense form. The past tense of run is ran.

Step 3: Say the new sentence: Yesterday I ran in the park.

Worked Example 2

Sentence: We go to the store. Make it past tense.

Step 1: Find the verb: go.

Step 2: The past tense of go is went.

Step 3: Write the sentence: We went to the store.

Worked Example 3

Sentence: Dad gives me a snack. Tell it as something that already happened.

Step 1: The action word is gives. The base verb is give.

Step 2: The past tense of give is gave.

Step 3: Change the sentence: Dad gave me a snack.

Worked Example 4

Sentence: The cat sits on the chair. Make it past tense.

Step 1: The verb is sits. The base verb is sit.

Step 2: The past tense of sit is sat.

Step 3: New sentence: The cat sat on the chair.

Tips to help you learn irregular verbs

• Read them often.
• Say them out loud: run, ran; go, went; give, gave.
• Practice them in sentences.
• Check that you did not add -ed by mistake.

Let’s compare regular and irregular verbs

• Regular: play  played
• Regular: jump  jumped
• Irregular: run  ran
• Irregular: go  went

Regular verbs usually add -ed.

Irregular verbs change in a special way, so we must remember them.

Try to notice the time words in a sentence

Words like yesterday, last night, this morning, and long ago can tell you that you need a past-tense verb.

Examples:

• Yesterday, I ate an apple.
• Last night, we saw the moon.
• This morning, she came early.

Watch out for these common mistakes

• goed  went
• runned  ran
• gived  gave
• sitted  sat

Quick review

1. A verb tells an action.
2. Past tense tells about something that already happened.
3. Some past-tense verbs add -ed.
4. Some do not. These are irregular past-tense verbs.
5. Irregular verbs must be learned and remembered.

Summary

Irregular past-tense verbs are special verbs that do not end in -ed in the past tense.

Instead of saying runned, we say ran. Instead of goed, we say went.

When you talk about yesterday or another time in the past, choose the correct special verb form.

Subject-Verb Agreement means the subject and the verb work together the right way in a sentence.

The subject tells who or what the sentence is about.

The verb tells what the subject does.

When we write a sentence, we need to match them correctly:

• One person, animal, or thing uses a singular verb.
• More than one person, animal, or thing uses a plural verb.

This is called subject-verb agreement.

Let’s learn the pattern that helps most with action words like run, jump, and play.

• If the subject is one, the verb often ends in -s.
  Example: The dog runs.
• If the subject is more than one, the verb usually does not end in -s.
  Example: The dogs run.

This can feel a little tricky because the singular subject often takes the verb with -s.

Here are some easy matches:

• He runs.
• She jumps.
• It plays.
• The boy walks.
• The cat sleeps.

Now look at plural subjects:

• They run.
• We jump.
• The dogs play.
• The boys walk.
• The cats sleep.

A good way to check your sentence is to ask: Is the subject one or more than one?

If it is one, use a singular verb. If it is more than one, use a plural verb.

Some special words are important to remember:

• I say I run.
• You say You run.
• He says He runs.
• She says She runs.
• It says It runs.
• We say We run.
• They say They run.

Only he, she, and it usually take the verb ending in -s with these action words.

Now let’s learn about the verb to be. This verb has different forms:

• I am
• He is
• She is
• It is
• You are
• We are
• They are

Examples:

• The girl is happy.
• The girls are happy.
• The frog is green.
• The frogs are green.

Let’s look at some worked examples.

Worked Example 1

Sentence: The bird fly or The bird flies?

Step 1: Find the subject. The subject is bird.

Step 2: Ask, is it one or more than one? It is one.

Step 3: Use a singular verb.

Correct sentence: The bird flies.

Worked Example 2

Sentence: The birds sings or The birds sing?

Step 1: Find the subject. The subject is birds.

Step 2: Ask, is it one or more than one? It is more than one.

Step 3: Use a plural verb.

Correct sentence: The birds sing.

Worked Example 3

Sentence: She walk to school or She walks to school?

Step 1: Find the subject. The subject is She.

Step 2: She means one person.

Step 3: Use the verb with -s.

Correct sentence: She walks to school.

Worked Example 4

Sentence: The boys is loud or The boys are loud?

Step 1: Find the subject. The subject is boys.

Step 2: Boys means more than one.

Step 3: With more than one, use are.

Correct sentence: The boys are loud.

Here are some sentence pairs. Notice how the verb changes when the subject changes.

• The puppy plays. / The puppies play.
• My friend runs. / My friends run.
• The apple is red. / The apples are red.
• He jumps. / They jump.

Sometimes a word between the subject and the verb can make the sentence harder. The best trick is to find the main subject first.

Example: The box of crayons is on the table.

The subject is box, not crayons. Box means one, so we say is.

Another example: The bags of toys are by the door.

The subject is bags. Bags means more than one, so we say are.

Here are helpful tips:

• Find the subject first.
• Ask, Is it one or more than one?
• Choose the verb that matches.
• For action verbs, he/she/it usually takes a verb ending in -s.
• Use is for one and are for more than one.

Let’s fix a few sentences:

• The cat sleep on the rug. → The cat sleeps on the rug.
• The cats sleeps on the rug. → The cats sleep on the rug.
• My sister are kind. → My sister is kind.
• My brothers is kind. → My brothers are kind.

Summary

Subject-verb agreement means the subject and the verb must match.

If the subject is one, use a singular verb. If the subject is more than one, use a plural verb.

Remember: He runs, but They run. Also, The dog is, but The dogs are.

When you check your writing, always find the subject and make sure the verb matches it.

Adjectives are words that tell more about a noun.

A noun is a person, place, animal, or thing. An adjective gives us extra details about that noun.

Adjectives can tell:

• what color something is
• what size it is
• how many there are
• what shape it is
• what kind it is

Adjectives help make our sentences more clear and more interesting.

Look at these two sentences:

• The bird flew.
• The blue bird flew.

The word blue is an adjective. It tells what kind of bird.

Main Teaching Points

1. Adjectives describe nouns.

An adjective can describe a person, place, animal, or thing.

• a happy girl
• a small house
• a fuzzy cat
• a cold drink

In each example, the adjective gives more information about the noun.

2. Adjectives can tell color.

• a red apple
• a green frog
• a yellow bus

3. Adjectives can tell size.

• a big dog
• a tiny bug
• a tall tree

4. Adjectives can tell number.

• three ducks
• two shoes
• many stars

5. Adjectives can tell shape.

• a round ball
• a square box
• a long rope

6. Adjectives can tell quality or kind.

• a soft pillow
• a funny story
• a sweet peach

7. Adjectives often come before the noun.

Most of the time, the adjective comes right before the noun.

• the fluffy puppy
• a red kite
• three small rocks

Sometimes we use more than one adjective.

• a big red ball
• two small brown dogs

Each adjective gives another detail.

Worked Examples

Example 1: Find the adjective

Sentence: The green turtle swam.

Step 1: Find the noun. The noun is turtle.

Step 2: Ask, “What word tells more about turtle?” The word is green.

Answer: Green is the adjective.

Example 2: Add an adjective

Sentence: I see a cat.

This sentence is correct, but we can add more detail.

We can say: I see a sleepy cat.

Answer: The adjective sleepy tells what kind of cat.

Example 3: Find two adjectives

Sentence: We picked three red apples.

Step 1: Find the noun. The noun is apples.

Step 2: Look for words that tell more about apples.

• three tells how many
• red tells color

Answer: The adjectives are three and red.

Example 4: Choose the best adjective

Sentence: The ___ bear slept in the cave.

We want a word that tells more about the noun bear.

A good choice is big.

New sentence: The big bear slept in the cave.

Answer: Big is an adjective because it describes the bear.

Try to Notice Adjectives

When you read, look for words that describe nouns. Ask yourself:

• What color is it?
• What size is it?
• How many are there?
• What shape is it?
• What kind is it?

If a word answers one of these questions about a noun, it may be an adjective.

Why Adjectives Matter

Adjectives make writing stronger.

Listen to the difference:

• The girl has a bike.
• The happy girl has a new pink bike.

The second sentence paints a better picture in our minds.

Brief Summary

Adjectives are words that describe nouns.

They can tell color, size, number, shape, and quality.

Adjectives often come before the noun, and sometimes a noun can have more than one adjective.

Using adjectives helps us give clear, interesting details in our speaking and writing.

Adverbs are words that give us more information in a sentence.

An adverb can tell how something happens, when it happens, where it happens, or how much.

Adverbs are helpful because they make our writing more clear and more interesting.

Look at this sentence:

The dog ran.

That sentence is fine, but it does not tell us very much. Now read this:

The dog ran quickly.

The word quickly is an adverb. It tells how the dog ran.

What Adverbs Can Describe

Adverbs can describe different kinds of words.

• A verb: how, when, or where an action happens
• An adjective: how much or to what extent
• Another adverb: how much or to what extent

In 2nd grade, you will mostly see adverbs that describe verbs.

1. Adverbs That Tell How

These adverbs tell how something happens.

• The baby slept quietly.
• The girl sang beautifully.
• The boy ran fast.

Ask yourself: How did it happen?

In the sentence The baby slept quietly, the answer is quietly.

2. Adverbs That Tell When

These adverbs tell when something happens.

• We will go soon.
• I cleaned my room yesterday.
• She is leaving now.

Ask yourself: When did it happen?

3. Adverbs That Tell Where

These adverbs tell where something happens.

• Please come inside.
• The birds flew away.
• We looked outside.

Ask yourself: Where did it happen?

4. Adverbs That Tell How Much

Some adverbs tell how much or to what extent.

• The soup is very hot.
• I am really tired.
• The rabbit moved too fast.

These words add more meaning to the sentence.

Where Adverbs Can Go in a Sentence

Adverbs can go in different places in a sentence.

• The turtle moved slowly.
• Yesterday, we went to the park.
• Please sit here.

Many adverbs come after the verb, but some can come at the beginning or end of a sentence.

Clue: Many Adverbs End in -ly

Many adverbs end with -ly.

• quickly
• slowly
• softly
• carefully

But not all adverbs end in -ly.

• now
• soon
• here
• fast

So, do not look only for -ly. Think about the job the word is doing in the sentence.

Worked Example 1

Sentence: The cat crept quietly.

Step 1: Find the action word. The action word is crept.

Step 2: Ask, How did the cat crept? A better question is, How did the cat creep?

Step 3: The answer is quietly.

Adverb: quietly

What it tells: how

Worked Example 2

Sentence: We will leave soon.

Step 1: Find the action word. The action word is leave.

Step 2: Ask, When will we leave?

Step 3: The answer is soon.

Adverb: soon

What it tells: when

Worked Example 3

Sentence: The children played outside.

Step 1: Find the action word. The action word is played.

Step 2: Ask, Where did the children play?

Step 3: The answer is outside.

Adverb: outside

What it tells: where

Worked Example 4

Sentence: The puppy is very cute.

Step 1: Find the describing word. The describing word is cute.

Step 2: Ask, How cute is the puppy?

Step 3: The answer is very.

Adverb: very

What it tells: how much

How to Find an Adverb

1. Read the whole sentence.
2. Find the action word, or find the word being described.
3. Ask a question:
   • How?
   • When?
   • Where?
   • How much?
4. Look for the word that answers the question.

Adverb or Not?

Let’s look carefully at some words.

• She ran quickly. → quickly is an adverb because it tells how she ran.
• The quick fox ran. → quick is not an adverb here. It describes fox, so it is an adjective.

Remember:

• Adverbs often describe actions.
• Adjectives describe nouns.

Let’s Compare

Read how the adverb changes each sentence.

• The boy spoke. → The boy spoke softly.
• My mom will arrive. → My mom will arrive tomorrow.
• The puppy jumped. → The puppy jumped upstairs.

The adverb adds an important detail each time.

Tips to Remember

• An adverb gives more information.
• It can tell how, when, where, or how much.
• Many adverbs end in -ly, but not all do.
• Ask questions to find the adverb.

Brief Summary

Adverbs are words that add details to sentences. They can tell how, when, where, or how much. When you read a sentence, ask questions like How? or When? to help find the adverb.

Prepositions and Prepositional Phrases

Today we will learn about prepositions and prepositional phrases. These are words and groups of words that help tell where or when something happens.

A preposition is a word like in, on, under, behind, through, and during. A preposition connects other words in a sentence and gives more information.

Many prepositions tell about place. They can show where a person, animal, or thing is.

• on the table
• under the chair
• above the bed
• behind the door
• through the tunnel

Some prepositions tell about time. They can show when something happens.

• during class
• after lunch
• before bedtime
• in the morning

A prepositional phrase is a group of words that begins with a preposition. It includes the preposition and the word or words that come after it.

Here are some prepositional phrases:

• under the desk
• in the box
• during recess
• through the gate

In each phrase, the first word is the preposition. The rest of the phrase gives more detail.

Prepositions help make sentences clearer. Without them, we may not know where or when something happens.

Look at these two sentences:

• The cat is sleeping.
• The cat is sleeping on the rug.

The second sentence gives more information. The phrase on the rug tells where the cat is sleeping.

Here are some common prepositions for 2nd grade:

• in
• on
• under
• over
• above
• below
• behind
• beside
• through
• during
• before
• after

How to find a preposition

1. Read the sentence.
2. Ask: Does a word tell where or when?
3. Look for a word like in, on, under, or during.
4. See if that word starts a group of words. That group is the prepositional phrase.

Worked Example 1

Sentence: The ball is under the table.

Step 1: Find the word that tells where.

The word under tells where the ball is.

Step 2: Find the whole phrase.

The phrase is under the table.

Answer:

• Preposition: under
• Prepositional phrase: under the table

Worked Example 2

Sentence: We read during class.

Step 1: Find the word that tells when.

The word during tells when we read.

Step 2: Find the whole phrase.

The phrase is during class.

Answer:

• Preposition: during
• Prepositional phrase: during class

Worked Example 3

Sentence: The dog ran through the yard.

Step 1: Find the word that gives more detail about where or how the dog moved.

The word through helps tell where the dog ran.

Step 2: Find the whole phrase.

The phrase is through the yard.

Answer:

• Preposition: through
• Prepositional phrase: through the yard

Worked Example 4

Sentence: My backpack is beside the door after school.

This sentence has two prepositional phrases.

Step 1: Find the phrase that tells where.

Beside the door tells where the backpack is.

Step 2: Find the phrase that tells when.

After school tells when.

Answer:

• Preposition: beside
• Prepositional phrase: beside the door
• Preposition: after
• Prepositional phrase: after school

Let’s look closely

Read this sentence: The picture hangs above the fireplace.

The word above is the preposition. It tells where the picture hangs.

The phrase above the fireplace is the prepositional phrase.

Read this sentence: We played outside after lunch.

The phrase after lunch tells when. The preposition is after.

Why prepositional phrases are helpful

• They tell where something is.
• They tell when something happens.
• They make writing more clear.
• They add details to sentences.

Compare these sentences:

• The bird flew.
• The bird flew through the window.

The second sentence paints a clearer picture in your mind.

Be careful!

A preposition is usually a small word, but it is important. Do not stop at the preposition word by itself. Try to find the whole prepositional phrase.

For example:

• Preposition: in
• Prepositional phrase: in the basket

Try thinking with questions

• Where? The toy is under the bed.
• When? We will leave after dinner.

If a group of words answers where or when, it may be a prepositional phrase.

Quick Practice

Find the preposition and the prepositional phrase in each sentence.

1. The book is on the shelf.
2. We talked during recess.
3. The rabbit hid behind the tree.
4. The car drove through the tunnel.

Answers:

1. Preposition: on; Phrase: on the shelf
2. Preposition: during; Phrase: during recess
3. Preposition: behind; Phrase: behind the tree
4. Preposition: through; Phrase: through the tunnel

Summary

A preposition is a word that tells where or when. A prepositional phrase begins with a preposition and adds detail to a sentence.

When you read or write, look for words like under, above, through, and during. Then find the whole phrase, such as under the bed or during lunch.

Prepositions and prepositional phrases help your sentences become clear, strong, and easy to understand.