Transcript Notes for Grammar Portfolio

6th grade ELA- Grammar
 Definition:
A noun is the name of a person,
place, thing, or idea
 Anything you can see, touch, smell, taste, or
hear is a noun.
 Types of nouns: Proper, Common, Singular,
Plural, Collective, Abstract, Possessive
 Fold
a sheet of paper like a hamburger, then
like a hotdog. Label your four squares.
 For
People at (school name)
Places in
(town/city/county)
Things I see daily
Ideas I use at (school name)
each category, make a list of 10 nouns
that fit the description
A
proper noun, which names a specific
person, place, or thing is almost always
capitalized.
 Common nouns name everything else, things
that usually are not capitalized.
 Fold
a sheet of paper like a hotdog.
Proper nouns I see each
day
 For
Common nouns I see each
day
each category, list 20 nouns that fit the
description
A
singular noun is used to describe a single
noun. Anytime you have one of something, it
is singular.
A
plural noun is changed to indicate more
than one of something.
 The
plural form of most nouns is created
simply by adding the letter s

more than one snake = snakes
 Words
that end in -ch, x, s or s-like sounds,
however, will require an -es for the plural



more than one witch = witches
more than one box = boxes
more than one gas = gases
 There
are several nouns that have irregular
plural forms





more than
more than
more than
more than
more than
one mouse = mice
one child = children
one man = men
one person = people
one goose = geese
 Plurals
of words that end in -f or -fe usually
change the f sound to a v sound and add s or
–es


more than one knife = knives
more than one leaf = leaves
 With
words that end in a consonant and a y,
you'll need to change the y to an i and add es

more than one baby = babies
 Fold
a sheet of paper like a hotdog.
Plural nouns I see
 Look
Singular nouns I see
around the classroom and list twenty
for each.
 Abstract
nouns are kind of word that is not
tangible, such as warmth, justice, grief, and
peace. You cannot see, feel, touch, smell, or
hear an abstract noun. These are the nouns
that fit into the category of “Idea.”
 Make
a list of abstract nouns that you use
each day (feelings, personal characteristics,
ideas)
 Example:
I use my motivation to get up on
time each day. Motivation is an abstract
noun.
 Collective
nouns are singular nouns but refer
to a group or more than one of something
 Examples:
Audience band
class
crowd
dozen family
flock
group
heap
herd
jury
kind
lot
number
public
staff
team
 Make
a list of collective nouns you are part
of each day.
 Example:
I am a teacher, so I am part of the
faculty and staff.
 Possessive
nouns show ownership by adding
an apostrophe and an S

Bob’s shoe=the shoe that belongs to Bob
 When
a word ends with an S, add an
apostrophe BUT no S


The Smiths’ new car
The Tigers’ new stadium
 Fold
a sheet of paper like a hotdog.
Possessive nouns at school Possessive nouns at home
 Create
a list of 20 nouns that fit the
description
 Pronouns
refer to a noun already mentioned
earlier in the sentence or paragraph
 Pronouns REPLACE nouns
 The Noun that a pronoun replaces is called
the Antecendent

Bob wanted to get on the boat[NOUN] but
it[PRONOUN] had already sailed.

Boat is the antecedent because it is the NOUN that the
pronoun replaced
 Write
the sentences. Underline the pronoun
and circle the antecedent.
1. Everyone at the party enjoyed their
evening.
2. The car has a leak in its transmission.
3. The cow twitched its tail at the fly.
4. The audience clapped its hands.
5. My aunt asked me to catch her dog.
 Possessive
pronouns show ownership
 Possessive nouns usually have an apostrophe,
BUT: Possessive pronouns never need
apostrophes.


mine, yours, his, hers, its, ours, theirs
Bob’s[NOUN] shoes were clean but his[POSSESIVE
PRONOUN] socks were not.
Write the sentences. Underline the possessive
pronoun. Circle the word modified by the
pronoun (this means- what is owned?)
1. Never take a nap with your pet rattlesnake.
2. Oscar couldn’t find his purple slippers.
3. My favorite poem was written over 150 years
ago.
4. Their silence made us wonder what they knew.
5. Did mom remember to bring our chopsticks?

 The
interrogative pronouns introduce
questions. (Remember: Interrogative
sentences end with question marks, so
interrogative pronouns are part of
interrogative sentences)
 Examples: Who, Which, What

Who[INTERROGATIVE PRONOUN] told Bob to go to
the store?
 Write
fifteen sentences using interrogative
pronouns. Circle the interrogative pronouns.
[Topic suggestion: favorite restaurant and
favorite food]
 demonstratives
can behave either as
pronouns or as determiners.
 Examples: this, that, these, those, such

Used as determiners (these will be adjectives)


This[Determiner/Adjective: Which room? This one]
room is a mess!
Used as Demonstrative Pronoun:

My books are neatly stack, but those [DEMONSTRATIVE
PRONOUN] are not.
 Write
fifteen sentences using demonstrative
pronouns. Circle the demonstrative
pronouns. [Topic suggestion: things you see
at the mall]
A
reflexive pronoun "reflects" a noun or
pronoun by taking the place of its
antecedent when the noun or pronoun is
doing something to itself.
 In English reflexive pronouns are formed just
like intensive pronouns--by adding -self or
-selves to the pronoun.
 The
only reflexive pronouns in modern
English are the following:
 myself, yourself, himself, herself, itself,
ourselves, yourselves, and themselves.
 The words hisself and theirselves do not
exist
Write the sentences and underline the reflexive
pronoun.
1. I found myself without enough cash to pay the bill.
2. The children invented a game for themselves to play.
3. The chess club members raised the money
themselves.
4. The boys are going to get themselves clean.
5. People need to free themselves from sugary sodas.

 An
indefinite pronoun refers to something
that is not definite or specific or exact. The
indefinite pronouns are all, another, any,
anybody, anyone, anything, each, everybody,
everyone, everything, few, many, nobody,
none, one, several, some, somebody,
someone, These indefinite pronouns can also
be used as indefinite adjectives in some
cases.
 Write
ten sentences using indefinite
pronouns. Circle the indefinite pronouns.
 An
adjective is any word that describes a
noun or pronoun. Adjectives can describe
appearance, smell, taste, sound, texture,
size, number, color, and any other detail
about a noun or pronoun.
 Fold
your paper like a hotdog then like a
hamburger. Label the four squares.
 For
(School name)
Summer
Spring
Yourself
each category, list 15 adjectives that
describe the topic.
A
common adjective is an adjective that is
not written with a capital letter. Most
adjectives are common- ones that are
written with a capital letter are proper
adjectives .
 To remember this, think about common
nouns. They are also not capitalized.
A
proper adjective is an adjective that is
written with a capital letter. They often
come from proper nouns: A Japanese
camera- Japanese comes from the proper
noun Japan.
 Fold
your paper like a hotdog.
Common Adjectives
 For
Proper Adjectives
each category, list 20 adjectives.
 Demonstrative
adjectives (this, that, these,
those) show whether the noun they refer to
is singular or plural and whether it is located
near to or far from the speaker or writer
 Verbs
are words that show action.
 There are lots of different types of verbs.
 You can use verbs in different tenses to show
when it happened- past, present, future.

write 10 verbs that you can do with each
body part:






Head
Hands
Legs
Feet
Arms
Eyes
 Transitive
verbs are action words. To use a
transitive verb correctly, you will always
have a direct object in the sentence. The
direct object is who or what RECIEVES the
action.
 Sylvia kicked Juan under the table.
 Kicked = transitive verb; Juan = direct
object.
 What’s the action? The kick
 Who receives it? Juan
 An
intransitive verb is also an action verb. It
does not have a direct object, though, which
means that nobody or nothing receives the
action.
 Huffing and puffing, we arrived at the
classroom door with only seven seconds to
spare.
 The intransitive verb= arrived






Write the sentences. Determine if the verbs in the
following sentences are transitive or
intransitive. Write T for Transitive, I for Intransitive.
If transitive, circle the object of the verb
1. The birdcage swung from a golden chain.
2. Margaret angrily crumpled her letter in her fist.
3. Someone answered that question.
4. He shuddered with fright during the scary part of
the movie.
5. The rats chewed their way into the old house.





Linking verbs do not show action. They connect the
subject to other words and tell that the subject is,
was, or will be.
Examples: am, are, is, was, were, be, being, been,
becomes, became
When you have a linking verb, you will also have a
predicate nominative. This is a word that renames
the subject.
George Washington became the first president.
Subject
linking verb
PN
Does George Washington =first president? That’s how
you know it’s a predicate nominative.
Write the sentences, circle the linking verb,
underline the predicate nominative.
(remember: the PN renames the subject)
1. I am a teacher.
2. That book is very interesting.
3. My hand felt sore after the exam.
4. Our bananas are rotten.
5. Those kids are being noisy.
 State-of-being
verbs can be the main verb of
the sentence: Sally is my best friend.
 Or a state-of-being verb can be used as a
helping verb: She is going on a vacation.
 Note that the verbs: be, being, and been
always NEED a helping verb: Pat has been
sick all week
 Is, am, were, was, are, be, being, been
 Definition:
A verb phrase is a group of
related words that contains one or more
helping verbs and a main verb. For
example....
 Jim has been working on his science project.
The verb phrase is has been working. Has
and been are the helping verbs, and working
is the main verb
 The main verbs tell the action and the other
verbs may be helping or linking verbs
Underline every word that is part of the verb
phrase. Circle the main verb.
1. Will you buy me a drink?
2. Sam is not going to the dance.
3. Al should have mowed the lawn today.
4. Theresa will be playing her clarinet at the
concert tonight.
5. Rosie could have worked on that project today.

 Helping
verbs appear with other verbs (the
main verbs) and help explain the tense, or
when the verb happened.
 Examples: am as are was were been be can
has shall will do does did have should may
might being would must could had
 Bob should have known the answer
Should: helping
Have: helping
known: main verb
Write the sentences. Circle the helping verbs.
1. She is teaching us about blood cells this week
2. Jared couldn't find his backpack.
3. Polly should win the contest
4. The museum will open tomorrow.
5. I may not attend the karate class.