5th Grade Daily Language Practice-Common Core! (PDFDrive)

Common Core
Daily Language
Practice & Assessments
5th
Grade
Daily
Language
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Welcome
On behalf of Splash! Publicat ions, we would like t o welcom e you t o
Fift h Grade Com m on Core Daily Language Pract ice, a daily pract ice and
assessm ent program covering all 19 of t he Fift h Grade Com m on Core
Language St andards.
Th e For m a t
W e’ve creat ed four Core Language Pract ice Cards and one Core Card Test
for each of t he 19 Com m on Core Language St andards.
Each Core Language Pract ice Card and t he Core Test list s t he Core St andard
as st udent- friendly “ I Can” st at em ent s, so t he st udent s can clearly see what
st andard t hey are pract icing and being t est ed on.
We suggest t hat you use t he Core Language Pract ice Cards as pract ice or
bell work Monday-Thursday, and adm inist er t he Core Card Test on Friday for
a grade.
D a ily Re cor d Sh e e t s
W e’ve creat ed Daily Record Sheet s so t hat st udent s can t rack t heir progress
on t he Core Language Pract ice Cards and t he Core Card Test s.
An sw e r Pa ge s a n d Ru br ics
Beginning on page 101, you will fi nd answers t o all of t he Core Language
Pract ice Cards and t he Core Language Test s. We’ve creat ed rubrics for
every writ ing t ask t o m ake your j ob of grading m uch easier.
Fift h Grade Com m on Core Daily Language Pract ice © 2013

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Th e Copyr igh t
Text Copyright © 2013 by SPLASH! Publicat ions, Glendale Az
I llust rat ion Copyright © 2013 by SPLASH! Publicat ions, Glendale Az
All right s reserved. No part of t his publicat ion m ay be reproduced
or t ransm it t ed in any form by any m eans, elect ronic or m echanical,
including phot ocopy, recording, or any inform at ion st orage or ret rieval
syst em wit hout perm ission in writ t en form from t he aut hors. Pages in
Fift h Grade Com m on Core Daily Language Pract ice m ay be reproduced
by t he original purchaser only for use in t he original purchaser ’s
classroom and m ay not be sold or used for purposes ot her t han t hose
specifi cally perm it t ed by t he aut hors.
I llust rat ions and cover design by Vict oria J. Sm it h
I SBN 9 7 8 - 1 - 9 3 5 2 5 5 - 6 6 - 6

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Table of Cont ent s
Fift h Gr a de Com m on Cor e D a ily La n gu a ge Pr a ct ice
Con ve n t ion s of St a n da r d En glish
Con j u n ct ion , Pr e posit ion , I n t e r j e ct ion Pr a ct ice Ca r ds: CC.5 .L.1 a ...... 1
Conj unct ion, Preposit ion, I nt erj ect ion Test ........................................... 5
Pe r fe ct Ve r b Te n se s Pr a ct ice Ca r ds: CC.5 .L.1 b .................................. 6
Perfect Verb Tenses Test ................................................................... 10
Ve r b Te n se s Pr a ct ice Ca r ds: CC.5 .L.1 c ............................................. 11
Verb Tenses Test ............................................................................. 15
I n a ppr opr ia t e Ve r b Te n se Sh ift s Pr a ct ice Ca r ds: CC.5 .L.1 d .............. 16
I nappropriat e Verb Tense Shift s Test .................................................. 20
Cor r e la t ive Con j u n ct ion s Pr a ct ice Ca r ds: CC.5 .L.1 e .......................... 21
Correlat ive Conj unct ions Test ............................................................ 25
I t e m s in a Se r ie s Pr a ct ice Ca r ds: CC.5 .L.2 a ...................................... 26
I t em s in a Series Test ...................................................................... 30
I n t r odu ct or y Ele m e n t s Pr a ct ice Ca r ds: CC.5 .L.2 b ............................. 31
I nt roduct ory Elem ent s Test ............................................................... 35
Com m a s Pr a ct ice Ca r ds: CC.5 .L.2 c ................................................... 36
Com m as Test ................................................................................. 40
Pu n ct u a t in g Tit le s of W or k s Pr a ct ice Ca r ds: CC.5 .L.2 d ..................... 41
Punct uat ing Tit les of Works Test ........................................................ 45
Spe llin g Pr a ct ice Ca r ds: CC.5 .L.2 e .................................................... 46
Spelling Test ................................................................................... 50

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Table of Cont ent s
Fift h Gr a de Com m on Cor e D a ily La n gu a ge Pr a ct ice
Kn ow le dge of La n gu a ge
Ex pa n din g Se n t e n ce s Pr a ct ice Ca r ds: CC.5 .L.3 a ............................... 51

Expanding Sent ences Test ................................................................ 55
Com bin in g/ Re du cin g Se n t e n ce s Pr a ct ice Ca r ds: CC.5 .L.3 a ............... 56
Com bining/ Reducing Sent ences Test .................................................. 60
Com pa r e / Con t r a st D ia le ct s Pr a ct ice Ca r ds: CC.5 .L.3 b ...................... 61
Com pare/ Cont rast Dialect s Test ........................................................ 65
Voca bu la r y Acqu isit ion a n d Use
Con t e x t Clu e s Pr a ct ice Ca r ds: CC.5 .L.4 a ........................................... 66

Cont ext Clues Test .......................................................................... 70
Pr e fi x e s a n d Su ffi x e s Pr a ct ice Ca r ds: CC.5 .L.4 b ............................... 71
Prefi xes and Suffi xes Test ................................................................. 75
Re fe r e n ce Use Pr a ct ice Ca r ds: CC.5 .L.4 c .......................................... 76
Reference Use Test .......................................................................... 80
Sim ile s/ M e t a ph or s Pr a ct ice Ca r ds: CC.5 .L.5 a ................................... 81
Sim iles/ Met aphors Test .................................................................... 85
I diom s/ Pr ove r bs/ Ada ge s Pr a ct ice Ca r ds: CC.5 .L.5 b ........................ 86
I diom s/ Proverbs/ Adages Test ............................................................ 90
Syn on ym s, An t on ym s, H om ogr a ph s Pr a ct ice Ca r ds: CC.5 .L.5 c ......... 91
Synonym s, Ant onym s, Hom ographs Test ............................................ 95
Sign a l W or ds a n d Ph r a se s Pr a ct ice Ca r ds: CC.5 .L.6 .......................... 96
Signal Words and Phrases Test ........................................................ 100
An sw e r Pa ge s a n d Gr a din g Ru br ics ................................................. 101

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Nam e
Record Sheet
Con ve n t ion s of St a n da r d En glish
Cor e St a n da r d Day 1 Day 2 Day 3 Day 4 Te st
CC.L.1 a I can explain t he funct ion
of conj unct ions, preposit ions, and
int erj ect ions in sent ences
CC.L.1 b I can form and use t he

perfect verb t enses
CC.L.1 c I can use verb t enses t o

convey various t im es, sequences,
st at es, and condit ions
CC.L.1 d I can recognize and

correct inappropriat e shift s in verb
t ense
CC.L.1 e I can use correlat ive

conj unct ions
CC.L.2 a I can use punct uat ion

t o separat e it em s in a series
CC.L.2 b I can use com m as t o

separat e an int roduct ory elem ent
from t he rest of t he sent ence
CC.L.2 c I can use com m as t o set

off yes and no, a t ag quest ion, and
t o indicat e direct address
CC.L.2 d I can use underlining,

quot at ion m arks, or it alics t o indicat e
t it les of works
CC.L.2 e I can spell grade- appropriat e

words correct ly, consult ing references
as needed

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Nam e
Record Sheet
Kn ow le dge of La n gu a ge
CC.L.3 a I can expand sent ences
for m eaning, reader/ list ener
int erest , and st yle
CC.L.3 a I can com bine or reduce

sent ences for m eaning, reader/
list ener int erest , and st yle
CC.L.3 b I can com pare and

cont rast t he variet ies of English
used in st ories, dram as, or poem s

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Nam e
Record Sheet
Voca bu la r y Acqu ist ion a n d Use
CC.L.4 a I can use cont ext clues t o
figure out t he m eaning of a word
or phrase
CC.L.4 b I can use com m on Greek

and Lat in prefixes, suffixes, and
root s as clues t o m eanings of words
CC.L.4 c I can use t radit ional and

online references t o find t he
pronunct ion and m eaning of words
CC.L.5 a I can explain t he m eaning

of sim iles and m et aphors in cont ext
CC.L.5 b I can recognize and explain

t he m eaning of com m on idiom s,
adages, and proverbs
CC.L.5 c I can use t he relat ionship

bet ween synonym s, ant onym s, and
hom ographs t o underst and each word
CC.L.6 I can use words t hat signal

cont rast , addit ion, and ot her logical
relat ionships

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Name
Language
Core Card 1
Conventions of Standard English
5.L.1a I can explain the function of conjunctions,
prepositions, and interjections in sentences.
Cir cle a ll of t h e con j u n ct ion s, Pu t a box a r ou n d t h e pr e posit ion s,

a n d u n de r lin e t h e in t e r j e ct ion s in e a ch se n t e n ce .
1. “ Yes, I would like t o play video gam es wit h Lee and his sist er,” said Alex.
Writ e your own sent ence showing t hat som eone

is speaking using t he int erj ect ion from t he
sent ence above.
________________________________________
________________________________________
________________________________________
2. Alt hough I enj oy snorkeling wit h m y fam ily, I

also like scuba diving and searching for buried
t reasure wit h m y friends!
Writ e your own exclam at ory sent ence using t he

subordinat ing conj unct ion from t he sent ence above.
_________________________________________________________
_________________________________________________________
3. I worked long int o t he night , but alas, I did not fi nish m y hom ework.
Writ e your own sent ence using t he preposit ion from t he sent ence above.
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 2

1. Aft er we see t he m ovie t onight , can we go out for pizza and ice cream ?
Writ e your own int errogat ive sent ence using t he coordinat ing conj unct ion
from t he sent ence above.
_________________________________________________________
_________________________________________________________
2. “ No,” replied t he child’s fat her, “ you are not get t ing a puppy for Christ m as,
but Sant a Claus m ight bring you a goldfi sh.”
Writ e your own sent ence showing t hat

som eone is speaking using t he preposit ion
_____________________________________
_____________________________________
_____________________________________
3. Ah, I like t he feeling of wet sand and warm salt wat er bet ween m y t oes.
Writ e your own sent ence using t he int erj ect ion from t he sent ence above.
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 3

1. Play nicely, or spend t he rest of t he aft ernoon cleaning

your room .
Writ e your own im perat ive sent ence using t he preposit ion
_____________________________________________
_____________________________________________
2. Because I failed m y t est , I have t o skip soccer pract ice

and work on m y proj ect .
Writ e your own sent ence using t he subordinat ing

conj unct ion from t he sent ence above.
_____________________________________________
_____________________________________________
3. “ Wow! exclaim ed Jessica, “ I can see Lady Libert y and

t he Em pire St at e Building from t he plane!”
Writ e your own sent ence showing t hat som eone is

speaking using t he int erj ect ion from t he sent ence above.
_____________________________________________
_________________________________________________________

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Name
Language
Core Card 4

1. “Aft er leaving foot ball pract ice, I found a t went y dollar bill in t he m iddle of
t he st reet , so now I can buy ice cream for everyone!” exclaim ed William .
Writ e your own sent ence showing t hat som eone is speaking using t he
coordinat ing conj unct ion from t he sent ence above.
_________________________________________________________
_________________________________________________________
2. Well, I need t o go because it ’s really lat e, and m y m om will be worried

about m e.
Writ e your own sent ence using t he int erj ect ion from t he sent ence above.
_________________________________________________________
______________________________________
3. Where is t hat fi refi ght er who saved m y dogs and

cat s from t he burning building?
Writ e your own int errogat ive sent ence using t he

preposit ion from t he sent ence above.
______________________________________
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card Test

1. While wait ing for t he rain t o st op, we drove our car under t he bridge.
Writ e your own sent ence using t he subordinat ing

conj unct ion from t he sent ence above.
___________________________________
___________________________________
___________________________________
2. Aft er wat ching her t eam win again, Maria yelled, “ Yeah! That ’s m y favorit e
t eam !”
Writ e your own sent ence showing t hat som eone is speaking using t he
int erj ect ion from t he sent ence above.
_________________________________________________________
_________________________________________________________
3. St op running and scream ing during school hours!
Writ e your own im perat ive sent ence using t he preposit ion from t he
sent ence above.
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 1
5.L.1b I can form and use the perfect verb tenses.
Un de r lin e t h e pe r fe ct t e n se ve r b in e a ch se n t e n ce . On t h e lin e ,
w r it e w h e t h e r t h e ve r b is a pr e se n t pe r fe ct , pa st pe r fe ct , or fu t u r e
pe r fe ct ve r b.
1. An incredible idea has ent ered m y m ind. _________________________
2. Nick will have received his car by Friday. _________________________
3. Kelsey yelled, “ I had called hom e t wice!” _________________________
4. Your t eam has won t wo cham pionships! _________________________
5. Where had t he t eacher post ed t he quiz? _________________________
6. He had writ t en a scary st ory t o share wit h us. _____________________
For m t h e pr e se n t pe r fe ct , pa st pe r fe ct , a n d fu t u r e pe r fe ct t e n se s of
t h e ve r b m a k e .
7. present perfect ____________________________________________
past perfect ____________________________________________
fut ure perfect ____________________________________________
Use t he past perfect t ense of t he verb m ake in a declarat ive sent ence.
Use proper capit alizat ion, punct uat ion, and spelling.
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 2
pe r fe ct ve r b.
1. The plane will have arrived by 9: 00 A.M. _________________________
2. Jon has eat en t he ent ire pizza by him self! _________________________
3. When will t hey have count ed t he vot es? _________________________
4. Scient ist s have discovered a new species. _________________________
5. Jill adm it t ed, “ I had wit nessed t he accident .” ______________________
6. We have played t hat baseball t eam before. ________________________
t h e ve r b t h in k .
7. present perfect ____________________________________________
past perfect ____________________________________________
fut ure perfect ____________________________________________
Use t he present perfect t ense of t he verb t hink in an exclam at ory sent ence.
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 3
pe r fe ct ve r b.
1. My t eacher has given us t he inform at ion. _________________________
2. Mia had t aken her pig t o t he vet erinarian. ________________________
3. “Where have t hey t aken m y t oys?” asked Am y. ____________________
4. I will have cleaned m y room before t he part y. _____________________
5. He has m ade a big decision about t he car! ________________________
6. Paul had forgot t en m y birt hday before. _________________________
t h e ve r b fi n d.
7. present perfect ____________________________________________
past perfect ____________________________________________
fut ure perfect ____________________________________________
Use t he fut ure perfect t ense of t he verb fi nd in a sent ence t hat shows
som eone is speaking. Use proper capit alizat ion, punct uat ion, and spelling.
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 4
pe r fe ct ve r b.
1. By noon, I will have wait ed m ore t han t hree hours! _________________
2. “ I had spoken wit hout t hinking,” said Joe. ________________________
3. When had you planned t o t ell m e t hat ? _________________________
4. Bo had want ed t o fi nish his hom ework fi rst . _______________________
5. Mom will have baked a special cake for m e by Tuesday. ______________
6. My dogs have eat en all of t heir food t oday. ________________________
t h e ve r b go.
7. present perfect ____________________________________________
past perfect ____________________________________________
fut ure perfect ____________________________________________
Use t he present perfect t ense of t he verb go in an int errogat ive sent ence.
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card Test
pe r fe ct ve r b.
1. He has plant ed t his kind of t ree before. _________________________
2. “ I have asked t hat quest ion before,” said Tom . _____________________
3. By t om orrow, St ella will have knit t ed a pair of socks. ________________
4. Where had we eat en during our last visit ? ________________________
5. You have m ade m y decision very diffi cult ! _________________________
6. I had paint ed t he fence t wo different colors. ______________________
t h e ve r b fl y.
7. present perfect ____________________________________________
past perfect ____________________________________________
fut ure perfect ____________________________________________
Use t he past perfect t ense of t he verb fl y in a declarat ive sent ence.

__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 1
5.L.1c I can use verb tense to convey various times,
sequences, states, and conditions.
Cir cle t h e ve r b in e a ch se n t e n ce . Th e n , r e w r it e e a ch se n t e n ce
u sin g t h e cor r e ct ve r b t e n se .
1. My friend Kayla t aught elem ent ary school in I daho. ( present t ense)
_________________________________________________________
_________________________________________________________
2. Franklin will spend all of his m oney on souvenirs by t he end of t he

t rip. ( past perfect t ense)
_________________________________________________________
_________________________________________________________
3. The girls have m ade cupcakes for t he carnival. ( fut ure t ense)
_________________________________________________________
_________________________________________________________
Cir cle t h e ve r bs t h a t sh ow a ct ion in t h e pa st pe r fe ct t e n se .
have drawn want ed had gone will m ove
had t ried t ook had fl own has planned

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Name
Language
Core Card 2
1. Jerom e is feeling m uch bet t er t oday. ( past t ense)
_________________________________________________________
2. Michael plant s various t ypes of fruit s and veget ables in his garden every
sum m er. ( past perfect t ense)
_________________________________________________________
_________________________________________________________
3. We went t o t he fair for t he anim al exhibit s. ( present perfect t ense)
_________________________________________________________
_________________________________________________________
Cir cle t h e ve r bs t h a t sh ow a ct ion in t h e pr e se n t pe r fe ct t e n se .
has arrived will need have eat en will have purchased
have played t aken has driven have gone

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Name
Language
Core Card 3
1. We at e m ost of t he chocolat e dessert it em s. ( fut ure perfect t ense)
_________________________________________________________
_________________________________________________________
2. Bet h had worn her favorit e shirt t o t he part y. ( present t ense)
_________________________________________________________
_________________________________________________________
3. My m om drives her car alm ost every day. ( past perfect t ense)
_________________________________________________________
_________________________________________________________
Cir cle t h e ve r bs t h a t sh ow a ct ion in t h e pr e se n t t e n se .
will drink freezes sipped have forgot t en
underst ands forgives has m ailed will have grown

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Name
Language
Core Card 4
1. Howie m ight go t o t he dance wit h Marissa. ( past perfect t ense)
_________________________________________________________
_________________________________________________________
2. My big brot her t hinks about food all t he t im e! ( fut ure perfect t ense)
_________________________________________________________
_________________________________________________________
3. He wrot e his report wit hout any help from m e. ( fut ure t ense)
_________________________________________________________
_________________________________________________________
Cir cle t h e ve r bs t h a t sh ow a ct ion in t h e fu t u r e pe r fe ct t e n se .
will have won had st olen will play will have sold
will have quit will sell has t orn will break

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Name
Language
Core Card Test
1. I underst ood t he proj ect direct ions com plet ely. ( present t ense)
_________________________________________________________
_________________________________________________________
2. Juan is playing t he piano for his fi rst recit al! ( present perfect t ense)
_________________________________________________________
_________________________________________________________
3. He had t orn t he last page out of m y favorit e book. ( past t ense)
_________________________________________________________
_________________________________________________________
Cir cle t h e ve r bs t h a t sh ow a ct ion in t h e fu t u r e t e n se .
will have seen t hinks will sleep will have purchased
had caught m ay cut m ight go has broken

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Name
Language
Core Card 1
5.L.1d I can recognize and correct inappropriate
shifts in verb tense.
Cir cle t h e t w o ve r bs in e a ch se n t e n ce be low . Th e n , pu t a C n e x t t o

t h e se n t e n ce s w it h a ppr opr ia t e sh ift s in ve r b t e n se . Pu t a n I n e x t
t o t h e se n t e n ce s w it h in a ppr opr ia t e sh ift s in ve r b t e n se .
1 . ________ Mariah arrived at t he grocery st ore and t hen goes t o t he m all.
2 . ________ Mr. Jones explained t he proj ect t o st udent s who asked quest ions.
3 . ________ I will have purchased a house and m ove out by next week.
4 . ________ My puppy barks at everyt hing aft er he had eat en all of his kibble.
Go ba ck t o e a ch se n t e n ce a bove t h a t you m a r k e d w it h a n I .
W it h ou t ch a n gin g t h e m e a n in g of t h e se n t e n ce , m a k e ch a n ge s t o
t h e se con d ve r b so t h a t t h e r e is a n a ppr opr ia t e sh ift in ve r b t e n se .
Re a d t h e sh or t pa ssa ge be low a n d cir cle t h e ve r bs t h a t w ill give

t h e pa ssa ge t h e a ppr opr ia t e sh ift s in ve r b t e n se .
Yest erday, I saw a chipm unk ( clim bing, clim bed) up a t ree in m y backyard.
I was a lit t le ( fright ens, fright ened) by t he sight because I had never
( saw, seen) a chipm unk up close. I ( ask, asked) m y m om what she
( t hinks, t hought ) about t he sight of a chipm unk in our t ree. My m om
( t old, t ells) m e t hat t he sam e chipm unk ( had clim bed, has clim bed) t he
neighbor ’s t ree last week. I ( was am azed, am am azed) t o hear t hat !

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Name
Language
Core Card 2

1 . ________ When I go t o high school, I had played in t he m arching band.
2 . ________ I will list en t o t he direct ions and followed t he necessary st eps.
3 . ________ Marcie adopt ed a cat on Friday and brings it hom e t he next day.
4 . ________ I had dressed for a cold m orning, but it was very warm out side.

Next week, I ( am singing, was singing) in m y very fi rst singing cont est . By
t he t im e t he cont est ( began, begins) , I ( will have pract iced, had pract iced)
m ore t han 36 hours! I ( hope, hoped) t hat all of t he ext ra pract ice will pay
off. I f I win, I ( will ent er, will have ent ered) m ore singing cont est s. I f I
( was, am ) not successful, I ( will cont inue, cont inued) t o pract ice and
( ent ered, ent er) anot her singing cont est som eday.

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Name
Language
Core Card 3

1 . ________ I am planning t o eat at t hat rest aurant and t hen go t o t he m ovies.
2 . ________ Paul hasn’t seen his cousins or t alk t o his uncle in over a year.
3 . ________ Next Monday, I will t ake a t est and t urned in m y proj ect .
4 . ________ Every day, we walk t o school and rode t he bus hom e.

When I was at school t oday, I ( t ake, t ook) t he m ost im port ant t est of m y
life. I f I don’t ( pass, passed) t his t est , I ( will repeat , have repeat ed) t he
fi ft h grade. Now t hat it ’s over, I ( t hink, t hought ) I ( perform , perform ed)
well on t he t est . I ( answer, answered) all of t he quest ions, and if I
( was confused, am confused) by a quest ion, I ( t ake, t ook) a pret t y good
guess. Tom orrow, I ( will discover, have discovered) m y grade on t he t est .

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Name
Language
Core Card 4

1 . ________ Aft er it was hit , t he baseball quickly fl ies t hrough t he air!
2 . ________ Unt il yest erday, I didn’t know who was com ing t o m y part y.
3 . ________ The sky grew dark and a low rum ble announces t he st orm .
4 . ________ We built a t ree house, and t om orrow we played in it .

I have always ( wonder, wondered) who really ( discovers, discovered)

Am erica. We ( celebrat e, celebrat ed) Colum bus Day every year, but
( is, was) Christ opher Colum bus t he fi rst person t o visit Am erica? There
are archaeologist s who ( believe, believed) Viking explorer Leif Erikson
( sails, sailed) t o Am erica in 1003. That ( is, was) alm ost 500 years before
Christ opher Colum bus ( lands, landed) in Am erica! What do you t hink?

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Name
Language
Core Card Test

1 . ________ This Sunday, we will be boarding a t rain and going t o Cincinnat i.
2 . ________ By t he t im e I not iced t he doorbell, it has rung t hree t im es.
3 . ________ The m an spoke very slowly as he will be asking for direct ions.
4 . ________ A dragonfl y rest s on a branch as t he wind blew t he t ree.

I n a year from now, m y friends and I ( were ent ering, will be ent ering) t he
sixt h grade. Right now, we ( are, were) excit ed about get t ing a year older
and ( m oved, m oving) t o a new grade. Present ly, our fi ft h grade t eacher
( feels, felt ) t hat we ( are, were) alm ost ready, but she st ill t hinks we
( need, needed) m ore inst ruct ion in Mat h. I ( t hink, t hought ) t hat I
( am , was) ready t o go t o sixt h grade t oday!

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Name
Language
Core Card 1
5.L.1e I can use correlative conjunctions.
Use t h e pa ir of cor r e la t ive con j u n ct ion s t o com bin e t h e t w o

se n t e n ce s in t o on e se n t e n ce .
1. Phillip doesn’t like t o hike. Shelby doesn’t like t o hike. ( neit her, nor)
__________________________________________________________
__________________________________________________________
2. You need t o decide if you are going t o t he park t oday. You need t o decide
if you are going t o t he m ovies t oday. ( whet her, or)
__________________________________________________________
__________________________________________________________
3. The t est was very long. The t est was ext rem ely diffi cult . ( bot h, and)
__________________________________________________________
__________________________________________________________
Writ e your own sent ence using t he correlat ive conj unct ions eit her and or.
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 2

1. The doct or said t o add fruit t o m y diet . The doct or said t o add veget ables
t o m y diet . ( bot h, and)
__________________________________________________________
__________________________________________________________
2. I t rains every day! I t snows every day! ( eit her, or)
__________________________________________________________
__________________________________________________________
3. I don’t have any m oney t o spend at t he fair. My brot her doesn’t have any
m oney t o spend at t he fair. ( neit her, nor)
__________________________________________________________
__________________________________________________________
Writ e your own sent ence using t he correlat ive conj unct ions whet her and or.
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 3

1. Tony forgot his book. Tony forgot his lunch. ( bot h, and)
__________________________________________________________
__________________________________________________________
2. I don’t know if I want pizza for dinner. I don’t know if I want a ham burger
for dinner. ( whet her, or)
__________________________________________________________
__________________________________________________________
3. I can buy a shirt at t he m all. I can buy shoes at t he m all. ( eit her, or)
__________________________________________________________
__________________________________________________________
Writ e your own sent ence using t he correlat ive conj unct ions neit her and
nor. Use proper capit alizat ion, punct uat ion, and spelling.
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 4

1. My horse is t hirst y. My horse is hungry. ( eit her, or)
__________________________________________________________
__________________________________________________________
2. I don’t care if we go t o t he zoo on our fi eld t rip. I don’t care if we go t o t he

wat erpark on our fi eld t rip. ( whet her, or)
__________________________________________________________
__________________________________________________________
3. The cat can’t j um p over t he fence. The dog can’t j um p over t he fence.
( neit her, nor)
__________________________________________________________
__________________________________________________________
Writ e your own sent ence using t he correlat ive conj unct ions bot h and and.
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card Test

1. Molly can have a phone. Molly can have t ennis lessons. ( eit her, or)
__________________________________________________________
__________________________________________________________
2. The book I read was int erest ing. The book I read had a com plex st ory wit h
a surprise ending. ( bot h, and)
__________________________________________________________
__________________________________________________________
3. Haley doesn’t have t im e t o go shopping. Haley doesn’t have t im e t o host

a part y. ( neit her, nor)
__________________________________________________________
__________________________________________________________
Writ e your own sent ence using t he correlat ive conj unct ions whet her and or.
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 1
5.L.2a I can use proper capitalization and punctuation, including
punctuation to separate items in a series.
Re w r it e e a ch se n t e n ce u sin g cor r e ct ca pit a liza t ion , e n d

pu n ct u a t ion , a n d a com bin a t ion of com m a s, colon s, or se m icolon s
t o se pa r a t e it e m s in t h e se r ie s.
1. “t oday for lunch,” announced sam , “ i at e a ham and cheese sandwich a

bag of pret zels celery st alks wit h peanut but t er and four chocolat e chip
cookies”
____________________________________________
______________________________________
______________________________________
______________________________________
________________________________________
2. veronica spent t he ent ire m orning cooking cleaning and doing t he laundry
t he whole aft ernoon running errands shopping and st udying and t he
evening ironing m aking lunches and brushing t he dog
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 2

1. m rs. t im pali explained, “ t hese are t he anim als t hat you m ust locat e on
t oday’s fi ft h grade fi eld t rip t o t he san diego zoo african and asian
elephant s zebras collared peccary ( also known as j avelina) and nigerian
giraffes”
_________________________________________
______________________________________
________________________________
__________________________________
______________________________________
2. fi shing boat ing and swim m ing are m ichelle’s favorit e out door sport s in
connect icut , but she also enj oys t hese indoor act ivit ies reading a good book
knit t ing baby blanket s and playing t he piano
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 3

1. for t onight ’s dinner, will you pick up t hese it em s sirloin st eaks pork chops
and beef ribs from t he but cher warm bread and sweet past ries from t he
bakery and fresh shrim p clam s lobst er and m ussels from t he fi sh m arket
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. “your report ,” explained m y hist ory t eacher, “ m ust include

inform at ion about one of t he following fam ous explorers
christ opher colum bus am erigo vespucci coronado
francisco or cabeza de vaca”
___________________________________________
___________________________________________
_______________________________________
______________________________________
______________________________________

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Name
Language
Core Card 4

1. “ if you get bit by a rat t lesnake,” asked m r. sykes, “ will you please follow
t hese survival t ips st ay calm call for em ergency help lay down keep t he
bit t en lim b lower t han t he heart preserve body heat and wait for help”
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
__________________________________________________________
2. t his is m y list of errands fi rst pick up t he dry cleaning second run t o t he

grocery st ore for m ilk and eggs t hird st op by t he bank t o m ake a deposit
and fi nally fi ll t he car wit h gas
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card Test

1. m at t hew refuses t o go snow boarding in ut ah because he is afraid of falling
and breaking his leg get t ing st uck in a snow st orm becom ing so cold he
can’t m ove and sleeping in a dark cabin all by him self
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
2. “ preparing for a t rip t o yellowst one nat ional park,” inst ruct ed m y
fat her, “ involves careful planning t o m ake sure you have everyt hing you
need fi rewood propane and a t ent from t he cam ping st ore warm socks and
a j acket from t he sport ing goods st ore and plent y of nut rit ious food wat er
and snacks from t he grocery st ore”
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Name
Language
Core Card 1
5.L.2b I can use proper capitalization and punctuation, including
commas to separate an introductory element from the rest
of the sentence.
Re w r it e e a ch se n t e n ce u sin g cor r e ct ca pit a liza t ion a n d pu n ct u a t ion .
1. wit h heavy rain fl ooding t he st reet s t he cincinnat i reds cancelled

t onight s baseball gam e explained robert
__________________________________________
__________________________________________
__________________________________________
2. high above t he t rees in t he darkest corner of t he night sky j onah saw his
fi rst shoot ing st ar
__________________________________________________________
__________________________________________________________
3. a huge dog wit h big paws spot was always t racking m ud int o t he house
__________________________________________________________
__________________________________________________________
4. arm s folded across her chest m rs m ill scolded us for breaking her window
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 2
of the sentence.
1. a m an wit h a generous heart m r baldwin donat ed t he m oney for t he new

library announced m ayor furnburg
__________________________________________________________
__________________________________________________________
2. eat ing his last slice of pizza m icah wiped his chin folded his napkin and
gulped t he rest of his m ount ain dew
____________________________________________
____________________________________________
____________________________________________
3. because she knew it was t he right t hing t o do alana ret urned t he m oney
__________________________________________________________
__________________________________________________________
4. under t he t all oak t ree in t he m iddle of t he front yard sheila found her
brot hers buried t reasure
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 3
of the sentence.
1. legs quivering i could t ell t hat m y dog leo was dream ing of chasing squirrels
__________________________________________________________
__________________________________________________________
2. an out st anding st udent j illian is also an excellent at hlet e

com m ent ed coach parker
_________________________________________
_________________________________________
_________________________________________
3. aft er t he last quart er of t he foot ball gam e we

headed t o t he t eam shop t o buy a few t hings a
j ersey an aut ographed foot ball and a foam fi nger
__________________________________________________________
__________________________________________________________
4. knowing t hat all hope was lost why did derrick cont inue looking for t he keys
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 4
of the sentence.
1. around t he last corner of t he long dark hallway m ilo found his dads offi ce
__________________________________________________________
__________________________________________________________
2. a hero t o all who were wat ching t he fi rem an bravely rescued t he child from
t he burning building
__________________________________________________________
__________________________________________
3. growling ferociously t he t iny dog m anaged t o fright en

t he large group of m enacing boys
__________________________________________
__________________________________________
__________________________________________________________
4. alt hough she had a t est t he next day anna went t o

t he m ovies inst ead of st udying
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card Test
of the sentence.
1. knowing which way t o go j asm ine confi dent ly t urned right at t he st op sign
__________________________________________________________
__________________________________________________________
2. because of his fear of fl ying brandon usually t akes t wo t rains a bus and a
t axi when he visit s
__________________________________________________________
__________________________________________________________
3. wit h a confederat e at t ack on fort sum t er t he fi rst shot s of t he civil war rang
out explained m s j annings
_________________________________
_________________________________
__________________________________________________________
4. a very sweet dessert pum pkin pie is not everyones favorit e dish
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 1
5.L.2c I can use proper capitalization and punctuation, including:
commas to set of the words yes and no, commas to set of
a tag question from the rest of the sentence, and commas
to indicate direct address.
1. is t hat you kelsey asked m rs franklin
__________________________________________________________
__________________________________________________________
2. yes it s m e replied kelsey
__________________________________________________________
__________________________________________________________
3. kelsey why are you going t o school on a

sat urday asked m rs franklin
____________________________________
BECKER
____________________________________
____________________________________
4. t oday is friday isn’t it asked kelsey
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 2
1. t yrones grandm ot her asked do you have hom ework t onight t yrone
__________________________________________________________
__________________________________________________________
2. no i dont have any hom ework t onight replied t yrone
__________________________________________________________
________________________________________
3. you have a libert y bell report due on m onday

dont you asked t yrones grandm ot her
________________________________________
________________________________________
________________________________________
4. yes but i already fi nished m y libert y bell report answered t yrone
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 3
1. t wyla asked are you com ing t o visit soon kat ie
__________________________________________________________
__________________________________________________________
2. yes i plan on visit ing next week replied kat ie
_______________________________________
_______________________________________
3. you will bring your j um p rope wont you inquired

t wyla
_______________________________________
_______________________________________
_______________________________________
4. yes i already have it packed in m y suit case exclaim ed kat ie
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 4
1. is t hat your new cat cody asked aaron
__________________________________________________________
2. yes she is t he best cat ive ever owned exclaim ed cody
__________________________________
__________________________________
__________________________________
3. t hat s t he cat we saw at t he shelt er isn’t it

asked aaron
__________________________________
__________________________________
__________________________________________________________
4. no t he cat at t he shelt er had already been adopt ed replied cody
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card Test
1. are you com ing t o m y birt hday part y st eve asked vanessa
__________________________________________________________
2. yes im planning on com ing replied st eve
__________________________________________________________
________________________________
________________________________
3. you rem em ber t hat t he part y is on

sat urday don’t you asked vanessa
________________________________
__________________________________________________________
__________________________________________________________
4. yes it s t he sam e day as your t win sist ers birt hday isnt it laughed st eve
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 1
5.L.2d I can use underlining, quotation marks, or
italics to indicate titles of works.
Pu t a U n e x t t o t h e t it le s t h a t sh ou ld be u n de r lin e d, a Q n e x t t o t h e
t it le s t h a t sh ou ld be in qu ot a t ion m a r k s, a n d a n I n e x t t o t h e t it le s
t h a t w ou ld be w r it t e n in it a lics.
1 . ________ The t it le of your favorit e short poem .
2 . ________ A handwrit t en report t hat m ent ions t he t it le of a book of poem s.
3 . ________ The t it le of a song m ent ioned in a handwrit t en paragraph.
4 . ________ A t yped essay t hat includes t he t it le of an album .
Re w r it e t h e se n t e n ce s be low , u sin g cor r e ct ca pit a liza t ion a n d

pu n ct u a t ion . Un de r lin e or u se qu ot a t ion m a r k s t o pr ope r ly in dica t e
t h e t it le s of w or k s.
5. how m any ballet st udent s will have roles in t he broadway product ion of t he
nut cracker suit e
__________________________________________________________
__________________________________________________________
6. t he song t om orrow is m y favorit e song from t he m usical annie
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 2
1 . ________ A newspaper review t hat feat ures t he t it le of a new m ovie.
2 . ________ Your handwrit t en review t hat list s t he t it le of a t elevision show.
3 . ________ The t it le of a short st ory.
4 . ________ The t it le of a m agazine m ent ioned in your t yped paragraph.

5. t he episode j ohnny com es hom e is from t he t elevision series m at lock
__________________________________________________________
__________________________________________________________
6. did you know t hat t he t it anic was a ship t hat sank on april 14 1912
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 3
1 . ________ A chapt er t it le from t he book you’re reading m ent ioned in

your handwrit t en book report .
2 . ________ A m agazine art icle feat uring t he nam e of a fam ous ship.
3 . ________ The t it le of an encyclopedia art icle.
4 . ________ The t it le of t he encyclopedia t hat you used in t he bibliography of

your handwrit t en report .

5. on sept em ber 14 1814 francis scot t key wrot e t he poem t he st ar spangled

banner
__________________________________________________________
__________________________________________________________
6. t he new york t im es is a newspaper t hat has been published since 1851
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 4
1 . ________ The t it le of t he novel you’re reading in a handwrit t en let t er t o

your penpal.
2 . ________ The t it le of a newspaper in your t yped paragraph.
3 . ________ The t it le of an opera reviewed in a m agazine.
4 . ________ The t it le of your favorit e t elevision episode.

5. t he album sweet escape includes t he song wind it up
__________________________________________________________
__________________________________________________________
6. how m any successful m issions did t he space shut t le discovery com plet e
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card Test
1 . ________ The t it le of a t elevision series m ent ioned in t he book you’re

reading.
2 . ________ The t it le of a Broadway m usical reviewed in a New York

newspaper.
3 . ________ The t it le of a song from your favorit e singer.
4 . ________ The t it le of a m agazine feat ured in your handwrit t en report .

5. do you know how t he fam ous opera m adam e but t erfl y ends
__________________________________________________________
__________________________________________________________
6. i enj oyed j ack londons st ory t o build a fi re and his novel t he call of t he wild
__________________________________________________________
__________________________________________________________

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Name
Language
Core Card 1
5.L.2e I can spell grade-appropriate words correctly,
consulting references as needed.

I n a ddit ion , a dd t h e be gin n in gs or e n din gs t o t h e w or ds in
pa r e n t h e se s a n d spe ll t h e n e w w or ds cor r e ct ly. Use a dict ion a r y if
n e e de d.
1. i have a diffi cult t im e ( believe + ing) your ( am aze + ing) ( st ory + s)

explained t hom as
__________________________________________________________
__________________________________________________________
2. be careful not t o ( m is + spell) t hese words on your t est ( m essy + est )

( enj oy + able) ( t rue + ly) and ( big + er)
__________________________________________________________
__________________________________________________________
3. did you know t hat we were ( t rap + ed) in t he ( dim + est ) part of t he cave
feeling ( help + less) unt il t he fi rem en arrived asked cryst al
__________________________________________________________
__________________________________________________________
Cir cle t h e w or ds t h a t a r e spe lle d cor r e ct ly. Use a dict ion a r y for h e lp.
t ruely m arriage rakeing concede fi erce
recieve let ing deceit bigger dareing

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Name
Language
Core Card 2

n e e de d.
1. i am a ( creat e + ive) and ( dare + ing) perform er who likes t o m ake

( beaut y + ful) m usic said m argaret
__________________________________________________________
__________________________________________________________
2. i read t he book charlot t e’s web in fourt h grade, and i found it t o be a

( love + ly) st ory about a ( glory + ous) pig and a ( play + ful) spider
__________________________________________________________
__________________________________________________________
3. t hank you for ( re + arrange + ing) t he chairs for t onight s ( pre + school)
( graduat e + ion)
__________________________________________________________
__________________________________________________________
t hier fearing ceiling yeild preceed
slim m er exagerat e spraying carfully hopeful

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Name
Language
Core Card 3

n e e de d.
1. i plan t o be ( fam e + ous) by m y ( t went y + et h) birt hday ( reply + ed)

m eredit h
__________________________________________________________
__________________________________________________________
2. did you know it is ( il + legal) t o drive a car by ( your + self ) unt il you have
( com plet e + ed) drivers t raining asked m r m oss
__________________________________________________________
__________________________________________________________
3. m y brot hers room is t he ( m essy + est ) room in t he house, but i

( act ual + ly) t hink m y sist ers room is t he ( sm elly + est )
__________________________________________________________
__________________________________________________________
really busier fancyful recieve arrangeing
recede niece put t ing wraped allready

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Name
Language
Core Card 4

n e e de d.
1. t he baby is ( get + ing) ( big + er) and ( heavy + er) every day
__________________________________________________________
__________________________________________________________
2. i was ( grat e + ful) for help in ( pre + record + ing) t he present at ion
because i found out i was ( m is + use + ing) t he video cam era
__________________________________________________________
__________________________________________________________
3. why did t he principal ( dis + approve) of our ( silly + ness) at friday

night s foot ball gam e ( inquire + ed) andrea
__________________________________________________________
__________________________________________________________
irregular t hinness t inyest receipt seceede
wierd slugger split ing dessert t ryed

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Name
Language
Core Card Test

n e e de d.
1. i ( care + ful + ly) ( com plet e + ed) m y hom ework before reading t wo
bedt im e ( st ory + s) t o m y ( young + er) brot her
__________________________________________________________
__________________________________________________________
2. t hat was t he ( t iny + est ) m ost ( am aze + ing) baby ive ever seen
( reply + ed) lance
__________________________________________________________
__________________________________________________________
3. why are you ( arrange + ing) t he desks in t he ( sm all + est ) corner of t he

room inst ead of in t he ( big + est ) space asked m rs lerner
__________________________________________________________
__________________________________________________________
reciept eveness heavier already peir
t heir hopeing rem oveing creat ive t ruly

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Name
Language
Core Card 1
Knowledge of Language
5.L.3a I can expand sentences for meaning,
reader/listener interest, and style.
Use t h e de scr ipt ive w or ds a n d ph r a se s in pa r e n t h e se s t o m a k e t h e

se n t e n ce s be low m or e in t e r e st in g. Re w r it e t h e im pr ove d se n t e n ce s
on t h e lin e s pr ovide d.
1. The dog ran t oward t he bone. ( t em pt ing, playful, quickly, scam pered)
__________________________________________________________
______________________________________________
2. The soldier walked hom e. ( t ired, aft er an exhaust ing day,

t rudged)
______________________________________________
______________________________________________
3. “ We were scared,” said Bailey. ( exclaim ed, fright ened

beyond belief, while walking t hrough t hat desert ed fi eld,
shaking uncont rollably)
______________________________________________
______________________________________________
Writ e your own exclam at ory sent ence using in t he m urky pond and t wo
ot her descript ive words or phrases. Use proper capit alizat ion, punct uat ion,
and spelling.
_________________________________________________________
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 2

1. Tia was surprised t o fi nd m oney. ( t went y dollars, ast onished, in her pocket )
__________________________________________________________
__________________________________________________________
2. Tecum seh was a Nat ive Am erican. ( his t win brot her,
war chiefs, Shawnee t ribe)
_____________________________________________
_____________________________________________
3. “ Where is t he pizza?” asked Raul. ( pepperoni,

inquired, left over, t hat was in t he refrigerat or)
_____________________________________________
_____________________________________________
Writ e your own int errogat ive sent ence using fant ast ic
and t wo ot her descript ive words or phrases. Use proper
capit alizat ion, punct uat ion, and spelling.
_________________________________________________________
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 3

1. Jon at e t he apple. ( sweet , devoured, crunchy, eagerly, was so hungry)
__________________________________________________________
___________________________________
2. Daniel Boone was a pioneer. ( fam ous, in 1775,

his fait hful dog, explored Kent ucky)
___________________________________
___________________________________
___________________________________
3. Corina said, “ That basket ball player is t all.”

( t owers above everyone, exclaim ed, am azing)
___________________________________
___________________________________
Writ e your own declarat ive sent ence using above t he t allest t ree and t wo
and spelling.
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 4

1. I have a goldfi sh. ( Oscar, adopt ed, st riped, orange and yellow)
__________________________________________________________
_______________________________________
2. We learned about Leif Erikson. ( Viking, researched,

explorer, son of Erik t he Red)
____________________________________________
____________________________________________
________________________________________
3. Don’t put your shoes on t he count er. ( fi lt hy,

please, t ennis, kit chen)
__________________________________________
__________________________________________
Writ e your own im perat ive sent ence using t oday and t om orrow and t wo
and spelling.
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card Test

1. Go t o your room ! ( im m ediat ely, bedroom , m arch upst airs)
__________________________________________________________
___________________________________________
2. Anne Hut chinson lived in Massachuset t s. ( set t led,

early colonist , English)
_______________________________________________
_______________________________________________
______________________________________________
3. “ I will be t here t om orrow,” said Robbie. ( announced,

aft ernoon, arrive)
____________________________________________
__________________________________________________________
Writ e your own sent ence showing som eone is speaking using incredible
and t wo ot her descript ive words or phrases. Use proper capit alizat ion,
punct uat ion, and spelling.
_________________________________________________________
_________________________________________________________

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Name
Language
Core Card 1
5.L.3a I can combine or reduce sentences for
meaning, reader/listener interest, and style.
Use t h e w or ds in pa r e n t h e se s a n d pr ope r pu n ct u a t ion t o com bin e t h e

se n t e n ce s. Re w r it e t h e n e w se n t e n ce on t h e lin e s pr ovide d.
1. The school was fi nally open. St udent s fi lled t he classroom s. ( and)
__________________________________________________________
__________________________________________________________
2. I like peanut but t er. I like j elly. I don’t like ham and cheese. ( and, but )
__________________________________________________________
__________________________________________________________
Re a d t h e se n t e n ce s be low . Cir cle t h e le t t e r of t h e se n t e n ce t h a t is

t h e m ost e ffe ct ive .
3. a. The west ern boundary of Arizona form s t he Colorado River, and t he

Colorado river is 688 m iles long.
b. The Colorado River is in Arizona and for 688 m iles t he Colorado River
form s t he west ern boundary in Arizona.
c. The Colorado River is 688 m iles long and form s t he west ern boundary
of Arizona.
4. a. The Rio Grande River is im port ant t o Texas’s farm ers because t hey use
t he river t o irrigat e t heir crops.
b. The farm ers are im port ant t o t he Rio Grande River because t he farm ers
irrigat e t heir crops and t he Rio Grande River helps t hem do t his.
c. The farm ers in Texas use t he Rio Grande River and t hey use t he river
t o irrigat e t heir crops.

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Name
Language
Core Card 2

1. I plan t o wear red on Monday. Red is m y favorit e color. ( because)
__________________________________________________________
__________________________________________________________
2. Bo j um ped off t he t op bunk bed. Bo landed on a soft pillow. Bo broke his

arm . ( and, but )
__________________________________________________________
__________________________________________________________

3. a. I n m ost st at es, a fi shing license is required t o fi sh because endangered

fi sh are prot ect ed by st rict laws.
b. Fishing in m ost st at es requires an endangered license t o fi sh t o prot ect t he
fi sh from fi shing.
c. Endangered fi sh need a license t o fi sh.
4. a. Fish and rept iles live in t he Unit ed St at es, and t here are m any species and
m any different kinds.
b. The Unit ed St at es is hom e t o m any different species of fi sh and rept iles.
c. Fish and rept iles are hom e t o t he Unit ed St at es, and t here are m any species
of fi sh and different t ypes of rept iles t oo.

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Name
Language
Core Card 3

1. I never really liked spaghet t i. I t ast ed m y m om ’s hom em ade sauce. ( unt il)
__________________________________________________________
__________________________________________________________
2. I didn’t feel well yest erday. I went t o school. I had a t est . ( but , because)
__________________________________________________________
__________________________________________________________

3. a. I ndependence was fought for in t he war t hat Mexico declared on Spain in

1821, t o fi ght for independence.
b. Spain and Mexico went t o war in 1821, and t he t wo count ries declared war,
so Mexico could fi ght for independence from Spain.
c. I n 1821, Mexico went t o war wit h Spain t o fi ght for independence.
4. a. France’s Louisiana Territ ory was purchased by t he Unit ed St at es and t he sale

of t he land t ook place in 1803.
b. I n 1803, t he Unit ed St at es purchased t he Louisiana Territ ory from France.
c. The Louisiana Territ ory was owned by France, but t he Unit ed St at es want ed it ,
so t he Unit ed St at es purchased t he Louisiana Territ ory from France in 1803.

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Name
Language
Core Card 4

1. He volunt eered t o t ake out t he t rash. He realized how heavy it was. ( before)
__________________________________________________________
__________________________________________________________
2. I don’t know t hat boy. I don’t know t hat girl. I will int roduce m yself. ( or, so)
__________________________________________________________
__________________________________________________________

3. a. Each st at e designs a fl ag and chooses anim als and sym bols t o represent it .
b. St at es designs fl ags and anim als and choose sym bols t o represent t hem .
c. Flags, anim als, and sym bols represent st at es, and each st at e designs t he
sym bols t o represent it .
4. a. Final decisions are m ade in t he Suprem e Court where som e cases go all t he
way.
b. Som e cases go all t he way t o t he Suprem e Court where t he decisions are
fi nal.
c. The Suprem e Court ’s decisions are all t he way fi nal.

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Name
Language
Core Card Test

1. Gum is not allowed in t he classroom . Young st udent s m ight choke. ( because)
__________________________________________________________
__________________________________________________________
2. I can’t play soccer or foot ball. I can’t run far dist ances. I am going t o play
baseball. ( because, so)
__________________________________________________________
__________________________________________________________

3. a. Resources, such as books, m ovies, m aps, and ot her resources help us learn
about t he past and what happened in t he past .
b. Books, m ovies, m aps, and ot her resources help us learn about what
happened in t he past .
c. I n t he past , books, m ovies, m aps, and ot her resources helped us learn.
4. a. Prim ary sources are recorded by people who were present at an event , and
secondary sources are recorded by people aft er an event t akes place.
b. Prim ary and secondary sources are recorded by people who were present at
at an event or aft er an event t akes place for secondary sources.
c. People who are present at an event record prim ary sources, while secondary
sources are recorded by people, but aft er an event t akes place.

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Name
Language
Core Card 1
5.L.3b I can compare and contrast the varieties of
English used in stories, dramas, or poems.
Re a d t h e con ve r sa t ion be low . Th e n a n sw e r t h e qu e st ion s.

( 1) “ Guid m ornin!” announced I sobel nervously. ( 2) I t was her fi rst day of fi ft h grade
and her lit t le brot her Logan’s fi rst day of kindergart en at At hens Elem ent ary School in
Alabam a.
( 3) Connor, a sixt h grader at At hens caught on quickly. ( 4) “ Where y’all from ?”
asked Connor.
( 5) I sobel relaxed her grip on her brot her ’s hand. ( 6) “A’m frae Scot land,” replied
I sobel.
( 7) “ Scot land?” gasped Connor, “ well, shut m y m out h!”
( 8) “ Whit ’s yer nam e?” asked I sobel.
( 9) “ I ’m Connor and t his here is m y best friend Billy Ray.”
( 10) “ Nice t ae m eit ye,” blushed I sobel.
( 11) “ We’re fi xin’ t o go t o t he playground. Y’all wanna com e?” asked Connor.
( 12) “Ay, ye ar verra kin!” exclaim ed I sobel. ( 13) She grabbed Logan’s
hand and followed her new friends t o t he playground.
1. Rewrit e sent ences 4 and 11 using form al st andard English.
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Rewrit e sent ences 10 and 12 using inform al st andard English.
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 2
Re a d t h e pa ssa ge be low . Th e n u se t h e t r a n sla t ion of t h e Au st r a lia n

dia le ct w or ds a n d ph r a se s t o r e w r it e t h e pa ssa ge in st a n da r d En glish .
I n t he back of t he beyond lives an old bloke nam ed Archie Finn. Archie is known as a
bludger, not int erest ed in working t oo hard. He cat ches fi sh in t he billabong and sells
t hem t o gum suckers for t heir hooleys and barbies. Archie uses t he m oney t o buy his
favorit e bickies. He’s not m uch for earbashing, and you will never hear him grizzling.
Som e people m ight knock Archie’s way of life, but t o him , t hat kind of t alk is j ust piffl e.
back of t he beyond – in t he Aust ralian Out back barbies – barbecues

bickies – cookies billabong – lake
bloke – m an bludger – lazy person
earbashing – const ant t alk grizzling – com plaining
gum suckers – resident s of Vict oria hooleys – wild part ies
knock – crit icize piffl e – nonsense
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 3
Re a d t h e poe m be low . Th e n u se t h e st a n da r d En glish t o Br it ish

t r a n sla t ion t o r e w r it e t h e poe m in a Br it ish dia le ct .
While put t ing on m y t ennis shoes, I heard a loud com m ot ion
I felt like such a crazy person, but I knew m y fears were j ust ifi ed
I called m y m om and a friend I knew, but neit her were able t o help m e
Finally, m y dad showed up, and boy did I feel st upid
We were am azed t o learn t hat t he sounds were com ing from t he bat hroom
What was t he com m ot ion?
The t elevision was blaring, and t he t oilet paper roll had fallen on t he fl oor!
bog roll – t oilet paper roll chap – friend

da – dad daft – st upid
gobsm acked – am azed kerfuffl e – com m ot ion
loo – bat hroom m um – m om
nut t er – crazy person spot- on – j ust ifi ed
t elly – t elevision t rainers – t ennis shoes
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 4
Re a d t h e pa ssa ge be low . Th e n t r a n sla t e t h e Br it ish w or ds in t o

st a n da r d En glish .
“ Put your hom ework in your backpack,” inst ruct ed Mrs. Lum pkin. William obeyed his
t eacher, opened his rucksack, and dropped his hom ework inside. Aft er alm ost t hree
weeks in a New York school, William was fi nally cat ching on. He m issed his chaps and
his fl at in England, but he had m ade new friends and visit ed t heir apart m ent s. Before
lunch, he followed t he ot her boys int o t he bat hroom t o wash t heir hands. Before walking
out of t he loo, he t hrew his paper t owel int o t he t in and headed for lunch. When t he
ot her kids handed t heir dollar bills t o t he cafet eria worker, William pulled a not e out
of his pocket and paid for lunch. Cookies were on t he m enu t oday, and William gladly
t ook a chocolat e chip biscuit and put it on his t ray.
1. rucksack _____________________ 2. chaps ______________________
3. fl at _________________________ 4. loo ________________________
5. t in _________________________ 6. not e _______________________
7. biscuit _______________________
8. Writ e your own sent ence using t wo of t he Brit ish words from above. Use
proper capit alizat ion, punct uat ion, and spelling.
____________________________________________________________
____________________________________________________________
9. Rewrit e your sent ence using st andard English. Again, use proper
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card Test
St u dy t h e Br it ish , Au st r a lia n , a n d Scot t ish dia le ct voca bu la r y be low .
Br it ish D ia le ct Au st r a lia n D ia le ct Scot t ish D ia le ct

chips – French Fries boot – t runk of car Awrit e! – Hi!
cooker – st ove lolly – candy See ye eft er! – See you lat er!
lift – elevat or m at e – friend Whit ’s yer nam e? – What ’s your nam e?
nappy – diaper rat bag – m ean person Nice t ae m eit ye – Nice t o m eet you
rubbish – garbage bat hers – swim m ers Thenk ye uncoly! – Thank you very m uch!
sweet s – candy freshie – crocodile Hou ar ye? – How are you?
1. Writ e a sent ence using t hree of t he Aust ralian words from above. Use proper
_____________________________________________________________
_____________________________________________________________
2. Use words and phrases from above t o writ e a four sent ence conversat ion
bet ween a Brit ish child and a Scot t ish child. Use proper capit alizat ion,
punct uat ion, and spelling. Cont inue on t he back if you need m ore room .
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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Name
Language
Core Card 1
Vocabulary Acquisition and Use
5.L.4a I can use context clues (deinitions, examples, or restatements)
to igure out the meaning of a word or phrase.
W r it e t h e de fi n it ion for t h e n e w w or d in e a ch se n t e n ce by u sin g t h e

con t e x t clu e s.
1. “The cam p sit e was very prim it ive,” report ed Mandy, “ t hat is, it didn’t have
any m odern cabins, t ent s, or bat hroom s.”
prim it ive m eans _____________________________________________
2. Did you know t hat leisure act ivit ies like exercising, t aking a bubble bat h, and
playing sport s will help you relax?
leisure m eans _______________________________________________
3. My lit t le brot her was apprehensive, very nervous about going t o t he dent ist .
apprehensive m eans __________________________________________
4. The clim b t o t he t op of t he m ount ain was t reacherous – ext rem ely dangerous.
t reacherous m eans __________________________________________
D e lu ge m e a n s a fl ood of w a t e r . W r it e a n in t e r r oga t ive se n t e n ce w it h

con t e x t clu e s u sin g de lu ge . Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________
Con spicu ou s m e a n s e a sily se e n or n ot ice d. W r it e a se n t e n ce w it h con t e x t

clu e s u sin g con spicu ou s. Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 2

1. Don’t linger, or spend t oo m uch t im e at t he m all t his aft ernoon.
linger m eans ________________________________________________
2. An urban area, which is in a cit y or t own, usually has st ores and rest aurant s.
urban m eans _______________________________________________
3. Monot onous act ivit ies, for exam ple, doing chores, brushing your t eet h, and
writ ing your Spelling words, are som et im es boring because t hey lack variet y.
m onot onous m eans __________________________________________
4. Som et im es I t hink m y t eacher is om niscient because she knows everyt hing!
om niscient m eans __________________________________________
Ex clu de m e a n s cu t ou t or sh u t ou t . W r it e a n im pe r a t ive se n t e n ce w it h
con t e x t clu e s u sin g e x clu de . Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________
A pr e dica m e n t is a n u n ple a sa n t sit u a t ion . W r it e a se n t e n ce w it h con t e x t

clu e s u sin g pr e dica m e n t . Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 3

1. Provoking, or annoying t he dog will m ake him so angry t hat he m ight bit e.
provoking m eans _____________________________________________
2. “ We have an am ple am ount of space,” announced Mom , “ which m eans t hat

we have plent y of room for your friends.”
am ple m eans _______________________________________________
3. Regulat ions, such as speed lim it s, seat belt laws, and ot her rules save lives.
regulat ions m eans ___________________________________________
4. Pot t y t raining m y new puppy seem s fut ile – unsuccessful and point less.
fut ile m eans ________________________________________________
Jovia l m e a n s j oyfu l a n d h a ppy. W r it e a se n t e n ce sh ow in g t h a t som e on e is

spe a k in g w it h con t e x t clu e s u sin g j ovia l. Use proper capit alizat ion, spelling, and
punct uat ion.
___________________________________________________________
___________________________________________________________
Re lu ct a n t m e a n s u n w illin g t o t r y som e t h in g. W r it e a se n t e n ce w it h con t e x t

clu e s u sin g r e lu ct a n t . Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 4

1. Prim at es, for exam ple, m onkeys, apes, and chim ps, oft en act like hum ans.
prim at es m eans ______________________________________________
2. St op ant agonizing your sist er! I n ot her words, quit annoying and irrit at ing her.
ant agonizing m eans ____________________________________________
3. I can’t fat hom , or even im agine t he possibilit y of m oving t o a new school!
fat hom m eans ________________________________________________
4. The acrid t ast e from t he sour m ilk was so bit t er t hat it burned m y t hroat .
acrid m eans _________________________________________________
Abr u pt m e a n s su dde n . W r it e a n e x cla m a t or y se n t e n ce w it h con t e x t clu e s

u sin g a br u pt . Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________
Acce le r a t e m e a n s t o spe e d u p. W r it e a se n t e n ce w it h con t e x t clu e s u sin g

a cce le r a t e . Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card Test

1. Ellie t ried t o coax, or gent ly persuade her ham st er out of his cage.
coax m eans __________________________________________________
2. My fam ily has always been nom adic, t hat is, we’ve been m oving around from
place t o place m y ent ire life.
nom adic m eans ________________________________________________
3. The aut hors of t he poem s were anonym ous – t heir nam es were unknown.
anonym ous m eans _____________________________________________
4. Obst acles, like rain and sore feet won’t get in m y way of running t he race.
obst acles m eans ______________________________________________
Accu m u la t e d m e a n s ga t h e r e d. W r it e a de cla r a t ive se n t e n ce w it h con t e x t

clu e s u sin g a ccu m u la t e d. Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________
A h oa x is a j ok e or a t r ick . W r it e a se n t e n ce w it h con t e x t clu e s u sin g h oa x .

Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 1
5.L.4b I can use common grade-appropriate Greek and Latin preixes,
suixes, and roots as clues to the meaning of words.
St u dy t h e Gr e e k a n d La t in pr e fi x e s, su ffi x e s, a n d r oot w or ds be low .
Gr e e k / La t in Pr e fi x e s Gr e e k / La t in Su ffi x e s Gr e e k / La t in Root s
phot o – light able/ ible – able t o be or do port – t o carry
t rans – across or beyond graph – writ t en or drawn
W r it e t h e de fi n it ion for t h e n e w w or d in e a ch se n t e n ce by u sin g

w h a t you h a ve le a r n e d a bou t it s pr e fi x , su ffi x , or r oot w or d.
1. “My lit t le brot her t akes chewable vit am ins every m orning,” said Sylvia.
chew m eans ________________ able m eans _____________________
chewable m eans ______________________________________________
Form t wo new words using t he suffi x able.
___________________________ ____________________________
2. Colin will use his cam era t o t ake a phot ograph of his fam ily.
phot o m eans ________________ graph m eans ___________________

phot ograph m eans ____________________________________________
Form t wo new words using t he prefi x phot o or t he suffi x graph.
___________________________ ____________________________
W r it e a de cla r a t ive se n t e n ce u sin g t r a n s + por t . Use proper capit alizat ion,

spelling, and punct uat ion.
___________________________________________________
___________________________________________________

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Name
Language
Core Card 2
co – t oget her phobia – fear of som et hing vert – t o t urn
phot o – light
re – again

1. Mrs. Miller said, “ You m ust coedit your report s before handing t hem in.”
co m eans ___________________ edit m eans _____________________
coedit m eans _______________________________________________
Form t wo new words using t he prefi x co.
___________________________ ____________________________
2. Please do not revert back t o you old behaviors and at t it udes.
re m eans ___________________ vert m eans ___________________

revert m eans _______________________________________________
Form t wo new words using t he prefi x re or t he root word vert .
___________________________ ____________________________
W r it e a n im pe r a t ive se n t e n ce u sin g ph ot o + ph obia . Use proper

capit alizat ion, spelling, and punct uat ion.
___________________________________________________
___________________________________________________

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Name
Language
Core Card 3
m icro – sm all obj ect phone – sound t ract – t o pull or drag
non – not
re – again

1. “Will we be able t o t ake a nonst op fl ight t o Alaska?” asked Theresa.

non m eans ________________ st op m eans _____________________
nonst op m eans _______________________________________________

Form t wo new words using t he prefi x non.
___________________________ ____________________________
2. Turn on t he m icrophone before speaking t o t he large group.
m icro m eans ________________ phone m eans ___________________
m icrophone m eans ____________________________________________

Form t wo new words using t he prefi x m icro or t he suffi x phone.
___________________________ ____________________________
W r it e a se n t e n ce sh ow in g som e on e is spe a k in g u sin g r e + t r a ct . Use

proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________
___________________________________________________

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Name
Language
Core Card 4
m icro – sm all obj ect able/ ible – able t o be or do port – t o carry
m ent – condit ion or qualit y of scope – t o aim or look at

1. “ We can carry t hat wat er j ug easily because it is port able,” agreed Lyla.
port m eans __________________ able m eans ____________________

port able m eans ______________________________________________
Form t wo new words using t he root word port or t he suffi x able.

___________________________ ____________________________
2. For t onight ’s ent ert ainm ent , do you want t o go bowling or see a m ovie?
ent ert ain m eans _______________ m ent m eans ____________________
ent ert ainm ent m eans __________________________________________
Form t wo new words using t he suffi x m ent .

___________________________ ____________________________
W r it e a n in t e r r oga t ive se n t e n ce u sin g m icr o + scope . Use proper

___________________________________________________
___________________________________________________

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Name
Language
Core Card Test
aut o – self logy – t he st udy of pat h – suffering
re – again m obile – t o m ove

1. The newest aut om obiles are m ore expensive but use less gas.
aut o m eans __________________ m obile m eans __________________

aut om obile m eans ____________________________________________
Form t wo new words using t he prefi x aut o or t he root word m obile.

___________________________ ____________________________
2. I went t o t he doct or and t he pat hology report proved t hat I was very sick.
pat h m eans __________________ logy m eans ____________________

pat hology m eans _____________________________________________
Form t wo new words using t he prefi x pat h or t he suffi x logy.
___________________________ ____________________________
W r it e a n e x cla m a t or y se n t e n ce u sin g r e + w r it e . Use proper capit alizat ion,

___________________________________________________
___________________________________________________

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Name
Language
Core Card 1
5.L.4c I can use traditional and online reference materials to ind
the pronunciation and meaning of key words and phrases.
Use a n on lin e or t r a dit ion a l dict ion a r y a n d t h e sa u r u s t o fi n d a n d

a n sw e r qu e st ion s a bou t e a ch w or d or ph r a se be low .
1. Look up t he words in t he phrase abundant povert y.
What are t he respellings for t he words abundant and povert y?
___________________________ _____________________________
Writ e a synonym phrase for t he phrase abundant povert y.
___________________________ _____________________________
Writ e an ant onym phrase for t he phrase abundant povert y.
___________________________ _____________________________
2. Look up t he word predicam ent .
What is t he respelling for predicam ent ?
___________________________________________________________
What is t he fi rst noun defi nit ion for t he word predicam ent ?
___________________________________________________________
Writ e a sent ence using a synonym for predicam ent . Use proper capit alizat ion,
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 2

1. Look up t he phrase cont inuous cont roversy.
What are t he respellings for cont inuous and cont roversy?
___________________________ _____________________________
Writ e a synonym phrase for t he phrase cont inuous cont roversy.
___________________________ _____________________________
Writ e an ant onym phrase for t he phrase cont inuous cont roversy.
___________________________ _____________________________
2. Look up t he word det eriorat e.
What is t he respelling for det eriorat e?
___________________________________________________________
What is t he fi rst verb defi nit ion for t he word det eriorat e?
___________________________________________________________
Writ e a sent ence using an ant onym for det eriorat e. Use proper capit alizat ion,
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 3

1. Look up t he words in t he phrase painst akingly m onot onous.
What are t he respellings for painst akingly and m onot onous?
___________________________ _____________________________
Writ e a synonym phrase for t he phrase painst akingly m onot onous.
___________________________ _____________________________
Writ e an ant onym phrase for t he phrase painst akingly m onot onous.
___________________________ _____________________________
2. Look up t he word obst acle.
What is t he respelling for obst acle?
___________________________________________________________
What is t he fi rst noun defi nit ion for t he word obst acle?
___________________________________________________________
Writ e a sent ence using a synonym for obst acle. Use proper capit alizat ion,
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 4

1. Look up t he words in t he phrase t he consequences are inevit able.
What are t he respellings for consequences and inevit able?
___________________________ _____________________________
Writ e a synonym phrase for t he phrase t he consequences are inevit able.
___________________________ _____________________________
Writ e an ant onym phrase for t he phrase t he consequences are inevit able.
___________________________ _____________________________
2. Look up t he word t reacherous.
What is t he respelling for t reacherous?
___________________________________________________________
What is t he fi rst adj ect ive defi nit ion for t he word t reacherous?
___________________________________________________________
Writ e a sent ence using a synonym for t reacherous. Use proper capit alizat ion,
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card Test

1. Look up t he words in t he phrase m eager am bit ions.
What are t he respellings for m eager and am bit ions?
___________________________ _____________________________
Writ e a synonym phrase for t he phrase m eager am bit ions.
___________________________ _____________________________
Writ e an ant onym phrase for t he phrase m eager am bit ions.
___________________________ _____________________________
2. Look up t he word ret aliat ion.
What is t he respelling for ret aliat ion?
___________________________________________________________
What is t he fi rst noun defi nit ion for t he word ret aliat ion?
___________________________________________________________
Writ e a sent ence using an ant onym for ret aliat ion. Use proper capit alizat ion,
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 1
5.L.5a I can explain the meaning of similes and
metaphors in context.
1. Ant hony is creat ive and as sly as a fox.
What is t he sim ile in t his sent ence?
___________________________________________________________
I n t his sim ile, _______________ is being com pared t o ______________
Writ e a sent ence wit h a sim ile t hat describes how brave a fi refi ght er is.
___________________________________________________________
2. The crab was a dancing set of knives, chopping it s way t hrough t he sand.
What is t he m et aphor in t his sent ence?
_________________________________________
__________________________________
Explain what t his m et aphor m eans.
________________________________
_______________________________
___________________________________________________________
Writ e a sent ence wit h your own m et aphor com paring an anim al t o an obj ect .
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 2
1. My cousin Myra was hopping like a bunny during t he East er egg hunt .
_______________________________________
_______________________________________
I n t his sim ile, ____________________ is being
com pared t o _____________________________________
Writ e a sent ence wit h a sim ile t hat describes how hard hom ework can be.
___________________________________________________________
___________________________________________________________
2. A book is a key t hat unlocks your im aginat ion.
___________________________________________________________
___________________________________________________________
Writ e a sent ence wit h your own m et aphor com paring an obj ect t o an obj ect .
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 3
1. Walt er has a sm ile as sweet as sugar.
___________________________________________________________
Writ e a sent ence wit h a sim ile t hat describes how scary a rollercoast er is.
___________________________________________________________
2. My new science book is a hippopot am us in m y backpack!
___________________________________
___________________________________
___________________________________
___________________________________________________________
___________________________________________________________
Writ e a sent ence wit h your own m et aphor com paring an anim al t o a person.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 4
1. The m onkey was swinging from branch t o branch like a spider spinning a web.
_______________________________________
I n t his sim ile, ____________________ is
being com pared t o _________________________
Writ e a sent ence wit h a sim ile t hat describes how

cold ice cream is.
___________________________________________________________
___________________________________________________________
2. Her long hair is a wat erfall of cascading wat er.
___________________________________________________________
___________________________________________________________
Writ e a sent ence wit h your own m et aphor com paring a person t o a m oving
obj ect .
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card Test
1. Veronica was as sleepy as a puppy aft er a rom p in t he park.
___________________________________________________________
Writ e a sent ence wit h a sim ile t hat describes how salt y t he ocean is.
___________________________________________________________
___________________________________________________________
2. The barracuda’s t eet h are shiny whit e daggers.
______________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Writ e a sent ence wit h your own m et aphor com paring a person t o a fi sh.
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 1
5.L.5b I can recognize and explain the meaning of
common idioms, adages, and proverbs.
1. Aft er being ignored by t he m odel, I learned t hat beaut y is only skin deep.
What is t he proverb or adage in t his sent ence?
___________________________________________________________
Explain what t his proverb or adage m eans.
___________________________________________________________
Writ e your own sent ence using t he proverb or adage bet t er lat e t han never.
___________________________________________________________
___________________________________________________________
2. Aft er playing t he ent ire gam e, t he pit cher was running out of st eam .
What is t he idiom in t his sent ence?
___________________________________________________________
Explain what t his idiom m eans.
___________________________________________________________
Writ e your own sent ence using t he idiom pulling your leg. Use proper
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 2
1. We did t he proj ect t oget her because t wo heads are bet t er t han one.
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he proverb or adage out of sight , out of m ind.
___________________________________________________________
___________________________________________________________
2. I was so t ired aft er st udying for t he t est t hat I decided t o hit t he hay.
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he idiom barking up t he wrong t ree. Use
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 3
1. Som et im es t hings go wrong, but every cloud has a silver lining.
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he proverb or adage don’t cry over spilled
m ilk. Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________
2. The punishm ent should have been harsh, but he only got a slap on t he wrist .
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he idiom go out on a lim b. Use proper
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 4
1. My grandm ot her always t ells m e t hat good t hings com e in sm all packages.
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he proverb or adage don’t bit e t he hand t hat
feeds you. Use proper capit alizat ion, spelling, and punct uat ion.
___________________________________________________________
___________________________________________________________
2. I was worried about t he proj ect , but it t urned out t o be a piece of cake.
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he idiom spilled t he beans. Use proper
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card Test
1. I want ed t o eat m y cake lat er, but in m y house, he who hesit at es is lost !
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he proverb or adage don’t rock t he boat .
___________________________________________________________
___________________________________________________________
2. We’re going on a fi eld t rip, but I ’m worried because I ’m under t he weat her.
___________________________________________________________
___________________________________________________________
Writ e your own sent ence using t he idiom but t erfl ies in m y st om ach. Use
___________________________________________________________
___________________________________________________________

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Name
Language
Core Card 1
5.L.5c I can use the relationship between synonyms, antonyms,
and homographs to better understand each of the words.
Re a d t h e pa ssa ge be low . Th e n u se t h e ch a r t t o list a syn on ym a n d a n

a n t on ym in con t e x t for t h e w or ds in bold. You m a y u se a dict ion a r y, a
t h e sa u r u s, or t h e con t e x t clu e s in t h e pa ssa ge t o h e lp you .
The fi rst English colonist s a r r ive d in Am erica in t he lat e 1500s. Som e m ade
t he long j ourney across t he At lant ic Ocean in search of fe r t ile land. Ot hers
want ed religious fr e e dom from England. Many hoped t o e sca pe from t he
con st a n t wars and r e volt s in Europe.
W or d in Bold Syn on ym An t on ym
arrived
fert ile
freedom
escape
const ant
revolt s
Re a d t h e de fi n it ion of e a ch h om ogr a ph . Th e n w r it e a de cla r a t ive se n t e n ce

cor r e ct ly u sin g e a ch h om ogr a ph . Use pr ope r ca pit a liza t ion , pu n ct u a t ion ,
a n d spe llin g.
1. console ( a cabinet t hat holds ent ert ainm ent equipm ent )
____________________________________________________________
____________________________________________________________
2. console ( t o com fort during a t im e of grief )
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 2

The French and I ndian War was t he fi n a l of four wars fou gh t bet ween France
and England. Bot h count ries and t heir Nat ive Am erican a llie s bat t led t o
con t r ol t he land in Nort h Am erica. The count ry t hat cont rolled t he m ost
land also cont rolled t he fi shing t errit ories and pr ofi t a ble fur t rade wit h t he
Nat ive Am ericans.
fi nal
fought
allies
cont rol
m ost
profi t able
Re a d t h e de fi n it ion of e a ch h om ogr a ph . Th e n w r it e a n in t e r r oga t ive

se n t e n ce cor r e ct ly u sin g e a ch h om ogr a ph . Use pr ope r ca pit a liza t ion ,
pu n ct u a t ion , a n d spe llin g.
1. invalid ( not t rue, correct , accept able, or appropriat e)
____________________________________________________________
____________________________________________________________
2. invalid ( a person who is in bed because of illness or inj ury)
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 3

By t he end of 1763, t he English colonist s r e a lize d t hat Great Brit ain com ple t e ly
cont rolled t heir lives. The colonist s weren’t pe r m it t e d t o e x plor e or se t t le t he
new land t hey had fought for during t he French and I ndian War. King George I I I
gave m ost of t he new land t o t he Nat ive Am ericans. The colonist s were a n gr y!
realized
com plet ely
perm it t ed
explore
set t le
angry
Re a d t h e de fi n it ion of e a ch h om ogr a ph . Th e n w r it e a n im pe r a t ive se n t e n ce

cor r e ct ly u sin g e a ch h om ogr a ph . Use pr ope r ca pit a liza t ion , pu n ct u a t ion ,
a n d spe llin g.
1. m inut e ( a unit of t im e t hat equals 60 seconds)
____________________________________________________________
____________________________________________________________
2. m inut e ( t he sm allest am ount )
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 4

I n 1770, Brit ish t roops were se n t t o Bost on t o keep pe a ce . The colonist s t h r e w
rocks and eggs at t he soldiers and pr ot e st e d against Great Brit ain’s u n fa ir
rules. The soldiers fi red t heir guns int o t he cr ow d and killed fi ve colonist s. The
killing of t he fi ve colonist s becam e known as t he Bost on Massacre.
sent
peace
t hrew
prot est ed
unfair
crowd
Re a d t h e de fi n it ion of e a ch h om ogr a ph . Th e n w r it e a se n t e n ce sh ow in g
som e on e is spe a k in g cor r e ct ly u sin g e a ch h om ogr a ph . Use pr ope r
ca pit a liza t ion , pu n ct u a t ion , a n d spe llin g.
1. obj ect ( a t hing)
____________________________________________________________
____________________________________________________________
2. obj ect ( t o disagree)
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card Test

I n 1774, t he colonist s be ga n preparing for war by ga t h e r in g weapons and

gunpowder. Brit ish spies discovered t he weapons and planned a surprise at t ack
t o st e a l t hem . Paul Revere rode on horseback t o w a r n t he colonist s t hat t he
Brit ish soldiers were com in g. His warning gave t he colonist s e n ou gh t im e t o
hide m ost of t heir weapons before t he Brit ish soldiers arrived.
began
gat hering
st eal
warn
com ing
enough
Re a d t h e de fi n it ion of e a ch h om ogr a ph . Th e n w r it e a n e x cla m a t or y

se n t e n ce cor r e ct ly u sin g e a ch h om ogr a ph . Use pr ope r ca pit a liza t ion ,
pu n ct u a t ion , a n d spe llin g.
1. change ( t o becom e different )
____________________________________________________________
____________________________________________________________
2. change ( m oney left over)
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 1
5.L.6 I can use words that signal contrast, addition,
and other logical relationships.
Re a d t h e pa ssa ge be low a n d u n de r lin e t h e sign a l w or ds a n d sign a l ph r a se s.

The fi rst shot s of t he Revolut ionary War were fi red in Lexingt on,
Massachuset t s. Several m inut em en were wounded or killed in t he bat t le.
The Brit ish t roops successfully ent ered t he t own of Concord and began
searching for t he colonist s’ hidden weapons and gunpowder. The colonist s,
however, had been warned by Paul Revere and had successfully hidden m ost
of t heir weapons. Moreover, t he colonist s were ready for t he Brit ish soldiers.
During a quick scuffl e known as t he Bat t le of Concord, t hree Brit ish soldiers
and t wo m ore m inut em en were killed. Consequent ly, t he Brit ish soldiers
t urned back t oward Bost on. Along t he 16 m ile j ourney, however, m ore
m inut em en fi red at t he Brit ish soldiers from behind t rees and st one fences.
Over 200 Brit ish soldiers were killed or wounded during t he bat t le. I n
addit ion, 90 m inut em en also lost t heir lives.
Use t h e pa ssa ge t o a n sw e r t h e qu e st ion s be low . M a k e su r e you a n sw e r t h e

qu e st ion s u sin g com ple t e se n t e n ce s.
1. Why were t he colonist s able t o hide m ost of t heir weapons and gunpowder?
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Why did t he Brit ish soldiers t urn back t oward Bost on?
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 2

Aft er t he bat t les of Lexingt on and Concord, t he colonist s knew t hey had t o
get organized t o defeat Great Brit ain. I n addit ion t o m apping out a st rat egy,
t he colonist s needed t o choose a leader. George Washingt on accept ed t he j ob
of com m anding t he Cont inent al Arm y.
General Washingt on’s t roops were poorly organized. Their t raining cam ps
were fi lt hy. Moreover, t hey didn’t have enough m oney or proper supplies.
I n addit ion, som e of t he colonist s were st ill loyal t o Great Brit ain. As a result
of t hese problem s, George Washingt on faced an uphill bat t le.
Sim ilarly, Great Brit ain had st ruggles of it s own. To begin wit h, Great Brit ain
was 3,000 m iles away. Sending t roops and supplies across t he At lant ic Ocean
was slow and expensive. I n cont rast , t he colonist s had been living in Am erica
for m any years. They had t raveled t he roads, lived t hrough t he harsh
wint ers, and knew t he best hiding places. Consequent ly, t he Revolut ionary
War would not be an easy vict ory for eit her side.

1. What were t wo of t he reasons t hat George Washingt on faced an uphill bat t le?
____________________________________________________________
____________________________________________________________
2. What t wo st ruggles did Great Brit ain face during t he Revolut ionary War?
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 3

The English colonist s living in Am erica want ed t o prot ect t heir right s and
freedom s. Sim ilarly, Great Brit ain want ed t o rem ain in cont rol of it s land and
people in Am erica. As a result of t hese const ant st ruggles, war seem ed t o be t he
only opt ion.
The governm ent leaders in Am erica urged t he colonist s t o declare t heir
independence from Great Brit ain. Many of t he colonist s were not ready t o t ake
t his drast ic st ep. Nevert heless, on July 4, 1776, t he Declarat ion of I ndependence
was adopt ed. This bold st at em ent signaled t o Great Brit ain t hat t he colonist s
want ed t o be free. Moreover, t he colonist s were willing t o cont inue fi ght ing and
sacrifi cing t heir lives for t his freedom .
Aft er signing t he Declarat ion of I ndependence, t he t hirt een original colonies
j oined t oget her and form ed t he Unit ed St at es of Am erica. The Declarat ion of
I ndependence did not end t he Revolut ionary War. I n cont rast , it m ade t he
fi ght ing even m ore fi erce. The Revolut ionary War was far from over.

1. Explain why war seem ed t o be t he only opt ion for t he colonist s and Great
Brit ain.
____________________________________________________________
____________________________________________________________
2. What t wo t hings did t he Declarat ion of I ndependence signal t o Great Brit ain?
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card 4

The Declarat ion of I ndependence was signed in t he sum m er of 1776. As a result ,
m any t hings changed in Am erica. The t hirt een original colonies form ed t he
Unit ed St at es of Am erica. I n addit ion, t he Am ericans were not j ust fi ght ing for
t heir right s, t hey were fi ght ing for com plet e independence from Great Brit ain.
Great Brit ain, on t he ot her hand, was no longer int erest ed in j ust punishing t he
colonist s. Great Brit ain was t rying t o com plet ely crush t he Unit ed St at es.
During t he fall of 1776, t hings did not go well for General George Washingt on
and t he Cont inent al Arm y. To begin wit h, Great Brit ain had cont rol of Canada.
Moreover, Great Brit ain used it s posit ion in Canada and it s 30,000 properly
t rained and well fed soldiers t o t ake over New York. I n cont rast , General
Washingt on had j ust 20,000 poorly t rained soldiers who were in need of weapons,
food, and proper uniform s. To m ake m at t ers worse, Brit ish t roops ent ered
Pennsylvania and t ook over t he Am erican capit al in Philadelphia. I f t hings didn’t
im prove soon, t he Unit ed St at es would lose t he war and all of it s land in Am erica.

1. What t wo t hings allowed Great Brit ain t o t ake over New York?
____________________________________________________________
____________________________________________________________
2. Describe t hree problem s t hat General Washingt on’s Cont inent al Arm y faced.
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Name
Language
Core Card Test
France secret ly began giving t he Unit ed St at es loans, gift s of m oney, and

weapons. I n 1778, France and t he Unit ed St at es signed a t reat y. Consequent ly,
France sent ships full of soldiers and supplies t o Am erica. France helped t he
Unit ed St at es rem ain in cont rol of New York and t he rest of t he nort hern st at es.
Meanwhile, Great Brit ain t urned it s at t ent ion t o t he Sout h. Brit ish t roops easily
capt ured Georgia. Next , t he Brit ish Arm y m ade plans t o invade Sout h Carolina.
I n bat t le aft er bat t le, t he Brit ish defeat ed Am erica’s arm ies in t he Sout h.
I n Decem ber 1780, General Nat hanael Greene t ook over as com m ander of t he
Sout hern Arm y. As a result of Greene’s leadership, t hings fi nally began t o t urn
around for t he Unit ed St at es.
I n 1781, t he Brit ish Arm y m ade one last at t em pt t o defeat t he Am ericans. More
t han 17,000 French and Am erican t roops forced t he Brit ish Arm y t o ret reat across
t he York River. Finally, on Oct ober 19, 1781, Great Brit ain surrendered t he
Revolut ionary War t o t he Unit ed St at es.

1. What caused France t o send soldiers and supplies t o Am erica?
____________________________________________________________
____________________________________________________________
2. When and why did t he war fi nally t urn around for t he Unit ed St at es?
____________________________________________________________
____________________________________________________________

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A nswers
Ca r d 1 Ca r d 3
1. Conj unct ions: and 1. Conj unct ions: or
Preposit ions: wit h Preposit ions: of
I nt erj ect ions: yes
2. Conj unct ions: because, and
2. Conj unct ions: alt hough, and Preposit ions: on
Preposit ions: wit h, for
3. Conj unct ions: and
3. Conj unct ions: but Preposit ions: from
Preposit ions: int o I nt erj ect ions: wow
I nt erj ect ions: alas
See Rubric on t he next page for grading
See Rubric on t he next page for sent ences
grading sent ences
Ca r d 4
Ca r d 2
1. Conj unct ions: aft er, so
1. Conj unct ions: aft er, and Preposit ions: in, of, for
Preposit ions: for
2. Conj unct ions: because, and
2. Conj unct ions: but Preposit ions: about
Preposit ions: for I nt erj ect ions: well
I nt erj ect ions: no
3. Conj unct ions: and
3. Conj unct ions: and Preposit ions: from
Preposit ions: of, bet ween
I nt erj ect ions: ah See Rubric on t he next page for grading
sent ences
See Rubric on next page for
grading sent ences
Te st
1. Conj unct ions: while 3. Conj unct ions: and
Preposit ions: for, under Preposit ions: during
2. Conj unct ions: aft er See Rubric on t he next page for grading
I nt erj ect ions: yeah sent ences

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A nswers
Crit eria 3 2 1 0 Score
I ncluded and correctly I ncluded, but did not Wrote a sentence, but did
not include the conjunction
Conj unct ions used the conjunction in the correctly use the
conjunction in the correct OR it was the wrong type
Didn’t attem pt to write
a sentence
correct type of sentence type of sentence of sentence
Had m ore than 4
Had no spelling m istakes Had 1-2 spelling Had 3-4 spelling
Spelling in the sentence m istakes in the sentence m istakes in the sentence
spelling m istakes in the
sentence
Capit alizat ion Had no capitalization or Had 1-2 capitalization or Had 3-4 capitalization or Had m ore than 4
capitalization or
and punctuation m istakes punctuation m istakes punctuation m istakes punctuation m istakes in
Punct uat ion in the sentence in the sentence in the sentence the sentence
Tot al

I ncluded, but did not Wrote a sentence, but did
I ncluded and correctly correctly use the not include the preposition Didn’t attem pt to write
Preposit ions used the preposition in preposition in the correct OR it was the wrong type a sentence
the correct type of sentence type of sentence of sentence
Had m ore than 4
Had no spelling m istakes Had 1-2 spelling Had 3-4 spelling spelling m istakes in the
Spelling in the sentence m istakes in the sentence m istakes in the sentence sentence
capitalization or
Tot al

I ncluded, but did not Wrote a sentence, but did
I ncluded and correctly correctly use the not include the interjection
I nt erj ect ions used the interjection in the Didn’t attem pt to write
interjection in the correct OR it was the wrong type a sentence
correct type of sentence type of sentence of sentence
Had m ore than 4
Spelling spelling m istakes in the
in the sentence m istakes in the sentence m istakes in the sentence sentence
capitalization or
Tot al
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A nswers
Ca r d 1 Ca r d 3
1. has ent ered – present perfect 1. has given – present perfect
2. will have received – fut ure perfect 2. had t aken – past perfect
3. had called – past perfect 3. have t aken – present perfect
4. has won – present perfect 4. will have cleaned – fut ure perfect
5. had post ed – past perfect 5. has m ade – present perfect
6. had writ t en – past perfect 6. had forgot t en – past perfect
7. has or have m ade 7. have or has found
had m ade had found
will have m ade will have found
See Rubric on t he next page for See Rubric on t he next page for grading
grading sent ence sent ence
Ca r d 2 Ca r d 4
1. will have arrived – fut ure perfect 1. will have wait ed – fut ure perfect
2. has eat en – present perfect 2. had spoken – past perfect
3. will have count ed – fut ure perfect 3. had planned – past perfect
4. have discovered – present perfect 4. had want ed – past perfect
5. had wit nessed – past perfect 5. will have baked – fut ure perfect
6. have played – present perfect 6. have eat en – present perfect
7. have or has t hought 7. has or have gone
had t hought had gone
will have t hought will have gone
See Rubric on next page for

grading sent ence See Rubric on t he next page for grading
sent ence
Te st
1. has plant ed – present perfect 2. have asked – present perfect
3. will have knit t ed – fut ure perfect 4. had eat en – past perfect
5. have m ade – present perfect 6. had paint ed – past perfect
7. has or have fl own
had fl own See Rubric on t he next page for
will have fl own grading sent ences

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Criteria 3 2 1 0 Score
I ncluded and used the I ncluded the verb but it Did not include the verb
Verbs verb in its correct tense wasn’t in its correct tense in its correct tense AND Didn’t attem pt to write
A nswers
in the correct type of OR wrote the wrong type it was the wrong type of a sentence
Tenses sentence of sentence sentence
Had no spelling m istakes Had 1-2 spelling Had m ore than 4

Had 3-4 spelling
104
sentence
Capitalization Had no capitalization or Had 1-2 capitalization or Had 3-4 capitalization or Had m ore than 4
punctuation m istakes capitalization or
and punctuation m istakes punctuation m istakes punctuation m istakes in
Punctuation in the sentence in the sentence in the sentence the sentence
Total
A nswers
Ca r d 1 Ca r d 3
1. verb – t aught 1. verb – at e
present t ense – t eaches fut ure perfect t ense – will have eat en
My friend Kayla t eaches We will have eat en m ost of t he
elem ent ary school in I daho. chocolat e dessert it em s.
2. verb – will spend 2. verb – had worn
past perfect t ense – had spent present t ense – wears
Franklin had spent all of his Bet h wears her favorit e shirt t o
m oney on souvenirs by t he end t he part y.
of t he t rip. 3. verb – drives
3. verb – have m ade past perfect t ense – had driven
fut ure t ense – will m ake, m ight My m om had driven her car alm ost
m ake, shall m ake, m ay m ake, et c. every day.
The girls will m ake cupcakes for
t he carnival. Present Tense Verbs
freezes, underst ands, forgives
Past Perfect Tense Verbs
had gone, had t ried, had fl own
Ca r d 4
Ca r d 2 1. verb – m ight go
past perfect t ense – had gone
1. verb – is feeling Howie had gone t o t he dance wit h
past t ense – felt Marissa.
Jerom e felt m uch bet t er t oday. 2. verb – t hinks
2. verb – plant s fut ure perfect t ense – will have t hought
past perfect t ense – had plant ed My big brot her will have t hought about
Michael had plant ed various t ypes food all t he t im e!
of fruit s and veget ables in his 3. verb – wrot e
garden every sum m er. fut ure t ense – will writ e, m ay writ e,
3. verb – went shall writ e, m ust writ e, et c.
present perfect t ense – have gone He m ay writ e his report wit hout any
We have gone t o t he fair for t he help from m e.
anim al exhibit s.
Fut ure Perfect Tense Verbs
Present Perfect Tense Verbs will have won, will have sold,
has arrived, have eat en, will have quit
have played, has driven, have gone

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Te st
1. verb – underst ood
present t ense – underst and
I underst and t he proj ect direct ions
com plet ely.
2. verb – is playing
present perfect t ense – has played
Juan has played t he piano for his
fi rst recit al!
3. verb – had t orn
past t ense – t ore
He t ore t he last page out of m y
favorit e book.
Fut ure Tense Verbs

will sleep, m ay cut , m ight go

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A nswers
Ca r d 1 Ca r d 3
1. I – Mariah arrived at t he grocery 1. C
st ore and t hen went t o t he 2. I – Paul hasn’t seen his cousins or
m all. t alked t o his uncle in over a year.
2. C 3. I – Next Monday, I will t ake a t est
3. I – I will have purchased a house and will t urn in m y proj ect .
and will have m oved out by 4. I – Every day, we walk t o school
next week. and ride t he bus hom e.
4. I – My puppy barks at everyt hing
aft er he eat s all of his kibble. t ook, pass, will repeat , t hink,
perform ed, answered, was confused,
clim bing, fright ened, seen, asked, t ook, will discover
t hought , t old, had clim bed,
was am azed Ca r d 4
Ca r d 2 1. I – Aft er it was hit , t he baseball
quickly fl ew t hrough t he air.
1. I – When I go t o high school, I 2. C
will play in t he m arching band. 3. I – The sky grew dark and a low
2. I – I will list en t o t he direct ions rum ble announced t he st orm .
and will follow t he necessary 4. I – We built a t ree house, and
st eps. t om orrow we will play in it .
3. I – Marcie adopt ed a cat on Friday
and brought it hom e t he next wondered, discovered, celebrat e, was,
day. believe, sailed, was, landed.
4. C
Te st
am singing, begins, will have
pract iced, hope, will ent er, am , 1. C
will cont inue, ent er 2. I – By t he t im e I not iced t he doorbell,
it had rung t hree t im es.
3. I – The m an spoke very slowly as he
asked for direct ions.
4. I – A dragonfl y rest s on a branch as
t he wind blows t he t ree.
will be ent ering, are, m oving, feels,

are, need, t hink, am

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A nswers
Ca r d 1 Ca r d 4
1. Neit her Phillip nor Shelby likes 1. My horse is eit her t hirst y or hungry.
t o hike. 2. I don’t care whet her we go t o t he
2. You need t o decide whet her you zoo or t he wat erpark on our fi eld
are going t o t he park or t he t rip.
m ovies t oday. 3. Neit her t he cat nor t he dog can
3. The t est was bot h very long and j um p over t he fence.
ext rem ely diffi cult .
See Rubric on t he next page for
See Rubric on t he next page for grading sent ence
grading sent ence
Te st
Ca r d 2 1. Molly can eit her have a phone or
t ennis lessons.
1. The doct or said t o add bot h fruit 2. The book I read was bot h int erest ing
and veget ables t o m y diet . and had a com plex st ory wit h a
2. I t eit her rains or snows every day! surprise ending.
3. Neit her m y brot her nor I have any 3. Haley neit her has t im e t o go shopping
m oney t o spend at t he fair. nor host a part y.
See Rubric on t he next page for See Rubric on t he next page for
grading sent ence grading sent ence
Ca r d 3
1. Tony forgot bot h his book and his
lunch.
2. I don’t know whet her I want pizza
or a ham burger for dinner.
3. I can eit her buy a shirt or shoes
at t he m all.

grading sent ence

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A nswers
Correlat ive I ncluded and correctly I ncluded, but did not Wrote a sentence, but did Didn’t attem pt to write
used the correlative correctly use the correlative not include the correlative
Conj unct ions conjunctions in a sentence conjunctions in a sentence conjunctions a sentence
Had m ore than 4

Spelling spelling m istakes in the
109
in the sentence m istakes in the sentence m istakes in the sentence sentence
capitalization or
Tot al
A nswers
5.L.2a I can use proper capitalization and punctuation,
including punctuation to separate items in a series.
Ca r d 1 Ca r d 3
1. “ Today for lunch,” announced Sam , 1. For t onight ’s dinner, will you pick up
“ I at e a ham and cheese sandwich, t hese it em s: sirloin st eak, pork chops,
a bag of pret zels, celery st alks wit h and beef ribs from t he but cher; warm
peanut but t er, and four chocolat e bread and past ries from t he bakery;
chip cookies.” and fresh shrim p, clam s, lobst er, and
2. Veronica spent t he ent ire m orning m ussels from t he fi sh m arket ?
cooking, cleaning, and doing t he 2. “ Your report ,” explained m y hist ory
laundry; t he whole aft ernoon t eacher, “ m ust include inform at ion
running errands, shopping, and about one of t he following fam ous
st udying; and t he evening ironing, explorers: Christ opher Colum bus,
m aking lunches, and brushing t he Am erigo Vespucci, Coronado Francisco,
dog. or Cabeza de Vaca.”
Ca r d 2 Ca r d 4
1. Mrs. Tim pali explained, “ These are 1. “ I f you get bit by a rat t lesnake,” asked
t he anim als t hat you m ust locat e Mr. Sykes, “ will you please follow t hese
on t oday’s fi ft h grade t rip t o t he survival t ips: st ay calm , call for
San Diego Zoo: African and Asian em ergency help, lay down, keep t he
elephant s, zebras, collared peccary bit t en lim b lower t han t he heart ,
( also known as j avelina) , and preserve body heat , and wait for
Nigerian giraffes.” help?”
2. Fishing, boat ing, and swim m ing 2. This is m y list of errands: fi rst ,
are Michelle’s favorit e out door pick up t he dry cleaning; second, run
sport s in Connect icut , but she also t o t he grocery st ore for m ilk and eggs;
enj oys t hese indoor act ivit ies: t hird, st op by t he bank t o m ake a
reading a good book, knit t ing baby deposit ; and fi nally, fi ll t he car wit h
blanket s, and playing t he piano. gas.
Te st
1. Mat t hew refuses t o go snow 2. “ Preparing for a t rip t o Yellowst one
boarding in Ut ah because he is Nat ional Park,” inst ruct ed m y fat her,
afraid of falling and breaking his “ involves careful planning t o m ake
leg, get t ing st uck in a snow st orm , sure you have everyt hing you need:
becom ing so cold he can’t m ove, fi rewood, propane, and a t ent from
and sleeping in a dark cabin all by t he cam ping st ore; warm socks and a
him self. j acket from t he sport ing goods st ore;
and plent y of nut rit ious food, wat er,
and snacks from t he grocery st ore.”
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A nswers
5.L.2b I can use proper capitalization and punctuation,
including commas to separate an introductory
element from the rest of the sentence.
Ca r d 1 Ca r d 3
1. “ Wit h heavy rain fl ooding t he 1. Legs quivering, I could t ell t hat m y
st reet s, t he Cincinnat i Reds dog Leo was dream ing of chasing
cancelled t onight ’s baseball gam e,” squirrels.
explained Robert . 2. “An out st anding st udent , Jillian is also
2. High above t he t rees in t he darkest an excellent at hlet e,” com m ent ed
corner of t he night sky, Johah saw Coach Parker.
his fi rst shoot ing st ar. 3. Aft er t he last quart er of t he foot ball
3. A huge dog wit h big paws, Spot gam e, we headed t o t he t eam shop t o
was always t racking m ud int o t he buy a few t hings: a j ersey, an
house. aut ographed foot ball, and a foam
4. Arm s folded across her chest , fi nger.
Mrs. Mill scolded us for breaking 4. Knowing t hat all hope was lost , why
her window. did Derrick cont inue looking for t he
keys?
Ca r d 2
Ca r d 4
1. “A m an wit h a generous heart , Mr.
Baldwin donat ed t he m oney for t he 1. Around t he last corner of t he long dark
new library,” announced Mayor hallway, Milo found his dad’s offi ce.
Furnburg. 2. A hero t o all who were wat ching, t he
2. Eat ing his last slice of pizza, Micah fi rem an bravely rescued t he child from
wiped his chin, folded his napkin, t he burning building.
and gulped t he rest of his Mount ain 3. Growling ferociously, t he t iny dog
Dew. m anaged t o fright en t he large group of
3. Because she knew it was t he right m enacing boys.
t hing t o do, Alana ret urned t he 4. Alt hough she had a t est t he next
m oney. day, Anna went t o t he m ovies inst ead
4. Under t he t all oak t ree in t he m iddle of st udying.
of t he front yard, Sheila found her
brot her ’s buried t reasure.
Te st
1. Knowing which way t o go, Jasm ine 3. “ Wit h a Confederat e at t ack on Fort
confi dent ly t urned right at t he st op Sum t er, t he fi rst shot s of t he Civil War
sign. rang out ,” explained Ms. Jannings.
2. Because of his fear of fl ying, 4. A very sweet dessert , pum pkin pie
Brandon usually t akes t wo t rains, is not everyone’s favorit e dish.
a bus, and a t axi when he visit s.
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A nswers
5.L.2c I can use proper capitalization and punctuation,
including: commas to set of the words yes and no,
commas to set of a tag question from the rest of the
sentence, and commas to indicate direct address.
Ca r d 1 Ca r d 3
1. “ I s t hat you, Kelsey?” asked Mrs. 1. Twyla asked, “Are you com ing t o visit
Franklin. soon, Kat ie?”
2. “ Yes, it ’s m e,” replied Kelsey. 2. “ Yes, I plan on visit ing next week,”
3. “ Kelsey, why are you going t o replied Kat ie.
school on a Sat urday?” asked Mrs. 3. “ You will bring your j um p rope, won’t
Franklin. you?” inquired Twyla.
4. “ Today is Friday, isn’t it ?” asked 4. “ Yes, I already have it packed in m y
Kelsey. suit case!” exclaim ed Kat ie.
Ca r d 2 Ca r d 4
1. Tyrone’s grandm ot her asked, “ Do 1. “ I s t hat your new cat , Cody?” asked
you have hom ework t onight , Aaron.
Tyrone?” 2. “ Yes, she is t he best cat I ’ve ever
2. “ No, I don’t have any hom ework owned!” exclaim ed Cody.
t onight ,” replied Tyrone. 3. “ That ’s t he cat we saw at t he shelt er,
3. “ You have a Libert y Bell report isn’t it ?” asked Aaron.
due on Monday, don’t you?” asked 4. “ No, t he cat at t he shelt er had already
Tyrone’s grandm ot her. been adopt ed,” replied Cody.
4. “ Yes, but I already fi nished m y
Libert y Bell report ,” answered
Tyrone. Te st
1. “Are you com ing t o m y birt hday part y,
St eve?” asked Vanessa.
2. “ Yes, I ’m planning on com ing,” replied
St eve.
3. “ You rem em ber t hat t he part y is on
Sat urday, don’t you?” asked Vanessa.
4. “ Yes, it ’s t he sam e day as your t win
sist er ’s birt hday, isn’t it ?” laughed
St eve.

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A nswers
5.L.2d I can underlining, quotation marks, or italics
to indicate titles of works.
Ca r d 1 Ca r d 3
1. Q 1. Q
2. U 2. I
3. Q 3. Q
4. I 4. U
5. How m any ballet st udent s will 5. On Sept em ber 14, 1814, Francis
have roles in t he Broadway Scot t Key wrot e t he poem “ The
product ion of The Nut cracker St ar Spangled Banner.”
Suit e? 6. The New York Tim es is a newspaper
6. The song “ Tom orrow” is m y t hat has been published since 1851.
favorit e song from t he m usical
Annie.
Ca r d 4
Ca r d 2 1. U
2. I
1. I 3. I
2. Q 4. Q
3. Q 5. The album Sweet Escape includes t he
4. I song “ Wind it Up.”
5. The episode “ Johnny Com es 6. How m any successful m issions did t he
Hom e” is from t he t elevision space shut t le Discovery com plet e?
series Mat lock.
6. Did you know t hat The Tit anic
was a ship t hat sank on April 14, Te st
1912?
1. I
2. I
3. Q
4. U
5. Do you know how t he fam ous opera
Madam e But t erfl y ends?
6. I enj oyed Jack London’s st ory “ To Build
a Fire” and his novel The Call of t he
Wild.

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A nswers
Ca r d 1 Ca r d 3
1. “ I have a diffi cult t im e believing 1. “ I plan t o be fam ous by m y t went iet h
your am azing st ories,” explained birt hday,” replied Meredit h.
Thom as. 2. “ Did you know it is illegal t o drive a
2. Be careful not t o m isspell t hese car by yourself unt il you have
words on your t est : m essiest , com plet ed driver ’s t raining?” asked
enj oyable, t ruly, and bigger. Mr. Moss.
3. “ Did you know t hat we were 3. My brot her ’s room is t he m essiest
t rapped in t he dim m est part of t he room in t he house, but I act ually
cave feeling helpless unt il t he t hink m y sist er ’s room is t he sm elliest .
fi rem en arrived?” asked Cryst al.
really, busier, recede, niece, put t ing
m arriage, concede, fi erce, deceit ,
bigger Ca r d 4
Ca r d 2 1. The baby is get t ing bigger and
heavier every day.
1. “ I am a creat ive and daring 2. I was grat eful for help in prerecording
perform er who likes t o m ake t he present at ion because I found out
beaut iful m usic,” said Margaret . I was m isusing t he video cam era.
2. I read t he book Charlot t e’s Web 3. “ Why did t he principal disapprove of
in fourt h grade, and I found it our silliness at Friday night ’s foot ball
t o be a lovely st ory about a gam e?” inquired Andrea.
glorious pig and a playful spider.
3. Thank you for rearranging t he irregular, t hinness, receipt , slugger,
chairs for t onight ’s preschool dessert
graduat ion.
fearing, ceiling, slim m er, spraying,

hopeful
Te st
1. I carefully com plet ed m y hom ework “ Why are you arranging t he desks in
before reading t wo bedt im e st ories t o t he sm allest corner of t he room
m y younger brot her. inst ead of in t he biggest space?” asked
2. “ That was t he t iniest m ost am azing Mrs. Lerner.
baby I ’ve ever seen,” replied Lance.
heavier, already, t heir, creat ive,
t ruly
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A nswers
Ca r d 1 Ca r d 3
1. Answers will vary but m ight 1. Answers will vary but m ight include:
include: The playful dog quickly Jon was so hungry t hat he eagerly
scam pered t oward t he t em pt ing devoured t he sweet crunchy apple.
bone. 2. Answers will vary but m ight include:
2. Answers will vary but m ight I n 1775, fam ous pioneer Daniel Boone
include: The t ired soldier t rudged and his fait hful dog explored Kent ucky.
hom e aft er an exhaust ing day. 3. Answers will vary but m ight include:
3. Answers will vary but m ight Corina exclaim ed, “ That am azing
include: “ We were fright ened basket ball player t owers above
beyond belief and shaking everyone!”
uncont rollably while walking
t hrough t hat desert ed fi eld!” See Rubric on t he next page for
exclaim ed Bailey. grading sent ence

grading sent ence
Ca r d 4
1. Answers will vary but m ight include:
Ca r d 2 I adopt ed a st riped orange and yellow
goldfi sh and nam ed him Oscar.
1. Answers will vary but m ight 2. Answers will vary but m ight include:
include: Tia was ast onished t o We researched Viking explorer Leif
fi nd t went y dollars in her pocket . Erikson and found out he was t he son
2. Answers will vary but m ight of Erik t he Red.
include: Tecum seh and his t win 3. Answers will vary but m ight include:
brot her were Nat ive Am erican war Please don’t put your fi lt hy t ennis
chiefs of t he Shawnee t ribe. shoes on t he kit chen count er.
3. Answers will vary but m ight
include: “ Where is t he left over See Rubric on t he next page for
pepperoni pizza t hat was in t he grading sent ence
refrigerat or?” inquired Raul.

grading sent ence

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A nswers
Te st
March upst airs t o your bedroom
im m ediat ely!
Anne Hut chinson was an early English
colonist who set t led in Massachuset t s.
“ I will arrive t om orrow aft ernoon,”
announced Robbie.
See Rubric below for grading sent ence
Included and correctly Included, but did not Wrote a sentence, but did
Descriptive used the descriptive words correctly use the descriptive not include the descriptive Didn’t attempt to write
Sentence and phrases in the correct words and phrases in the words and phrases OR it a sentence
type of sentence correct type of sentence was wrong type of sentence
Had more than 4
Had no spelling mistakes Had 1-2 spelling Had 3-4 spelling
Spelling in the sentence
spelling mistakes in the
mistakes in the sentence mistakes in the sentence sentence
Capitalization Had no capitalization or Had 1-2 capitalization or Had 3-4 capitalization or Had more than 4
capitalization or
and punctuation mistakes punctuation mistakes punctuation mistakes punctuation mistakes in
Total

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A nswers
Ca r d 1 Ca r d 3
1. The school was fi nally open, and 1. I never really liked spaghet t i unt il I
st udent s fi lled t he classroom s. t ast ed m y m om ’s hom em ade sauce.
2. I like peanut but t er and j elly, but 2. I didn’t feel well yest erday, but I
I don’t like ham and cheese. went t o school because I had a t est .
3. c 3. c
4. a 4. b
Ca r d 2 Ca r d 4
1. I plan t o wear red on Monday 1. He volunt eered t o t ake out t he t rash
because red is m y favorit e color. before he realized how heavy it was.
2. Bo j um ped off t he t op bunk bed 2. I don’t know t hat boy or t hat girl, so
and landed on a soft pillow, but I will int roduce m yself.
he broke his arm . 3. a
3. a 4. b
4. b
Te st
1. Gum is not allowed in t he classroom
because young st udent s m ight choke.
2. I can’t play soccer or foot ball because
I can’t run far dist ances, so I am
going t o play baseball.
3. b
4. a

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A nswers
Ca r d 1 Ca r d 3
1. ( 4) “ Where are t he t wo of you While put t ing on m y t rainers, I heard a
from ?” asked Connor. loud kerfuffl e
( 11) “ We are planning t o go t o
t he playground. Do t he t wo I felt like such a nut t er, but I knew m y
of you want t o com e?” asked fears were j ust ifi ed
Connor.
2. ( 10) “ Nice t o m eet you,” blushed I called m y m um and a chap I knew, but
I sobel. neit her were able t o help m e
( 12) “ You’re very kind!”
exclaim ed I sobel. Finally, m y da showed up, and boy did I
feel daft
Ca r d 2 We were gobsm acked t o learn t hat t he

sounds were com ing from t he loo
I n t he Aust ralian Out back lives an
old m an nam ed Archie Finn. What was t he kerfuffl e?
Archie is known as a lazy person,
not int erest ed in working t oo hard. The t elly was blaring, and t he bog roll
He cat ches fi sh in t he lake and had fallen on t he fl oor!
sells t hem t o resident s of Vict oria
for t heir wild part ies and barbecues.
Archie uses t he m oney t o buy Ca r d 4
his favorit e cookies. He’s not m uch
for const ant t alk, and you will never 1. backpack
hear him com plaining. Som e people 2. friends
m ight crit icize Archie’s way of life, 3. apart m ent
but t o him , t hat kind of t alk is j ust 4. bat hroom
nonsense. 5. garbage can
6. dollar
7. cookie

grading sent ences
Te st
grading sent ences
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A nswers
Dialect Wrote two sentences, one Wrote at least one sentence Wrote one or two sentences,
in British dialect and one in in British dialect or standard but didn’t use British dialect Didn’t attem pt to write
Sentences standard English English or standard English any sentences
Had less than 3 spelling Had 3-4 spelling Had 5-6 spelling Had m ore than 6
Spelling m istakes in both of the m istakes in both of the m istakes in both of the spelling m istakes in
sentences sentences sentences both of the sentences
Capitalization Had less than 3 punctuation Had 3-4 punctuation Had m ore than 6
Had 5-6 punctuation
or capitalization m istakes or capitalization m istakes punctuation or capitalization
and or capitalization m istakes
m istakes in both of the
Punctuation in all of the sentences in both of the sentences in both of the sentences
sentences
Total

Aust ralian Wrote a sentence correctly Wrote a sentence correctly Wrote a sentence correctly Didn’t attem pt to write
Dialect using 3 Australian words using 2 Australian words using 1 Australian word a sentence
Brit ish and Wrote a conversation with Wrote a conversation with Wrote a conversation with 1 Didn’t attem pt to write
Scot t ish 4 sentences using British 3 sentences using British or 2 sentences using British
and Scottish vocabulary any sentences
Dialect s and Scottish vocabulary and Scottish vocabulary
Spelling m istakes in all of the m istakes in all of the m istakes in all of the spelling m istakes in all
sentences sentences sentences of the sentences
Capit alizat ion Had m ore than 6

Had less than 3 punctuation Had 3-4 punctuation Had 5-6 punctuation
or capitalization m istakes punctuation or capitalization
and or capitalization m istakes or capitalization m istakes
in all of the sentences m istakes in all of the
Punct uat ion in all of the sentences in all of the sentences
sentences
Tot al

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A nswers
5.L.4a I can use context clues (deinitions, examples,
or restatements) to igure out the meaning of
a word or phrase.
Ca r d 1 Ca r d 3
1. prim it ive – not m odern 1. provoking – annoying
2. leisure – relaxing act ivit ies 2. am ple – plent y
3. apprehensive – very nervous 3. regulat ions – rules or laws
4. t reacherous – ext rem ely dangerous 4. fut ile – point less
grading sent ences grading sent ences
Ca r d 2 Ca r d 4
1. linger – spend t oo m uch t im e 1. prim at es – anim als t hat act like
2. urban – cit y or t own hum ans
3. m onot onous – boring, lacking in 2. ant agonizing – annoying and
variet y irrit at ing
4. om niscient – knowing everyt hing 3. fat hom – im agine
4. acrid – bit t er
grading sent ences See Rubric on t he next page for
grading sent ences
Te st
1. coax – gent ly persuade
2. nom adic – m oving from place t o
place
3. anonym ous – unknown
4. obst acles – t hings t hat get in t he
way

grading sent ences

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Wrote the correct type of Wrote the correct type of Wrote a sentence using
Sentence sentence using the given sentence using the given the given word but it was Didn’t attem pt to write
One word and included a clear word OR included a clear the wrong type and didn’t a sentence
clue for the m eaning clue for the m eaning included a clear clue
A nswers
Wrote a sentence using Wrote a sentence using Wrote a sentence, but
Sentence the given word and the given word but did Didn’t attem pt to write
included a clear context not include a clear did not include the
Tw o clue for the m eaning context clue given word a sentence
121
Spelling m istakes in the two m istakes in the two m istakes in the two spelling m istakes in the
sentences sentences sentences two sentences
Capitalization Had less than 3 punctuation Had 3-4 punctuation or Had 5-6 punctuation or Had m ore than 6 punctuation
and or capitalization m istakes capitalization m istakes capitalization m istakes or capitalization m istakes in
Punctuation in the two sentences in the two sentences in the two sentences the two sentences
Total
A nswers
5.L.4b I can use common grade-appropriate Greek
and Latin preixes, suixes, and roots as clues
to the meaning of words.
Ca r d 1 Ca r d 3
1. chew – use t eet h t o grind food 1. non – not
able – able t o do st op – t o end or halt
chewable – able t o grind wit h nonst op – not ending or not
t eet h halt ing
answers will vary answers will vary
2. phot o – light 2. m icro – sm all obj ect

graph – t o draw or writ e phone – sound
phot ograph – a drawing m ade wit h m icrophone – a sm all obj ect for
light m aking a sound
answers will vary
grading sent ence See Rubric on t he next page for
grading sent ence
Ca r d 2
Ca r d 4
1. co – t oget her
edit – t o fi x m ist akes 1. port – t o carry
coedit – fi x m ist akes t oget her able – able t o be or do
answers will vary port able – able t o carry
answers will vary
2. re – again
vert – t o t urn 2. ent ert ain – t o am use
revert – t o t urn again m ent – condit ion or qualit y of
answers will vary ent ert ainm ent – condit ion of being
am used
grading sent ence See Rubric on t he next page for
grading sent ence
Te st
1. aut o – self 2. pat h – suffering
m obile – t o m ove logy – t he st udy of
aut om obile – t o m ove by it self pat hology – t he st udy of suffering
answers will vary answers will vary

grading sent ence
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Wrote the correct type Wrote a sentence, but it Wrote the wrong type of
was the wrong type OR sentence and did not Didn’t attempt to write
A nswers
Sentence of sentence using the did not use the new word include the new word a sentence
new word correctly correctly
Had more than 4
Had no spelling mistakes Had 1-2 spelling Had 3-4 spelling
Spelling spelling mistakes in the
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in the sentence mistakes in the sentence mistakes in the sentence sentence
Capitalization Had no capitalization or Had 1-2 capitalization or Had 3-4 capitalization or Had more than 4
punctuation mistakes capitalization or
and punctuation mistakes punctuation mistakes punctuation mistakes in
Total
A nswers
5.L.4c I can use traditional and online reference
materials to ind the pronunciation and
meaning of key words and phrases.
Ca r d 1 Ca r d 3
1. respellings – answers will vary, 1. respellings – answers will vary,
depending on depending on
dict ionary used dict ionary used
synonym s – answers will vary synonym s – answers will vary

ant onym s – answers will vary ant onym s – answers will vary
2. respelling – answers will vary, 2. respelling – answers will vary,

defi nit ion – answers will vary, but defi nit ion – answers will vary, but
should be a noun should be a noun
defi nit ion for t he word defi nit ion for t he word
predicam ent obst acle
Ca r d 2 Ca r d 4
1. respellings – answers will vary, 1. respellings – answers will vary,
synonym s – answers will vary synonym s – answers will vary

ant onym s – answers will vary ant onym s – answers will vary
2. respelling – answers will vary, 2. respelling – answers will vary,

defi nit ion – answers will vary, but defi nit ion – answers will vary, but
should be a verb should be an adj ect ive
defi nit ion for t he word defi nit ion for t he word
det eriorat e t reacherous
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A nswers
5.L.4c I can use traditional and online reference
materials to ind the pronunciation and
meaning of key words and phrases.
Te st
1. respellings – answers will vary,
depending on
dict ionary used
synonym s – answers will vary

ant onym s – answers will vary
2. respelling – answers will vary,

depending on
dict ionary used
defi nit ion – answers will vary, but

should be a noun
defi nit ion for t he word
ret aliat ion
See Rubric below for grading sent ence
Wrote a sentence using Wrote a sentence, that Wrote a sentence, but did
the synonym or antonym included the synonym Didn’t attem pt to write
Sentence of the given word or antonym but did not
not include the synonym
a sentence
or antonym
correctly use the word correctly
Had m ore than 4
sentence
Capitalization Had no capitalization or Had 1-2 capitalization or Had 3-4 capitalization or Had m ore than 4
punctuation m istakes capitalization or
and punctuation m istakes punctuation m istakes punctuation m istakes in
Total

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A nswers
Ca r d 1 Ca r d 3
1. sim ile – as sly as a fox 1. sim ile – as sweet as sugar
I n t his sim ile, Ant hony is being I n t his sim ile, a sm ile is being
com pared t o a fox com pared t o sugar
2. m et aphor – crab was a dancing set 2. m et aphor – book is a hippopot am us

of knives m eaning – t he book is ext rem ely
m eaning – t he crab had sharp heavy
point y claws
See Rubric on t he next page for grading sent ences
grading sent ences
Ca r d 4
Ca r d 2
1. sim ile – like a spider spinning a web
1. sim ile – hopping like a bunny I n t his sim ile, a m onkey is being
I n t his sim ile, Myra is being com pared t o a spider
com pared t o a bunny
2. m et aphor – hair is a wat erfall
2. m et aphor – a book is a key m eaning – her long hair is fl owing
m eaning – reading a book will
help you im agine t hings See Rubric on t he next page for
grading sent ences
grading sent ences
Te st
1. sim ile – as sleepy as a puppy
I n t his sim ile, Veronica is being
com pared t o a puppy
2. m et aphor – t eet h are shiny whit e

daggers
m eaning – barracuda’s t eet h are sharp

grading sent ences

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Sim ile Wrote a sentence with a Wrote a sentence with a Wrote a sentence but did
simile that fits the given simile, but it does not Didn’t attempt to write
Sentence not include a simile a sentence
description fit the given description
A nswers
Metaphor Wrote a sentence with a Wrote a sentence with a Wrote a sentence but did
metaphor that fits the metaphor, but it does not not include a metaphor Didn’t attempt to write
Sentence given description fit the given description a sentence
127
Less than 3 spelling 3-4 spelling mistakes in 5-6 spelling mistakes in More than 6 spelling
Spelling mistakes in the two the two sentences the two sentences mistakes in the two
sentences sentences
Capitalization Less than 3 punctuation 3-4 punctuation or 5-6 punctuation or More than 6 punctuation
and or capitalization mistakes capitalization mistakes capitalization mistakes or capitalization mistakes
Punctuation in the two sentences in the two sentences in the two sentences in the two sentences
Total
A nswers
Ca r d 1 Ca r d 3
1. proverb – beaut y is only skin deep 1. proverb – every cloud has a silver
m eaning – som et im es pret t y t hings lining
are ugly inside m eaning – som et hing good can com e
out of som et hing bad
2. idiom – running out of st eam
m eaning – get t ing t ired 2. idiom – a slap on t he wrist
m eaning – punishm ent wasn’t very
See Rubric on t he next page for harsh
grading sent ences
grading sent ences
Ca r d 2
Ca r d 4
1. proverb – t wo heads are bet t er
t han one 1. proverb – good t hings com e in sm all
m eaning – t wo people m aking a packages
decision or solving a m eaning – sm all t hings cont ain good
problem are bet t er t han surprises
one
2. idiom – piece of cake
2. idiom – hit t he hay m eaning – very easy
m eaning – go t o bed
See Rubric on t he next page for grading sent ences
grading sent ences
Te st
1. proverb – he who hesit at es is lost
m eaning – if you wait you m ight
m iss out on som et hing
great
2. idiom – under t he weat her

m eaning – sick

grading sent ences

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Proverb Wrote a sentence that Wrote a sentence but did Wrote a sentence but did
correctly used the given not correctly use the Didn’t attempt to write
not include the given a sentence
Sentence proverb or adage given proverb or adage proverb or adage
A nswers
I diom Wrote a sentence that Wrote a sentence but did Wrote a sentence but did
correctly used the given not correctly use the not include the given Didn’t attempt to write
Sentence idiom given idiom idiom a sentence
129
Less than 3 spelling More than 6 spelling

Spelling 3-4 spelling mistakes in 5-6 spelling mistakes in mistakes in the two
mistakes in the two the two sentences the two sentences
sentences sentences
Capitalization Less than 3 punctuation 3-4 punctuation or 5-6 punctuation or More than 6 punctuation
and or capitalization mistakes capitalization mistakes capitalization mistakes or capitalization mistakes
Punctuation in the two sentences in the two sentences in the two sentences in the two sentences
Total
A nswers
5.L.5c I can use relationships between synonyms,
antonyms, and homographs to better
understand each of the words.
Ca r d 1 Ca r d 3
synonym s and ant onym s will synonym s and ant onym s will
vary, but should be in cont ext vary, but should be in cont ext
See Rubric below for grading See Rubric below for grading
sent ences sent ences
Ca r d 2 Ca r d 4
synonym s and ant onym s will synonym s and ant onym s will
vary, but should be in cont ext vary, but should be in cont ext
See Rubric below for grading See Rubric below for grading
Te st
synonym s and ant onym s will
vary, but should be in cont ext
See Rubric below for grading

sent ences

H om ogra ph Wrot e a sent ence t hat Wrot e a sent ence but did Wrot e a sent ence but did
correct ly used t he given not correct ly use t he Didn’t at t em pt t o writ e
not include t he given a sent ence
Sent ence 1 hom ograph given hom ograph hom ograph
H om ogra ph Wrot e a sent ence t hat Wrot e a sent ence but did Wrot e a sent ence but did
correct ly used t he given not correct ly use t he not include t he given Didn’t at t em pt t o writ e
Sent ence 2 hom ograph given hom ograph hom ograph a sent ence
Less t han 3 spelling 3- 4 spelling m ist akes in 5- 6 spelling m ist akes in More t han 6 spelling
Spelling m ist akes in t he t wo t he t wo sent ences t he t wo sent ences m ist akes in t he t wo
Ca pit a liza t ion Less t han 3 punct uat ion 3- 4 punct uat ion or 5- 6 punct uat ion or More t han 6 punct uat ion
a nd or capit alizat ion m ist akes capit alizat ion m ist akes capit alizat ion m ist akes or capit alizat ion m ist akes
Punct ua t ion in t he t wo sent ences in t he t wo sent ences in t he t wo sent ences in t he t wo sent ences
Tot a l
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A nswers
Ca r d 1 Ca r d 3
however, m oreover, consequent ly sim ilarly, as a result , nevert heless,
however, in addit ion m oreover, in cont rast
1. The colonist s were able t o hide 1. The colonist s want ed t o prot ect t heir
m ost of t heir weapons and right s and freedom s; Great Brit ain
gunpowder because t hey had been want ed t o rem ain in cont rol of it s land
warned by Paul Revere t hat t he and people in Am erica.
Brit ish were com ing.
2. The Declarat ion of I ndependence
2. The Brit ish soldiers t urned back signaled t hat t he colonist s want ed t o
t oward Bost on because t hey lost be free and t hey were willing t o fi ght
t hree soldiers in t he Bat t le of and sacrifi ce t heir lives for t his
Concord. freedom .
Ca r d 2 Ca r d 4
in addit ion, m oreover, in addit ion, as a result , in addit ion, on t he ot her
as a result , sim ilarly, t o begin wit h, hand, t o begin wit h, m oreover, in
in cont rast , consequent ly cont rast , t o m ake m at t ers worse
1. General Washingt on’s t roops were 1. Great Brit ain had cont rol of Canada
poorly organized, t heir t raining and 30,000 properly t rained and well
cam ps were fi lt hy, t hey didn’t fed soldiers.
have m oney or proper supplies,
som e of t he colonist s were st ill 2. The Cont inent al Arm y had j ust 20,000
loyal t o Great Brit ain. poorly t rained soldiers who were
in need of weapons, food, and proper
2. Great Brit ain was 3,000 m iles, uniform s.
away, sending t roops and supplies
across t he At lant ic Ocean was slow
and expensive, t he colonist s had Te st
t he advant age of living in Am erica,
t raveling t he roads, living t hrough consequent ly, m eanwhile, next ,
harsh wint ers, and knew t he best as a result , fi nally
hiding places.
1. France and t he Unit ed St at es signed a
t reat y.
2. I n Decem ber 1780, General Nat hanael

Greene t ook cont rol of t he Sout hern
Arm y.
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5th Grade Daily Language Practice-Common Core! (PDFDrive)

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Fift h Grade Com m on Core Daily Language Pract ice © 2013

I llust rat ions and cover design by Vict oria J. Sm it h

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Con ve n t ion s of St a n da r d En glish

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Ex pa n din g Se n t e n ce s Pr a ct ice Ca r ds: CC.5 .L.3 a ............................... 51

Voca bu la r y Acqu isit ion a n d Use

Con t e x t Clu e s Pr a ct ice Ca r ds: CC.5 .L.4 a ........................................... 66

Fift h Grade Com m on Core Daily Language Pract ice © 2013

CC.L.1 b I can form and use t he

CC.L.1 c I can use verb t enses t o

CC.L.1 d I can recognize and

CC.L.1 e I can use correlat ive

CC.L.2 a I can use punct uat ion

CC.L.2 b I can use com m as t o

CC.L.2 c I can use com m as t o set

CC.L.2 d I can use underlining,

CC.L.2 e I can spell grade- appropriat e

Fift h Grade Com m on Core Daily Language Pract ice © 2013

CC.L.3 a I can com bine or reduce

CC.L.3 b I can com pare and

Fift h Grade Com m on Core Daily Language Pract ice © 2013

CC.L.4 b I can use com m on Greek

CC.L.4 c I can use t radit ional and

CC.L.5 a I can explain t he m eaning

CC.L.5 b I can recognize and explain

CC.L.5 c I can use t he relat ionship

CC.L.6 I can use words t hat signal

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Cir cle a ll of t h e con j u n ct ion s, Pu t a box a r ou n d t h e pr e posit ion s,

Writ e your own sent ence showing t hat som eone

2. Alt hough I enj oy snorkeling wit h m y fam ily, I

Writ e your own exclam at ory sent ence using t he

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Cir cle a ll of t h e con j u n ct ion s, Pu t a box a r ou n d t h e pr e posit ion s,

Writ e your own sent ence showing t hat

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Cir cle a ll of t h e con j u n ct ion s, Pu t a box a r ou n d t h e pr e posit ion s,

1. Play nicely, or spend t he rest of t he aft ernoon cleaning

2. Because I failed m y t est , I have t o skip soccer pract ice

Writ e your own sent ence using t he subordinat ing

3. “ Wow! exclaim ed Jessica, “ I can see Lady Libert y and

Writ e your own sent ence showing t hat som eone is

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Cir cle a ll of t h e con j u n ct ion s, Pu t a box a r ou n d t h e pr e posit ion s,

2. Well, I need t o go because it ’s really lat e, and m y m om will be worried

3. Where is t hat fi refi ght er who saved m y dogs and

Writ e your own int errogat ive sent ence using t he

Fift h Grade Com m on Core Daily Language Pract ice © 2013

Cir cle a ll of t h e con j u n ct ion s, Pu t a box a r ou n d t h e pr e posit ion s,

Writ e your own sent ence using t he subordinat ing

3. St op running and scream ing during school hours!

Fift h Grade Com m on Core Daily Language Pract ice © 2013

1. An incredible idea has ent ered m y m ind. _________________________

2. Nick will have received his car by Friday. _________________________

3. Kelsey yelled, “ I had called hom e t wice!” _________________________

4. Your t eam has won t wo cham pionships! _________________________

5. Where had t he t eacher post ed t he quiz? _________________________

6. He had writ t en a scary st ory t o share wit h us. _____________________

7. present perfect ____________________________________________

past perfect ____________________________________________