Grammar Games

Grammar Games

Grammar & FSA Review

Would You Rather?

• https://docs.google.com/document/d/1FdnRZdDJbsuLxmGIVbhqMIamDfLWcMtYgOg7dlQ-lmg/edit?usp=sharing

Multiple Choice

The scientist will _____ conduct the experiment himself _____ ask one of his colleagues to do it.

• either... or

• neither...nor

• not only... but also

• either...nor

Multiple Choice

Libby _____ wrote the script for the play _____ starred in it as well.

• neither....nor

• either...or

• not only...but also

• may have...nor

Multiple Choice

Don’t order pizza, because Mike eats _____ cheese _____ tomatoes.

• either...or

• neither...nor

• not only...but also

• yet....nor

Multiple Choice

My teacher _____ gives a quiz every week _____ assigns a paper about the material on the quiz.

• neither...nor

• either...or

• maybe...not

• not only...but also

Multiple Choice

Select the correctly written compound-complex sentence.

• Carolina and Slater saw two sea turtles when they got to Hawaii.

• When Carolina and Slater went scuba diving they saw two sea turtles.

• When Carolina and Slater went got to Hawaii, they went scuba diving.

• Carolina and Slater went scuba diving and soon after, they saw two sea turtles.

Poll

Learning Scale

• 1. Identify the point of view represented in each account of the same event or topic. (5.RI.2.6) Recognize unknown academic and domain-specific words and phrases. (5.RI.2.4)

  Select relevant details when quoting text. (5.RI.1.1) Understand that text can have more than one main idea. (5.RI.1.2)

• 2. Compare and contrast the point of view in each account of the same event or topic. (5.RI.2.6)

  Explain how their choice of a quote supports an explanation of the text. (5.RI.1.1)

  Identify two main ideas in a text. (5.RI.1.2)

  Describe a relationship in a historical, scientific, or technical text based on specific information in the text. (5.RI.1.3)

  Understand how to determine the meaning of unknown academic and domain-specific words and phrases. (5.RI.2.4)

• 3. Analyze multiple accounts of the same event or topic. (5.RI.2.6)

  Quote accurately from a text . (5.RI.1.1)

  Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (5.RI.1.2)

  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (5.RI.1.3)

  Determine the meaning of general academic and domain-specific words and phrases. (5.RI.2.4)

• 4. Analyze an author’s point of view.(5.RI.2.6)

  Reflect on how asking and answering questions before, during, and after reading affect comprehension. (5.RI.1.1)

  Critique the author’s use of evidence to support the main idea(s) in a text. (5.RI.1.2)

  Analyze the connection between events, ideas, or concepts in a historical, scientific, or technical text, using specific evidence from the text. (5.RI.1.3)

  Use appropriate academic and domain-specific words and phrases when writing or speaking about a topic. (5.RI.2.4)

Multiple Select

Which two sentences should be included in a summary of Passage 1?

• Jefferson’s garden was on a hilltop in Virginia.

• Jefferson cooked most of his food by boiling it.

• Jefferson wrote the Declaration of Independence.

• Jefferson believed plants were important to society.

• Jefferson kept detailed records of the vegetables he grew.

Multiple Choice

Which sentence gives a point made by the author of Passage 1?

• Jefferson enjoyed cooking.

• Jefferson was a great president.

• Jefferson kept trying when his plants failed.

• Jefferson thought everyone should have a garden.

Multiple Choice

Which sentence from Passage 1 provides evidence for the answer in Part A?

• “After Jefferson retired from public life to his beloved Virginia hilltop plantation, the garden ‘served as a sort of this experimental testing lab’ . . . .” (paragraph 1)

• “. . . when blossoms appeared, and when the food should come to the table.” (paragraph 3)

• “. . . ‘The greatest service which can be rendered any country is to add a useful plant to its culture.’” (paragraph 4)

• “‘He once also wrote that if he failed 99 times out of 100, that one success was worth the 99 failures’ . . . .” (paragraph 6)

Multiple Choice

How does the image contribute to an understanding of Passage 1?

• by showing a variety of vegetables in Jefferson’s garden

• by showing which vegetables were new to Jefferson’s garden

• by showing a location that is ideal for Jefferson’s vegetable garden

• by showing the ways people continue to care for Jefferson’s vegetable garden

Multiple Select

The title of Passage 2 calls Jefferson a “food pioneer.” Pick the bubbles before two sentences that support this description.

• “In Jefferson’s day, there were no supermarkets, no refrigerators, and no trucks or airplanes to move food quickly over long distances.

• Mostly, people ate only what they or their neighbors grew and made.

• Because of this, most people were familiar only with local plants and were afraid of new ones.

• Perhaps because Jefferson traveled in Europe—and because he always liked to try new things—he was an exception.

• He loved to grow unfamiliar plants.

Multiple Choice

According to Passage 2, how did Thomas Jefferson’s travels around the world affect the foods he ate?

• by teaching him to like foods he did not like before

• by introducing him to foods unfamiliar to most Americans

• by showing him different ways of storing and keeping food

• by encouraging him to prepare his favorite foods in new ways

Multiple Choice

What does exception mean as it is used in paragraph 8?

• a regular traveler

• a unique individual

• person who grows vegetables

• a person who does experiments

Poll

Learning Scale

• 1. Identify the point of view represented in each account of the same event or topic. (5.RI.2.6) Recognize unknown academic and domain-specific words and phrases. (5.RI.2.4)

  Select relevant details when quoting text. (5.RI.1.1) Understand that text can have more than one main idea. (5.RI.1.2)

• 2. Compare and contrast the point of view in each account of the same event or topic. (5.RI.2.6)

  Explain how their choice of a quote supports an explanation of the text. (5.RI.1.1)

  Identify two main ideas in a text. (5.RI.1.2)

  Describe a relationship in a historical, scientific, or technical text based on specific information in the text. (5.RI.1.3)

  Understand how to determine the meaning of unknown academic and domain-specific words and phrases. (5.RI.2.4)

• 3. Analyze multiple accounts of the same event or topic. (5.RI.2.6)

  Quote accurately from a text . (5.RI.1.1)

  Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (5.RI.1.2)

  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (5.RI.1.3)

  Determine the meaning of general academic and domain-specific words and phrases. (5.RI.2.4)

• 4. Analyze an author’s point of view.(5.RI.2.6)

  Reflect on how asking and answering questions before, during, and after reading affect comprehension. (5.RI.1.1)

  Critique the author’s use of evidence to support the main idea(s) in a text. (5.RI.1.2)

  Analyze the connection between events, ideas, or concepts in a historical, scientific, or technical text, using specific evidence from the text. (5.RI.1.3)

  Use appropriate academic and domain-specific words and phrases when writing or speaking about a topic. (5.RI.2.4)