55 Proofreader&#039;s Guide

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Conventions Correct Conventions Punctuation Editing

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Page 496 from Write on Course 20-20

Editing for Mechanics

This section in the Proofreader’s Guide covers the rules for using capital letters, plurals, abbreviations, and numbers. To assess your students’ understanding of the mechanics of the language, have them edit the sentences from the “Editing for Mechanics” activity:

The golden state warriors won more games than any team in nba history.
I have always wanted to visit albuquerque, new Mexico.
the miracle worker is a play about annie sullivan and hellen keller.
on tuesday nights, I always wash the dishs.
My grandmother always grows tomatoes in her garden.
The fbi investigates federal crimes.
My brother ate three platesful of spaghetti.

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Editing for Mechanics Practice

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Conventions Correct Conventions Capitalization Editing

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Page 503 from Write on Course 20-20

Improving Spelling

Review with your students the guide to improved spelling on page 504. Also explain that pages 504–510 serve as a guide to the correct spelling of commonly misspelled words. Students should refer to these pages when they need to check the spelling of a challenging word. Also recommend that students create a personal spelling dictionary following these steps:

Reserve part of your classroom notebook or create an online file for a spelling dictionary.
Label the pages or columns with letters of the alphabet.
Each time you have to look up a word, or when a spell checker corrects it for you, enter it—and its meaning—in your dictionary.
Use your notebook as your personalized dictionary.

Finally, remind students to use a spell checker when editing and proofreading their writing for spelling. But be sure that they know that it can‘t catch everything—like the spelling of some names and using the wrong word.

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Conventions Correct Conventions Spelling Editing

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Page 511 from Write on Course 20-20

Using the Right Word

This section lists the words that are commonly confused and used incorrectly. Review these words as needed with students and give them practice with especially troublesome sets of words. To assess your students’ understanding of commonly confused words, present them with sentences from the “Using the Right Word” activity and have them decide if the underlined words are used correctly.

The tornado affected everyone in the community. (correct)
Our pitcher broke the record for the amount of strikeouts in one season. (incorrect, should be number)
Albany is the capital city of New York. (correct)
The Cardinals scored less runs than the Cubs in the final game. (incorrect, should be fewer)
It’s time to start thinking about a summer job. (correct)
My grandfather picked the perfect sight for our campground. (incorrect, should be site)
Will their ever be peace in the world? (incorrect, should be there)

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Using the Right Word Practice

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Page 526 from Write on Course 20-20

Understanding Sentences

This section addresses all aspects of sentence structure, including the parts of a sentence as well as the types and kinds of sentences. Carefully review this information with your students. Also know that “Creating Sentences,” pages 79–90, provides important information about sentences.

To assess your students’ understanding of sentence structure, ask them questions about the following sentence from the “Parts of a Sentence” activity:

Our school orchestra performed at Festival Hall for Octoberfest.

What is the simple subject of this sentence? (orchestra)
What is the complete subject? (our school orchestra)
What is the simple predicate of this sentence? (performed)
What is the complete predicate? (performed at Festival Hall for Octoberfest)
Is this a simple, compound, or complex sentence? (simple)
Is it a declarative or exclamatory sentence? (declarative)

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Parts of a Sentence Practice

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LAFS.6.L.2.3

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110.22.b.10.D, 110.22.b.1.C

NE ELA Standard:

LA 6.2.1.h, LA 6.2.1.d

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Page 531 from Write on Course 20-20

Understanding Our Language: Nouns

Pages 531–533 cover the kinds, number, gender, and uses of nouns. For practice using nouns, consider the following activities:

For abstract and concrete nouns (page 531), have students identify examples of each in the paragraph on page 97.
For collective nouns (page 531), have students write sentences in the singular, plural, and as a group based on information in the chart on page 555 .
For uses of nouns (pages 532–533), have students write sentences using nouns in the four ways listed in the explanation.

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Page 533 from Write on Course 20-20

Pronouns

These five pages cover the number, person, uses, and types of pronouns. Review this information as needed with your students. Also know that pages 85 and 86 provide important information about using pronouns. For practice using pronouns, consider the following activities:

For pronoun and antecedent (page 533), have students list at least five pronouns and antecedents in the paragraph on page 95.
For number of pronouns (page 534), have students write a narrative paragraph in which they use both singular and plural pronouns. The topic of their paragraphs should be a memorable experience with a family member.
For person of a pronoun (page 534), have students find one paragraph or essay in the handbook that uses first-person pronouns, another one that uses second-person pronouns, and a third one that uses third-person pronouns. Or have students rewrite their narrative paragraphs (see the previous activity), changing their first-person pronouns to third-person pronouns.
For uses of pronouns (pages 534-535), display various subject, object, and possessive pronouns. Ask students to use these words in the sentences. Display some of these sentences for discussion.
For other types of pronouns (pages 536–537), divide your class into groups and assign each one a different type of pronoun. Instruct the groups to learn about their type of pronoun and develop a minilesson to teach it to the rest of the class. The lesson should have an oral and written component.

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Page 538 from Write on Course 20-20

Verbs

The next six pages cover verbs, including their types, number, person, voice, tenses, and uses. Also refer students to pages 84–85 for important information about subject-verb agreement. For practice using verbs, consider the following activities:

For linking verbs (page 538), have students write sentences for the following verbs: is, was, were, remain, seem, and become. Display some of these sentences for discussion. Or have students write a poem (pages 290–291) using a number of linking verbs.
For number of verbs (page 539), have students write sentences with these words as the subjects: athlete, tests, band members, bikes, and lunch. Display some of these sentences for discussion. Make sure that the verbs agree in number with the subjects.
For voice of verbs (page 539), display three or four sentences with verbs in the passive voice. Have students rewrite these sentences so the verbs are active. Model this process before students work on their own.
For present and past tense (page 540), have students rewrite the first few paragraphs in the narrative on page 147, substituting the present-tense for the past-tense verbs.
For common irregular verbs (page 541), have students write sentences using two different irregular verbs in the present, past, and perfect tenses. (Have them choose verbs that they have seldom used before.) Display some of these sentences for discussion.

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Conventions Correct Conventions Verb Editing

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Page 544 from Write on Course 20-20

Adjective

These two pages cover adjectives, including different kinds and forms. For practice using adjectives, consider the following activities:

For common and proper adjectives (page 544), have students write brief paragraphs about their favorite restaurant. Display some of these paragraphs for discussion. Check for the use of common and proper adjectives.
For forms of adjectives (page 545), have students carefully review items 545.2–545.4. Then have them close their handbooks and write down what they have learned. Ask for volunteers to share their writing for discussion.
For the forms of adjectives (page 545), have students write a series of sentences based on information included in the chart on page 559. Encourage them to use positive, comparative, and superlative forms of adjectives in their sentences.
For forms of adjectives (page 545), have students write sentences using good, better, and best and bad, worse, and worst. Display some of these sentences for discussion.

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Page 546 from Write on Course 20-20

Adverb

This page covers the forms and types of adverbs. For practice using adverbs, consider the following activities:

For forms of adverbs, have students write three sentences using the adverb slow in the positive, comparative, and superlative forms. Then have them write three sentences using the adverb thoughtfully in the positive, comparative, and superlative forms. Display some of these sentences for discussion.
For types of adverbs, challenge students to write a first draft of a scary story or a mystery. Upon completion, have them check their writing for adverbs of time, place, manner, and degree.

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Page 548 from Write on Course 20-20

Prepositions and Conjunctions

These two pages cover propositions and conjunctions. 547.3 lists common prepositions, and 548.4 lists the different types of conjunctions. For practice using prepositions, consider the following activities:

For prepositional phrases (page 547), work with students to find the prepositional phrases in one of the paragraphs on pages 94–97.
For common prepositions (page 547), have students imagine that they are with friends at a swimming pool or basketball game. Have them write brief paragraphs describing what is happening. Upon completion, have them circle any prepositions in their writing. Or have students write a phrase poem (page 291) using common prepositions.

For practice using conjunctions, consider the following activities:

For the types of conjunctions, work with students to find the conjunctions in one of the narratives or essays in the handbook.
Also for the types of conjunctions, have students use one coordinating conjunction in a sentence, one set of correlative conjunctions in another sentence, and one subordinating conjunction in a third sentence. Display some of these sentences for discussion.

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