Answers to last week’s exercises: Grammar The investigation demonstrated…
1) The children 2) The dog 4) wrote a letter yesterday
Composition
Comprehension 3) gave chocolate to my friends 5) The mechanic
Hello boys and girls of Grade Six! Have you completed the exercises from last week? If you have not, you need to re-read the notes. Today, you will be guided to identify the complete/compound subject and predicate of sentences. You will also get some clues which will help you to identify facts and opinions. Have a great session!
GRAMMAR
WITH MY FRIEND
Take turns to read each line of words.
The women of our village cooked food for the elderly. Mom and Dad played tennis yesterday.
-Underline the complete subject and complete predicate of each line of words.
- Read your reference books to find out more about the complete subject and predicate of a sentence.
The Complete Subject
The complete subject is the noun or pronoun with all the words that add meaning to them.
The teachers of Grade Three made teaching aids for their classes.
The Compound Subject
A sentence with a compound subject contains two or more simple subjects joined by a coordinating conjunction.( and, but, for, nor, or, so, or yet)
Carol and Rita washed dishes last evening.
The Complete Predicate
A complete predicate of a sentence is the verb with all the words that add meaning to the verb.
The famous mountaineer reached the top of the mountain before the others.
The Compound Predicate
A compound predicate contains two or more predicates that have the same subject and that are joined by and, but, or, nor or yet.
My aunt gave Leon and John some juicy mangoes.
ON MY OWN
Exercise
Underline in the brackets the part of the sentence which is stated.
1. My cousin and I made bouquets for our mothers. (compound subject) 2. The Secretary of the Book Club donated books to our class. (complete
subject.)
3. The tailor gave ties to the fathers and their sons (compound predicate) 4. The hardworking woman helped the senior citizens with their laundry.
(complete predicate)
5. Under the shed sat the pupils of our class. (complete subject)
COMPOSITION
WITH MY FRIEND
Read and discuss the information.
THE LANGUAGE OF FACT AND OPINION: SIGNAL WORDS AND PHRASES
Many writers usually add opinions to facts when writing. Unfortunately, it can at times be difficult to extract the facts from the author’s opinions. Luckily, the language used itself often gives helpful clues in the forms of words and phrases that assist us in identifying statements as fact-based or opinion-based. Let’s now look at some examples of those signal words and phrases being used in the sentence fragments that often precede a statement of fact or opinion:
FACT
The annual report confirms… Scientists have recently discovered… According to the results of the tests…
OPINION
He claimed that…
It is the officer’s view that… The report argues that…
Many scientists suspect that…
As we can see from the above examples, the language used to introduce a statement can be helpful in indicating whether it is being framed as a fact or an opinion.
It is important for pupils to understand too that things are not always as they appear to be. At times, writers, whether consciously or not, will frame opinion as fact and vice versa. Therefore, it is important that pupils develop a clear understanding of the difference between fact and opinion.
(Adapted from Teaching Fact and Opinion)
ON MY OWN
Read each sentence carefully.
Draw an X in the box to tell whether the statement is a fact or an opinion.
1. The teachers claimed that pupils shared ideas during the test.
□ Fact □ Opinion
2. Research has proven that each normal child can learn to read.
□ Fact □ Opinion
3. The pupil argued that all books have very good sentence structures. □ Fact □ Opinion
COMPREHENSION
ON MY OWN
Recognising and Recalling Facts
- Recognising facts and recalling them are important skills in comprehension. - To recognize and recall facts you need to ask: who, what, where, when, why and how.
- The facts are stated in the passage and the reader is expected to recognize and recall them.
Read the passage carefully then answer the questions which follow. Teeth (Part 1)
Our teeth are made up of four different types of material: enamel, dentine, pulp, and cementum. Enamel is the outer layer that protects the inner layers from harmful bacteria and sudden variations in temperature. Dentine, which is directly beneath the enamel, protects the pulp. The pulp contains blood vessels that carry oxygen and nutrients to the tooth and nerves that transmit pain and temperature sensations to the brain. The cementum is a bonelike substance that anchors the tooth to the jawbone. The sections of the tooth above and below the gum line are called the crown and the root respectively. Each part of the tooth is important.
(Extract from Path to Success- Pre 11+ Comprehension Workbook 3)
Questions
Read each question carefully then draw a heavy black line through the letter (A, B, C or D) which is near the answer you choose.
1. According to the passage, the outer layer of the tooth does the following A) varies the temperature
B) protects the other layers from harmful bacteria
C) carries oxygen to the brain
D) transmits pain
2. The passage states that the blood vessels/ nerves in the pulp do all of these except
A) transmit pain
B) carry oxygen and nutrients to the tooth C) anchor the tooth to the jawbone
D) transmit temperature sensations to the brain
3. Which part of the tooth is a bonelike structure that anchors the tooth to the jawbone?
A) cementum B) pulp C) enamel D) dentine
4. The passage states that the part of the tooth above the gum is called A) bone B) cementum
C) root D) crown
Goodbye boys and girls!