Adjectives and Adverbs

1. The boy excitedly opened his birthday gift.

2. The lion roared loudly in front of the audience at the zoo.

3. The cook finally brought the food to the table.

4. The smart student always listened to the teacher.

5. The young man frantically looked for his son.

6. The baseball player furiously hit the ball over the wall.

7. The goalie fiercely defended his goal.

8. My hourly urge to eat is a difficult habit to deal with.

9. I am happily married to my wife.

10. The joyful music played in the courtyard.

11. I was fond of my mentor.

12. The students foolishly interrupted the lesson.

13. The students were free when the bell rang.

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1. In the winter, it is very cold in the north-east United States.

2. I carefully walked outside when I heard a strange noise.

3. I enjoy the sunny Southern California weather.

4. We recently moved to a new house in the suburbs.

5. I was tired, so I slowly walked towards the finish line.

6. We had to be quiet during the movie.

7. There are five fingers on my right hand.

8. The man quickly hit the ping-pong ball back over the net.

9. The yellow school bus picked up the children in the morning.

10. Finally, we finished the game with a ten point lead.

11. We had to stop our car at the red light.

12. I accidentally tripped on my own feet.

Simple Subjects and Predicates

Worksheet 1

  1. The brown horse appeared at the starting line.
  2. The student arrived late to class because he woke up late.
  3. John looked out of the window to check the sky.
  4. The big audience grew very restless waiting for the play to start.
  5. The air in the classroom smelled fresh. (Classroom is also a noun, but it’s not the subject of the sentence. In this case it’s the air that smelled fresh, and the information about the classroom is telling you where the air we are talking about is located.)
  6. The blue dolphin swam freely in the ocean.
  7. The basketball team went traveling for their next tournament. (Sometimes you may decide that you need two words to name your subject. There are many kinds of teams. Another example would be school bus, because there are many kinds of buses.)
  8. My friend and I walked to the movies after work.
  9. My sister decided to go to graduate school. (“To go” is also a verb, but in this case, my sister didn’t actually go yet. The action she took is that she decided to go.)
  10. The entire class walked to the museum for the field trip.
  11. The family rode in the van all the way to the park.
  12. The horse galloped around the race track.
  13. The dog barked at the intruder.

Worksheet 2

1. Menna / typed on the computer keyboard.

2. The first grade teacher / wrote the lesson on the board.

3. The ridiculously tall hat / blocked my view in the movie theater.

4. My favorite video game / was on sale at the store.

5. The energetic children / ran around on the playground.

6. The lady with the hairnet on / served lunch in the cafeteria.

7. Alan and Bryan / walked to the store on Main Street after school.

8. The enthusiastic fans / cheered when they saw the soccer game score.

9. The tired principal / got into her car at the end of the day.

10. Mrs. Cortez’s students / went on a field trip to the science museum.

11. We / met our neighbors at O’Shea’s, the new Irish restaurant.

12. My Aunt Sally / quizzed me on the multiplication facts last weekend.

Recognizing Sentences

Worksheet 1

The mosquito / is an amazing insect.

Scientists / discover new kinds every year.

The mosquito / has 47 teeth.

The mosquito / is very small.

It / can carry twice its weight.

The mosquito / drinks blood.

The mosquito / lives in damp places.

Some mosquitoes / carry disease.

Humans / look for ways to kill mosquitoes.

They / are very hard to kill.

Worksheet 2

The idea of this exercise is to practice finding the end of one sentence and the beginning of another. Finding the one idea in each sentence helps us become better readers. This skill also helps us become better writers. Sometimes, I still write very long sentences that put many ideas together instead of separating them. Some sentences do have more than one idea we will practice with those kinds of sentences another time.

Our ears are sometimes better than our eyes for this task. Sometimes it’s easier to hear the end of an idea than to see it. It can be very useful to read aloud, or to imagine hearing the words when you do this kind of exercise. Do you “listen” to the words you are reading, sometimes without even being aware that you are doing that? I do. This trick may be especially useful for “audio” learners, or people who learn well by listening.

The downside of reading aloud or “listening” to the sentences we are reading is that it is also much slower. We can read much more quickly with our eyes than our ears. That’s why it is common to read only with our eyes until we come across something we don’t understand. Reading it again “out loud” gives us more information.

Worksheet 3

Which parts are missing?

  1. Predicate
  2. Subject
  3. Subject
  4. Predicate
  5. Predicate
  6. Predicate
  7. Subject
  8. Subject

Worksheet 4

How to Place End Punctuation Marks

Punctuation is an integral part of English grammar. These signs and symbols help writers make their meaning more clear for the reader. Punctuation marks give a sense of direction to how a sentence should be read. They can also help clarify the meaning and tone of a sentence.

Some punctuation marks go in the middle of a sentence. The comma is the most common punctuation inside of a sentence. There are several rules for using the comma, but once you are familiar with them, they provide enormously helpful clues about the structure of more complicated sentences. Other punctuation marks that go inside of sentences are the semicolon ( ; ), the colon ( : ), the dash ( – ), the apostrophe ( ‘ ) and quotation marks ( ” ” ).

Punctuation in the middle of a sentence can be very helpful. However, the importance of end punctuation can never be underestimated because it marks the conclusion of each sentence. A sentence is a group of words that conveys meaningful information. To convey information, a sentence expresses a complete thought. Every sentence should start with a capital letter and should have one of the three ending punctuation marks: a period, an exclamation mark or a question mark. End punctuation is a signal to the reader that the sentence is complete.

As mentioned above, there are three ways to end a sentence. Each one of these punctuation marks set a different tone for the entire sentence. If the end punctuation is incorrect, it can confuse the purpose of the writing, leaving the whole sentence unclear. The most common end punctuation is the period. A period shows that a point has been made and that whatever comes next will be making a different point, even if those points are related. A period marks the end of a statement, or a declarative sentence. A statement is declaring something. Sometimes these sentences are also called imperative sentences. If something is imperative, it is important; it’s information we can make use of.  An example of a declarative sentence is: “My brother lives in Sacramento.”

An exclamation mark is used to indicate strong feelings or emotions within a sentence, such as humor, anger, fear or love. It emphasizes moments of astonishment and passion. Some examples are: I love you!, Help! and There is a snake over there! These are not statements, but exclamations, made in exclamatory sentences.

If a sentence is asking something, then it should definitely end with a question mark. End a sentence with a question mark when a direct question is asked that requires some sort of response in return. This kind of sentence is not a statement or an exclamation, but a question. Questions usually start with words like who, where, what, when, why, etc. An example is: What is your name? Such sentences are known as interrogative sentences because they “interrogate” or ask something.

Adapted from https://www.englishworksheetsland.com/kindergarten/8endpunct.html