Voyages in English Grade 4 Student Edition: Grammar and Writing (Volume 4) - Hardcover

Healey IHM MA, Sister Patricia; Kervick IHM MA, Sister Irene; McGuire IHM MA, Sister Anne B.; Saybolt IHM MA, Sister Adrienne

Hardcover

ISBN 10: 0829428186 ISBN 13: 9780829428186

Publisher: Loyola Press, 2010

Synopsis

Let Your Words Take You Where You Want to Go!

The new 2011 edition of Voyages in English: Grammar and Writing is the result of decades of research and practice by experts in the field of grammar and writing. Responding to the needs of teachers and students, this new edition provides ample opportunities for practice and review to ensure mastery and improved performance on standardized tests.

Voyages in English 2011

• Enables children to master grammar through direct instruction, rigorous practice, written application, and ongoing assessment.
• Provides master and novice teachers with support and straightforward, practical lesson plans that can be presented with confidence.
• Guides children to experience, explore, and improve their writing through the in-depth study of unique writing genres, writing-skill lessons, and the implementation of the writing process.
• Provides children and teachers with opportunities to use technology as a means to learn, assess, apply new skills, and communicate outside of the school setting.
• Gives children the speaking and writing practice and tools they need to communicate with clarity, accuracy, and ease.

New 2011 Features
We’ve taken the best of the past and incorporated learning tools for today’s students and the world they live in.

• More exercises in all components offer additional opportunities for review and practice.
• Daily Maintenance offers quick, daily practice for grammar concepts previously taught to ensure mastery of skills.
• Improved assessments offer more thorough testing of topics. Grammar and writing assessments are not integrated, providing more flexibility for teachers.
• ExamView® Assessment Suite Test Generator CD allows for 25% more testing questions and flexibility in creating individualized tests.
• Integration opportunities are included in the lessons to naturally show the relationship between grammar and writing.
• Tech Tips and technology opportunities allow teachers to incorporate technology into lesson plans and homework assignments.
• Online resources provide additional support for teachers and additional practice for students.

 

Program Components

Student Edition
Developed in a student-friendly manner to engage all learners, the Student Edition provides clear instruction and guided practice in the writing process, the traits of effective writing, and the structure and mechanics of language.

Teacher Edition
Consistent in structure and full of helpful instructional tools, the Teacher Edition offers a straightforward, flexible plan for integrating grammar and writing. Teacher Planning Pages provide additional background information and teaching tips for ease in lesson planning.

Practice Book*
Additional exercises connected to the textbook offer ample review and practice opportunities in grammar and writing skills.

Assessment Book*
Effective assessment enables teachers to record progress, differentiate instruction, and challenge students accordingly. A variety of assessments are included.

Test Generator*
The ExamView® Assessment Suite Test Generator provides an adaptable tool to create a variety of assessments. The preformatted yet customizable assessments correspond with the Assessment Book and provide an additional 25% new test items for each assessment. 

*Supplemental component

Web Site

Web Features

For Students

• Additional opportunities to build and practice grammar and writing skills
• Grammar and Mechanics Handbook for at-home use
• Interactive games for more practice
• Additional writing activities expand learning.

For Teachers

• Tools and support to plan and execute lessons
• Grammar Guides online resource helps you teach grammar clearly, creatively, and confidently.
• Video Tools to effectively implement grammar lessons and writing chapters into your classroom.
• Lesson Plan Charts show how to integrate the grammar and writing sections.

Two Core Parts—One Cohesive Program
Voyages in English is organized into two distinct parts: grammar and writing. The student books are divided in this way to help teachers tailor lesson plans to student needs and to differentiate instruction. The benefits of this organization include the following:

• Grammar lessons have a greater level of depth, giving students the tools needed to learn the structure of language.
• Writing instruction is relevant to students’ lives, to the literature they read and enjoy, and to the writing they experience every day.
• Integration opportunities are built into the program, allowing teachers to show the relationship between grammar and writing.
• Flexible planning becomes simple, allowing for adaptations based on students’ developmental levels.
• Long-range and thematic planning is effortless, allowing teachers to cover the required standards.

Grammar: Part I
The Structure of Language

• Parts of speech
• Usage
• Mechanics
• Agreement
• Punctuation/capitalization

Writing: Part II
Written Expression

• Elements of effective writing
• Genre characteristics
• Sentence structure
• Word and study skills
• Seven-step writing process

Voyages at a Glance
Voyages in English 2011 is a comprehensive English language arts program of the highest quality. Voyages in English aligns with and supports

• NCLB recommendations
• NCTE/IRA Standards for English language arts 
• State Guidelines and standards

 

Student Edition: Grammar
Systematic Grammar Study

• Thorough explanations and clear examples are provided for every grammar topic.
• Ample practice ensures skill mastery.
• Integration Opportunity: Grammar in Action challenges students to spot the importance of grammar in real-life writing.
• Tech Tips offer suggestions for practical technology integration.
• Integration Opportunity: Apply It Now presents solid skill application to demonstrate comprehension.
• Grammar Review for every section is used as review or informal assessment.
• Grammar Challenge follows each Grammar Review to extend the learning or offer another opportunity for informal assessment.
• Sentence Diagramming helps students analyze and visualize sentence structure.

Teacher Edition: Grammar
Easy-to-Use, Flexible Format

• Daily Maintenance revisits previous grammar concepts to ensure mastery.
• Warm-Ups introduce grammar concepts in a relevant way.
• Easy four-step teaching approach is implemented in every lesson: Teach, Practice, Apply, Assess.
• Diagram It! highlights  sentence-diagramming opportunities.
• Writing Connections help teachers transition easily between the writing and grammar sections.

Student Edition: Writing
Comprehensive Writing Practice

• Integration Opportunity: Link demonstrates a writing concept or skill within the context of real-life writing or literary works.
• Easy-to-follow, practical explanations and examples make writing relevant and engaging.
• Integration Opportunity: Grammar in Action offers grammar application that happens naturally within the context of writing.
• Step-by-step practice is led by a model student.
• Complete coverage of writing skills and the writing process improves standardized test-taking success.
• Traits of effective writing are integrated in natural, relevant ways.

Teacher Edition: Writing
Consistent Instructional Steps

• Read, Listen, Speak offers opportunities for small-group discussion.
• Grammar Connections allow seamless integration between writing and grammar.
• Teaching options help teachers meet the needs of all students: Reteach, Multiple Intelligences, and English-Language Learners
• For Tomorrow provides practical writing assignments for homework or independent classwork.

Teacher Planning Pages
Background and Support

• Grammar essentials provide all the background you need to teach grammar.
• Common Errors advise how to correct frequent mistakes.
• Grammar Expert answers questions about grammar.
• Diagramming Basics show sentence structure.
• A genre summary explains the fundamentals of each writing genre.
• Literature lists offer ideas for additional genre demonstration and exploration.
• Rubrics allow for a clear, easy grading process.
• Grammar connections provide relevant ways to incorporate grammar into the Writer’s Workshop.

 

Practice Book

Grammar Practice
Every grammar section of the Practice Book begins with Daily Maintenance opportunities to review grammar concepts. Every grammar topic receives at least one page of additional practice.

Writing Practice
The writing portion of the Practice Book includes one page of practice for every writing lesson.

 

Assessment Book

The Assessment Book provides teachers with a variety of assessments to guide instruction and differentiation. Includes assessments on

• Grammar Skills
• Summative Grammar Skills
• Writing Skills
• Writing Process

ExamView® Assessment Suite Test Generator
These preformatted yet customizable assessments correspond with the Assessment Book but provide an additional 25% new test items for each assessment. With this CD, teachers can build and administer tests and analyze results.

Each grade-level CD provides

• Alignment to key national and state standards
• The ability to save questions in Question Banks for compilation into multiple study guides and assessments
• Variety of question-selection methods and question types
• Question-scrambling capability for multiple test versions and secure test conditions
• Multiple test-delivery methods
• Grade assessments through a variety of scanning methods, track progress, and generate reports
• On-screen help

 

 

 

About this title

About the Author

Patricia Healey, IHM
BA, Immaculata University
MA, Temple University
20 years teaching; 20 years in administration

Anne B. McGuire, IHM
BA, Immaculata University
MA, Villanova University
MA, Immaculata University
16 years teaching; 14 years as elementary principal; 10 years staff development

Irene Kervick, IHM
BA, Immaculata University
MA, Villanova University
46 years teaching

Adrienne Saybolt, IHM
BA, Immaculata University
Pennsylvania State Board of Education, professional certification
MA, St. John’s University
40 years teaching
 

From the Back Cover

Let your words take you where you want to go.

What would you like to do someday? Invent something amazing? Teach the world new things? Go where nobody has ever gone before? Voyages in English 2011 will give you the mastery of grammar and writing skills that you need in order to reach your highest goals and see your biggest dreams come true. Because whatever you want to do, wherever you want to go, your words will take you there!

Visit www.voyagesinenglish.com to begin your journey today!

Excerpt. © Reprinted by permission. All rights reserved.

Part 1: Grammar

Section One: Sentences

1.1 Sentences
1.2 Declarative and Interrogative Sentences
1.3 Imperative and Exclamatory Sentences
1.4 Complete Subjects and Predicates
1.5 Simple Subjects and Predicates
1.6 Compound Subjects
1.7 Compound Predicates
1.8 Direct Objects
1.9 Subject Complements
1.10 Compound Sentences
1.11 Run-on Sentences
Sentence Review
Sentence Challenge

 

1.1 Sentences

A sentence is a group of words that expresses a complete thought. Every sentence begins with a capital letter. Most sentences end with periods.
A sentence has a subject and a predicate. The subject tells who or what the sentence is about. The predicate tells what the subject is or does. It expresses an action or a state of being.

Complete Subject    Complete Predicate
Eric                              played cymbals.
The cymbals              were gold and shiny.
The crowd                  enjoyed the concert.
All the children           were happy.

Which of these word groups are sentences?

A. The drums are loud
B. A brass tuba
C. Maggie likes the trumpet
D. Listens to the music

You are right if you said that A and C are sentences. Each one expresses a complete thought. Each one has a subject and a predicate, and each should have a period at the end.
B and D are not sentences. They do not express complete thoughts. B doesn’t have a predicate, and D doesn’t have a subject.

EXERCISE 1: Match a group of words in Column A with a group of words in Column B to make a sentence. Add a period to the end of each sentence.

Column A
1. During the parade, bands
2. The floats
3. The clowns
4. Fire engines

Column B
a. sounded their sirens.
b. played music.
c. made the crowd laugh.
d. moved down the street.

EXERCISE 2: Tell which of these word groups are sentences. Tell which are not sentences.

1. The band marched in the parade
2. The band members have nice uniforms
3. Marching to the music
4. All the drumsticks
5. The drum major leads the band
6. That tuba looks heavy
7. Carrying their instruments
8. We clapped for the band
9. The music was very loud
10. A group of talented jugglers
11. Entertained the crowd
12. Dancers with colorful uniforms
13. The dancers carried red pom-poms
14. The skill of the dancers amazed the crowd

EXERCISE 3: The following groups of words are not sentences. Add a subject or a predicate to make each word group a sentence.

1. like parades very much
2. waited for the beginning of the parade
3. the floats in the parade
4. waved to the people in the crowd
5. the people along the street
6. some acrobats on the floats
7. sang popular songs from the floats
8. carried colorful flags
9. rode horses
10. at the end of the parade, the crowds

Apply It Now
Write four sentences about what you did during your last school break. Circle the subjects and underline the predicates.

 

 

Part 2: Written and Oral Communication

Chapters

1 Personal Narratives
2 Formal Letters
3 Descriptions
4 How-to Articles
5 Persuasive Writing
6 Creative Writing: Fables
7 Expository Writing
8 Research Reports

Personal Narratives

Through My Eyes
by Ruby Bridges
    When we were near the school, my mother said, “Ruby, I want you to behave yourself today and do what the marshals say.”
    . . . As we walked through the crowd, I didn’t see any faces. I guess that’s because I wasn’t very tall and I was surrounded by the marshals. People yelled and threw things. I could see the school building, and it looked bigger and nicer than my old school. When we climbed the high steps to the front door, there were policemen in uniforms at the top. The policemen at the door and the crowd behind us made me think this was an important place.
    It must be college, I thought to myself.

Ruby Bridges shares her personal experience of what it was like attending an all-white school in 1960. The story is shared from her own point of view.

Claire J.
Room 206
Welcome Home Holly
The ad in the paper said “free puppies to a good home.” We called the number to ask a few questions. My brother and sister and I had always imagined getting a yellow-haired dog. The owners said “yellowish.” When we pulled into the driveway, my family and I were surprised to see brown dogs. Since we drove so far, we decided to get out of the car and take a look at the puppies. I wasn’t even halfway to the pen when I made my decision—we had to get one.
My mom and my brother and sister were picking up the playful, roly-poly puppies. There were 10 in all. But I held on to one in particular. She was brown and soft and sleepy. I was in love.
As I looked around to show my mom, I saw my sister Katie trying to pick up two puppies, but one slid through her arms onto the wet grass. Katie panicked, but the puppy got up and ran to its mother.
Max walked around with a giant smile on his face, picking one up after another and brushing his cheek against their floppy ears. He was laughing at them falling over themselves, chasing one another. He was overwhelmed with the puppies’ sweetness.
After an hour of playing with all the puppies, my mom asked which one we should choose. Max, Katie, and I all had an opinion, so Mom tried to help us out with the decision. She couldn’t stop gushing about how precious they all were. We finally decided to get the sleepy one that I still held in my arms since the moment we arrived. The owner said we had to wait another two weeks before we could take Holly home. We pulled slowly out of that long driveway, keeping our eyes on the puppies playing in the grass until we went around the bend.

Lesson 1

What Makes a Good Personal Narrative?
A narrative is a story. A personal narrative is a true story about something that happened to the writer. It could be a journal entry about the first day of school. It could be a letter describing an exciting trip. Ruby Bridges wrote her personal narrative Through My Eyes, sharing her experience in Louisiana in the 1960s. Here are some ideas for what makes a good personal narrative.

Topic
Anything that really happened to you can be a good topic for a personal narrative. It should be something you remember clearly. The topic might be something funny, exciting, or unusual.

Audience
The people who will read your story are your audience. Think of them when you choose your topic. Your friends might want to hear how you beat the newest video game. Your grandparents might be more interested in hearing about a family trip.

Through My Eyes
On Sunday, November 13, my mother told me I would start at a new school the next day. She hinted there could be something unusual about it, but she didn’t explain. . . .
All I remember thinking that night was that I wouldn’t be going to school with my friends anymore, and I wasn’t happy about that.
Ruby Bridges

Point of View
Point of view shows who is telling the story. In your personal narrative, you are telling the story. This is called the first-person point of view. Use words such as I, me, my, we, and our.

ACTIVITY A: Read the personal narrative on page 211 and answer these questions.

1. How can you tell that this is a personal narrative?
2. Why do you think the writer chose this topic?
3. Who is the audience of this narrative?
4. What is the point of view of this narrative?
5. What words are used to show the point of view?
6. What are the main events in the narrative?
7. What are the most interesting details?

ACTIVITY B: Decide which topics would make good personal narratives.

1. the day I found a $20 bill
2. my first piano recital
3. my brother’s trip to the zoo
4. a train ride I’ll never forget
5. the day I was born
6. what I’d do if I were an astronaut
7. my unlucky day at the beach
8. a boring afternoon
9. my summer vacation to
10. the Grand Canyon
11. when I broke my arm
12. my first trip in an airplane
13. the day of the big snowstorm
14. how to build a bird house
15. my plans for college
16. the most helpful person I know

Writer’s Corner
Write three things that happened to you that would make good personal narratives.

Time Order
The events in a personal narrative are told in the order that they happened. Tell what happened first near the beginning and what happened last near the ending. Use time words such as first, next, after, then, finally, and last to show the order of the events. Here is an example.

First, I got out of bed.
Then I got dressed.
After getting dressed, I ate breakfast.
Next, I waited on the corner for the bus.
Finally, the bus arrived.

ACTIVITY C: Below is a personal narrative about a trip to school in the morning. The first two sentences are given, but the other sentences are in the wrong order. Put the sentences in time order in paragraph form.

I woke up late this morning. I should have just stayed in bed.

1. After breakfast I headed for the bus.
2. When I looked in my closet, I found that all my favorite shirts werein the laundry.
3. I finally picked out a shirt, but I spilled juice on it at breakfast.
4. Next, I missed my bus by a few seconds.
5. It was too late to finish eating.
6. When I got to school, I remembered that my homework was backat home.
7. I had to leave the bus stop when I realized I’d forgotten my lunch.
8. I begged my brother to drive me to school.

ACTIVITY D: Here are two paragraphs that fourth graders wrote. The first paragraph is about planting a garden. The second paragraph is about a snowstorm. Choose from the time words in the list to help show the order in which things happened.

    Finally  First  Next  Then

1. I was excited about planting a garden. _____, I chose a nice sunny spot. _____, I dug up the soil. _____, I fertilized it. _____, I planted the seeds and watered them. I can’t wait for the flowers to grow.
2. The weather report was for a big snowstorm for the next day, and school was canceled. We woke up early that day. The snow was coming down quickly in huge, fluffy flakes. Dad wanted to go to the garage and try to take out the car. _____, we shoveled the area in front of our door. _____, we started to shovel the walk to the garage. _____, we looked back, and we couldn’t see the walk. What we had just shoveled was a blanket of snow. _____, we decided to go back into the house to have hot chocolate.

ACTIVITY E: Revise the paragraph. Put the sentences in time order. Add at least two time words to show the order.

My brothers and I were stuck inside for yet another rainy day. She made an announcement. My mother was getting tired of our yelling. We spent the morning chasing one another around the house. “It’s mud day!” she called out. We spent the next hour rolling in the mud and getting as dirty as we could. She told us to run upstairs and find our oldest clothes. When we finally came inside and changed our clothes, we were ready for a nap. She sent us to the backyard, where the rain had turned our lawn into a mud puddle.

Writer’s Corner
Choose one of your personal-narrative ideas from the Writer’s Corner on page 213. Write five sentences about it, using time words to show the order of events.

Grammar in Action
Add sentence variety by using compound sentences. See Section 1.10.

Edition details

• Publisher: Loyola Press
• Publication date: 2010
• Language: English
• ISBN 10: 0829428186
• ISBN 13: 9780829428186
• Binding: Hardcover
• Edition number: 1
• Number of pages: 560