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Editor
Wanda Kelly

Managing Editor
Ina Massler Levin, M.A.

Editor-in-Chief
Sharon Coan, M.S. Ed.

Art Director
CJae Froshay

Art Coordinator
Grades 1–2
Denice Adorno

Cover Design
Lesley Palmer

Imaging
Rosa C. See

Production Manager
Phil Garcia

Publisher
Mary D. Smith, M.S. Ed.

Blake Staff

Editor
Sharon Dalgleish

Designed and typeset by

The Modern Art Production
Group

Printed by
Australian Print Group
Author
Peter Clutterbuck

This edition published by

Teacher Created Resources, Inc.
6421 Industry Way
Westminster, CA 92683
www.teachercreated.com
ISBN: 978-0-7439-3620-0
©2002 Teacher Created Resources, Inc.
Reprinted, 2008
Made in U.S.A.
with permission by
Blake Education
Locked Bag 2022
Glebe NSW 2037
The classroom teacher may reproduce copies of materials in this book for classroom use only.
The reproduction of any part for an entire school or school system is strictly prohibited. No part
of this publication may be transmitted, stored, or recorded in any form without written
permission from the publisher.
 Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
How to Use This Book.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Parts of Speech
“Parts of Speech” rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Nouns
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Word Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
BLMs 1–13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Verbs
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Word Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
BLMs 14–31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Adjectives
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Word Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
BLMs 32–39 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Adverbs
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Word Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
BLMs 40–44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Articles
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
BLMs 45–49 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Prepositions
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
BLMs 50–54 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

#3620 Grammar Practice—Grades 1–2 2 © Teacher Created Resources, Inc.

 Contents (cont.)
Pronouns
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
BLMs 55–58 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Conjunctions
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
BLMs 59–62 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Composition
Sentences
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
BLMs 63–68 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Prepositional Phrases
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
BLMs 69–75 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Clauses
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
BLMs 76–78 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Punctuation
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
BLMs 79–83 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Vocabulary
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
BLMs 84–91 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Review
BLMs 92–97 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

© Teacher Created Resources, Inc. 3 #3620 Grammar Practice—Grades 1–2

 Introduction
This first book of Grammar Practice for first and second grades provides teachers
with resources, activities, and ideas aimed at introducing students to the basic
elements of grammar. The activity pages can be used as a resource around
which to build and develop a classroom program.

Good grammar skills help children improve their expression and give them an
appreciation of how the various elements of English are used to convey meaning.
With an understanding of the rules, processes, and elements that govern English,
children are able to communicate both correctly and effectively.

In the past, lessons in grammar often became irrelevant and meaningless to

students because of the tendency to stress the elements rather than focus on the
functions of the elements. Grammar Practice ensures that the functions of
elements such as parts of speech, phrases, and sentences are related to
expression in a practical and purposeful way.

Grammar Practice is designed to make it as easy as possible to find what you

need. Photocopiable work sheets are grouped according to grammatical element,
and each of these elements is introduced with a definition and examples for the
teacher, followed by a collection of appropriate and motivating teaching
strategies.

Also included at the end of this book are review work sheets which cover both
of the two main sections—“Parts of Speech” and “Composition.” All the review
activities are directly related to the preceding lessons. Finally, there is an answer
key that is included to make the use of the Grammar Practice work sheets easier
and more efficient. With the three books in Grammar Practice, teachers can
create an individual and comprehensive grammar program for their students.

#3620 Grammar Practice—Grades 1–2 4 © Teacher Created Resources, Inc.

 How to Use This Book
The Grammar Practice series aims to improve children’s ability to
• use language effectively in their own writing,
• use language accurately in their own writing,
• read critically the writing of others.

With this in mind, the books have been designed to make it easy for teachers to
find the following:
The grammatical elements to teach at each level
• Refer to the overview provided by the assessment checklist.
• Read the background information to find the terminology and depth of
treatment appropriate.
Concise background information about each grammatical element
• This is located in the introduction to each grammatical element.
Practical strategies showing how to teach each grammatical element
• Use clever activities as starting points to introduce a grammatical element and
capture children’s interest.
• Use other proven strategies to explicitly teach or model a grammatical element.
• Use games for reinforcement.
Blackline master (BLM) work sheets to reinforce learning
• They are a comprehensive resource around which to build a program.

Systematic teaching
Children need a solid general framework of grammatical understanding and skills
to support their learning across the curriculum. To provide this framework, you
may want to teach certain grammatical elements in a systematic way. The
assessment checklists provided in each level of Grammar Practice indicate the
grammatical elements that students should understand by the end of each level.
The checklists can be used to program your systematic teaching and to record
children’s achievements.

For example, using the Assessment Checklist in this book, you can coordinate the
“question, statement, exclamation, command” section under “Sentences” with the
“question marks,” “exclamation marks,” and “quotation marks” sections under
“Punctuation.” Numerous ideas for lessons covering both sentences and end
punctuation are in Teaching Strategies, and BLM work sheets for end punctuation
are available for you to use with your students.

© Teacher Created Resources, Inc. 5 #3620 Grammar Practice—Grades 1–2

 How to Use This Book (cont.)
Incidental teaching
Incidental teaching is an important strategy to use to help students build on prior
learning and develop their understanding of grammar in context. A grammar
lesson might, therefore, stem from the context of different texts children are
reading and writing or from the need to deal with a specific problem individual
children or groups of children are experiencing in their own writing. To teach at
this point of need, simply dip into Grammar Practice and find the appropriate
information, strategies, or work sheets for your children.

For example, if a significant number of your students seem to be having difficulty

with the correct use of pronouns, you can go directly to the “Pronouns” section
of this book. Several ideas for pronouns lessons are in Teaching Strategies, and
BLM pronouns work sheets are available for you to use with your students.

Assessment
To be successful, any grammar program must be accompanied by regular
assessment. The methods used may differ from teacher to teacher but should
encompass basic points.

For each student, assessment should accomplish the following:

(a) record clearly the progress being made;

(b) indicate the future steps being planned for reinforcement and extension;
(c) indicate specific areas of difficulty and possible remediation;
(d) use various strategies to determine whether an outcome has been achieved;
(e) be a relevant and careful measurement of the stage of grammar development;
(f) provide clear and precise suggestions to parents as to how they may best
assist at home;
(g) provide clear and precise information to teachers.

#3620 Grammar Practice—Grades 1–2 6 © Teacher Created Resources, Inc.

 Assessment Checklist
Name Quarter
Parts of Speech 1 2 3 4
Identifies and uses correctly
nouns as naming words
proper nouns
action verbs
thinking and feeling verbs
simple past, present, and future tenses
adjectives as describing words
adverbs to tell when, where, why, and how
articles a, an, and the
prepositions as place words
personal and possessive pronouns
conjunctions to link ideas

Sentences
Identifies and writes
correct word order in a sentence
question, statement, exclamation, command
phrases and clauses
simple, compound, and complex sentences

Punctuation
Uses
space between words
capital letters, periods
Experiments with
question marks
exclamation marks
commas
quotation marks

Comments
Areas of strength
Areas of difficulty
Steps being undertaken to reinforce areas of difficulty or extend grammar skills
________________________________________________________________________
© Teacher Created Resources, Inc. 7 #3620 Grammar Practice—Grades 1–2
Parts of Speech
Every name is called a noun,
As fence and flower, street and town;

In place of noun the pronoun stands,

As he and she can raise their hands;

The adjective describes a thing,

As magic wand and twisted string;

The verb means action, something done—

To read and write, to jump and run;

How things are done the adverbs tell,

As quickly, slowly, badly, well;

The preposition shows the place,

As in the street or at the base;

Conjunctions join, in many ways,

Sentences, words, or phrase and phrase.

anonymous

#3620 Grammar Practice—Grades 1–2 8 © Teacher Created Resources, Inc.

 Nouns
Introduction
First and second grade students should be made familiar with the following
functions of a noun.
(a) Nouns are the names of things around us. Nouns that are used to name
general things (rather than a particular person or thing) are called common
nouns.
Examples: dog, table, car, bottle
(b) Some nouns are the names of particular or special people or things. These
are called proper nouns and are written with a capital letter at the
beginning.
Examples: Katy, Ben, October, United States, North Carolina, Christopher
Columbus
(c) Some nouns are the names we use for collections of things. These are called
collective nouns.
Examples: flock of birds, herd of cattle, bunch of grapes
(d) Nouns have number. They can mean one thing or more than one thing.
Examples: one bird, two birds, the dog, the dogs
Children should also be introduced to the relationship of nouns to words such as
verbs (words that tell what the noun is doing), adjectives (words that describe the
noun), and pronouns (words that take the places of nouns).

Teaching Strategies
Where’s the thing?
Have children come to understand the function of a noun by asking them to
bring you items which you refer to only as “things.”
Mark, please bring me the thing from the table. . . . No! No! I want the other thing.
The ensuing confusion will soon have children asking you questions. Through
guided discussion you can show them the importance of everything having a
name so that we can communicate our thoughts clearly.
Mystery bag
Fill a cloth bag with a variety of small objects. Have children guess the names of
items that they think you have hidden in it. You may want to write their guesses
on the chalkboard. After awhile, have them feel the bag to see if they can
identify any objects. Write the names of the things they have identified on the
chalkboard.

© Teacher Created Resources, Inc. 9 #3620 Grammar Practice—Grades 1–2

 Nouns (cont.)
Name quiz
Conduct a name quiz by giving children clues about a certain object and having
them guess what it is.
I am a book. I have lots of words in me. My name begins with d.
I tell you what words mean. (dictionary)

Listing
Challenge children to write or say, in a set time, a set number of nouns in a cer-
tain category.
Name ten types of birds. (sparrow, dove, emu . . .)
Name ten children in this grade. (Chan, Mike, Sally . . .)

Alphabet game
Choose a letter of the alphabet and challenge children to write the names of as
many things as they can that begin with that letter. This can be played as a circle
game, with each successive child in the circle adding a new name.
s—snake, stove, sky, sandal . . .

Cloze exercises
These are excellent for the study of nouns in context. They are best made up by
the class teacher and do not need to be long or complex. Correct children’s
efforts through class discussion.
Mike rode his ____________ to school today. It has two _____________ . The
______________ is so high that Mike can hardly touch the pedals.

Noun cutouts
Allow children to search through newspapers and magazines, cutting out pictures
of things they like or don’t like. Then have them paste the pictures on a sheet,
grouped under the headings “Things I Like” and “Things I Don’t Like.” Finally,
have them write the name of each thing underneath its picture.

#3620 Grammar Practice—Grades 1–2 10 © Teacher Created Resources, Inc.

WORD BANK Nouns
Common Nouns
ant cup hut pan
bag dad jet peg
bed day jug pen
box dog leg pet
boy egg lip pig
bug fan log pup
bun fig man rat
bus fin map rib
can fog mat rod
cap fox men sun
cat gas mom tap
cog hat mud vet
cot ham net war
cow hen nut wig
Proper Nouns
Ben Sunday Thursday Los Angeles
Lake Placid Monday Friday New York
Lisa Tuesday Saturday Bambi
Pacific Ocean Wednesday December Mars
Collective Nouns
bunch pod jury crowd
herd school team class
flock litter crew family
© Teacher Created Resources, Inc. 11 #3620 Grammar Practice—Grades 1–2
 Common Nouns
Name Grammar BLM 1
Nouns are the names of things around us.
Fill in the missing letters to complete the names.

ey
at
whiske ose

ater
eg

ubble
in
bow
ish
ail
#3620 Grammar Practice—Grades 1–2 12 © Teacher Created Resources, Inc.
 Common Nouns
Name Grammar BLM 2
Nouns are the names of things around us.
Fill in the missing letters to complete the names.

og
ea

ongue

ack

outh
le

aw
ye

© Teacher Created Resources, Inc. 13 #3620 Grammar Practice—Grades 1–2

 Common Nouns
Name Grammar BLM 3
Nouns are the names of things around us.
Write the correct animal name in each space.

tiger giraffe camel

mouse horse zebra

a. A has a hump.
b. A eats cheese.
c. A has a very
long neck.
d. A has black and
yellow stripes.
e. A has black and
white stripes.
f. We can ride a .
#3620 Grammar Practice—Grades 1–2 14 © Teacher Created Resources, Inc.
 Common Nouns
Name Grammar BLM 4
Nouns are the names of things around us.
Color the boxes that contain the names of things you can see in the
picture.

window donkey broom

apple bus bucket
train box flower
car truck bicycle
bug crab table
© Teacher Created Resources, Inc. 15 #3620 Grammar Practice—Grades 1–2
 Common Nouns
Name Grammar BLM 5
Nouns are the names of things around us.
1. Color farm animals red.
Color zoo animals blue.

2. Color the names of things that have legs.

truck girl bus

bird car tiger
table man bug
boat bike chair
#3620 Grammar Practice—Grades 1–2 16 © Teacher Created Resources, Inc.
 Common Nouns
Name Grammar BLM 6
Nouns are the names of things around us.
Use a name from the box to solve each puzzle.

egg car star cow

a. I have horns. c. I have a shell.

I eat grass. Birds lay me.
I give milk. I am yellow and white inside.
I am a . I am an .

b. I am high up in the sky. d. I have wheels and doors.

I twinkle at night. Inside I have seats.
I am a . I take people places.
I am a .

© Teacher Created Resources, Inc. 17 #3620 Grammar Practice—Grades 1–2

 Common Nouns
Name Grammar BLM 7
Nouns are the names of things around us.
Find the name for each picture. Write it on the line.

b o o k b
t e n t o
s h i p x
c r i n g
o b a b y
w d u c k

#3620 Grammar Practice—Grades 1–2 18 © Teacher Created Resources, Inc.

 Common Nouns
Name Grammar BLM 8
Nouns are the names of things around us.
Complete each set of nouns (names) with one of these words.

eagle apple ant star mother

sofa lamb shovel

a. grasshopper, bee, wasp,

b. moon, sun, comet,

c. cherry, grape, pear,

d. robin, blackbird, crow,

e. hoe, fork, rake,

f. puppy, calf, kitten,

g. bed, chair, table,

h. father, sister, brother,

© Teacher Created Resources, Inc. 19 #3620 Grammar Practice—Grades 1–2

 Proper Nouns
Name Grammar BLM 9
Proper nouns are names of special people, places, or
things. They always start with a capital letter.

Add a word from the box to complete each sentence.

December Tuesday Joanne

New York City Terry Spot

a. My best friend at school is a girl called

b. My birthday is next .

c. Christmas is in .

d. My small black and white dog is called

e. My dad’s name is .

f. A large city in the United States is called

#3620 Grammar Practice—Grades 1–2 20 © Teacher Created Resources, Inc.

 Proper Nouns
Name Grammar BLM 10
Proper nouns are names of special people, places, or
things. They always start with a capital letter.
Fill in the blank space. The proper nouns in the stars will help you.

a. The second day of the week is

Sunday
.

Monday b. The day before Thursday is

.
Tuesday
c. The day after Wednesday is

.
Wednesday
d. The first day of the week is

.
Thursday
e. The two days that make up the

Friday weekend are

and .
Saturday

© Teacher Created Resources, Inc. 21 #3620 Grammar Practice—Grades 1–2

 Collective Nouns
Name Grammar BLM 11
Collective nouns name a collection of people or things.
Choose a collective noun to name each drawing.

forest bunch swarm herd

flock litter team fleet

a. a of bees

b. a of birds

c. a of grapes

d. a of elephants

e. a of ships

f. a of soccer players

g. a of puppies

h. a of trees
#3620 Grammar Practice—Grades 1–2 22 © Teacher Created Resources, Inc.
 Singular and Plural Nouns
Name Grammar BLM 12
Nouns can be singular (one) or plural (more than one).
Look at the pictures. Fill in the missing words.

a. one cow two

b. one book three

c. one dog two

d. one chair two

e. one ring two

f . one tree three

g. one five cats

h. one three flowers

i. one two horses

© Teacher Created Resources, Inc. 23 #3620 Grammar Practice—Grades 1–2

 Singular and Plural Nouns
Name Grammar BLM 13
Nouns can be singular (one) or plural (more than one).
Write the correct word in each space.

goose geese man men

foot feet woman women
tooth teeth child children

a. two

b. one

c. three

d. two

e. one

f. two

#3620 Grammar Practice—Grades 1–2 24 © Teacher Created Resources, Inc.

 Verbs
Introduction
Through informal activities and class discussion, first and second grade students
should come to understand that a verb is a word that expresses an action.
Children at this age might find it more accessible to use everyday terminology,
such as doing words or action words.
Children need to develop an awareness of the following types of verbs and their
uses.
(a) Doing verbs are words that express a concrete action. They are common in
spoken language and in the writing of young children.
Examples: work, run, sit, eat, jump
(b) Saying verbs express a spoken action.
Examples: talk, tell, said, suggested, yelled
(c) Some verbs do not express a concrete action—they express actions that
happen mentally, such as feelings, ideas, thoughts, or attitudes. These can be
called thinking and feeling verbs. They are common in arguments,
narratives, and descriptions (but not scientific descriptions, which are
objective).
Examples: I like Sam. I understand. Katy believed the story.
I see the rabbit. I think people should recycle.
(d) Some verbs tell us about what things are and what they have. These are
being and having verbs. They are common in all kinds of descriptions.
Examples: Ben is a good swimmer. Ali has the answer. They are here.
(Is, are, has, and have can also act as auxiliary or helping verbs for doing,
thinking, and feeling verbs. Example: Ben is swimming.)
A verb is the key around which a sentence is built, and children need to be
shown the importance of choosing the most expressive verb when speaking or
writing.
At this level, children should also be given constant informal practice in the
correct use of certain verbs which are often misused.
Examples: went—gone may—can
seen—saw swim—swam
did—done broke—broken
came—come learn—teach
was—were sing—sung

© Teacher Created Resources, Inc. 25 #3620 Grammar Practice—Grades 1–2

 Verbs (cont.)
Teaching Strategies
Get active
Call for volunteers to perform certain actions and then describe what they are
doing. Write what they say on the chalkboard and have other children underline
the word(s) that expresses the action.
I am jumping on the spot.
I am hitting the door.
Mime time
Have selected children mime certain actions and challenge the rest of the class to
guess what they are doing. Write the guesses on the chalkboard and have
children underline the words that express the actions.
Are you sweeping the floor?
Are you milking a cow?
Verb list
Provide children with a suitable noun and then have them add a number of verbs
saying what that noun does.
A snake bites and hisses.
A horse gallops and neighs.
Vague verbs
Have students suggest more descriptive synonyms for certain verbs such as walk.
Make lists to post in the classroom so students can refer to them while they are
studying verbs and composing sentences.
walk run say
stroll trot exclaim
limp race whisper
shuffle lope snarl
Correct it
Tell children a sentence with an incorrect use of a verb. Have them orally correct
it.
The boys have went. The boys have gone.
Can I get a drink, please? May I get a drink, please?

#3620 Grammar Practice—Grades 1–2 26 © Teacher Created Resources, Inc.

 Verbs (cont.)
Verb match
Create two sets of labels—one set with names written on them, the other with
matching verbs. Attach the labels to the chalkboard and have children sort them
into matching pairs.

dogs bark
cats purr
elephants trumpet
frogs croak
Picture search
Have children search through old magazines and newspapers to find pictures in
which an action is taking place. Then have them paste the chosen pictures on a
large sheet of paper and beside each picture write a sentence describing the
action.
The lady is driving the car.
The man is hitting the golf ball.
I can
Ask children to demonstrate what they can do, describing it aloud as they do it.
I can hop.
I can jump.
I can read.

© Teacher Created Resources, Inc. 27 #3620 Grammar Practice—Grades 1–2

WORD BANK Verbs
add fly pat
am get play
are go put
ask goes ran
be going ride
bit got rub
bite had run
bump has sat
call have saw
can hear see
come hid sing
cry hit sip
cut hop sit
did hug stop
do is take
does jog tell
done jump use
eat keep walk
fall let want
fed look was
feed met went
feel mix were
fell mop wish
find nip woke
#3620 Grammar Practice—Grades 1–2 28 © Teacher Created Resources, Inc.
 Verbs
Name Grammar BLM 14
Verbs are doing words or action words.
Fill in the missing letters to complete the doing words.

I can op. I can un.

I can ow. I can ide.

I can leep. I can ance.

I can ly. I can ish.

© Teacher Created Resources, Inc. 29 #3620 Grammar Practice—Grades 1–2
 Nouns and Verbs
Name Grammar BLM 15
Nouns are the names of things around us.
Verbs are doing words or action words.
Look at the pictures and names. Then answer the questions.

clock a. What swims?

fish b. What quacks?

dog c. What sails?

horse d. What falls?

duck e. What trots?

rain f. What ticks?

boat g. What barks?

#3620 Grammar Practice—Grades 1–2 30 © Teacher Created Resources, Inc.
 Nouns and Verbs
Name Grammar BLM 16
Nouns are the names of things around us.
Verbs are doing words or action words.
Add a verb from the first box and a noun from the second box to
complete each sentence. The first one has been done for you.

Verbs
build read cut kick boil wear

Nouns
eggs bread coat sandcastle ball book

a. Ian can kick a ball over the fence.

b. Sally can a about dinosaurs.

c. Joanne can some in a pot.

d. I like to a on a cold day.

e. Kathy can a at the beach.

f. Mike can the with a knife.

© Teacher Created Resources, Inc. 31 #3620 Grammar Practice—Grades 1–2

 Nouns and Verbs
Name Grammar BLM 17
Nouns are the names of things around us.
Verbs are doing words or action words.
Look at each sentence. Find the noun (naming word) and write it in the
box. Find the verb (doing word) and write it in the box.

a. The sun shines.

b. The fish swims.
c. The wind blows.
d. A duck quacks.
e. The rain falls.
f. A horse trots.

Noun (naming word) Verb (doing word)

#3620 Grammar Practice—Grades 1–2 32 © Teacher Created Resources, Inc.

 Nouns and Verbs
Name Grammar BLM 18
Nouns are the names of things around us.
Verbs are doing words or action words.
Find the correct verb for each sentence. Write it on the line.

h b a r k
o f l y r
p c r y i
s w i m n
t i c k g

a. A bird can .

b. A dog can .

c. A frog can .

d. A baby can .

e. A fish can .

f. A bell can .

g. A clock can .
© Teacher Created Resources, Inc. 33 #3620 Grammar Practice—Grades 1–2
 Verbs
Name Grammar BLM 19
Verbs are doing words or action words.
1.Color the verbs (action words) that each noun (naming word)
can do. The first one has been done for you.

Noun Verbs
(naming word) (action words)

boy skip eat fly kick

snake slither read bite hiss
chicken drink eat shoot scratch
fish swim eat breathe grow
dog talk eat bark play
horse gallop grow eat fly
duck swim fly quack bark
fire burn heat cook wash
wheel sing spin turn roll
2. Color the ones you can do.

eating pushing scratching buzzing

sleeping playing growing reading
flying barking swimming quacking
3. Write a sentence saying what you like doing best of all.
I like
.

#3620 Grammar Practice—Grades 1–2 34 © Teacher Created Resources, Inc.

 Verbs
Name Grammar BLM 20
Verbs are doing words or action words.
Tell what is happening in these pictures. Use action words.

a. The boy sits.

He is .

b. The girl throws.

She is .

c. The clown stands.

He is .

d. The rain is falling.

The rain .

e. The bird is flying.

The bird .

f. Cuddles growls.
He is .
© Teacher Created Resources, Inc. 35 #3620 Grammar Practice—Grades 1–2
 Verbs
Name Grammar BLM 21
Verbs are doing words or action words.
Find the correct verb for each sentence. Write it on the line.

s w a m l
w a t e i
a c r y c
s s a w k
h h o p e
t o l d d
a. The teacher us a story about snakes.
b. The baby will because it is hungry.
c. I her take the pencils.
d. Billy across the river.
e. The cat its fur.
f. Mike will the dog.
g. The kangaroo will the dog.
h. I a pie for lunch.

#3620 Grammar Practice—Grades 1–2 36 © Teacher Created Resources, Inc.

 Verbs
Name Grammar BLM
22
Verbs are doing words or action words.
Read the story. Put the correct verbs in the spaces.

brushed washed ate put

jumped said went watch

After he his dinner, Billy went to the

bathroom and his hands and

his teeth. He then on his pajamas and

into the family room to

television. When it was eight o’clock, he

goodnight to his mother and then into his bed.

© Teacher Created Resources, Inc. 37 #3620 Grammar Practice—Grades 1–2

 Verbs
Name Grammar BLM 23
Verbs are doing words or action words.
Find the correct verb for each sentence. Write it on the line.

o p e n e
b a k e a
t e l l t
m a k e s
w a s h e
p e e l t

a. We can dirty hands.

b. We can a table.

c. We can a cake.

d. We can a meal.

e. We can a door.

f. We can a story.

g. We can a bed.

h. We can an orange.
#3620 Grammar Practice—Grades 1–2 38 © Teacher Created Resources, Inc.
 Verbs
Name Grammar BLM 24
Verbs are doing words or action words.
Add a verb to each line to make a proper sentence. The first one has
been done for you.

a. Lisa the ball

Lisa kicked the ball.
b. The dog at me

c. Our teacher us a story

d. The train at the station

e. The puppy the bone

f. The kangaroo over the fence

g. Sally the bell for play

h. The bird into the tree

© Teacher Created Resources, Inc. 39 #3620 Grammar Practice—Grades 1–2

 Verbs
Name Grammar BLM 25
We use is when we are talking about one person or thing.
We use are when we are talking about two or more
people or things.

Use the verb is or the verb are to complete each sentence.

a. A rose a flower.

b. The tigers in the jungle.

c. These cakes stale.

d. Elephants large animals.

e. The door open.

f. The dog chewing a bone.

g. The girls playing softball.

h. The kitten playing.

i. Sam and Joe jumping the fence.

j. A lady mowing the lawn.

#3620 Grammar Practice—Grades 1–2 40 © Teacher Created Resources, Inc.

 Verbs
Name Grammar BLM 26
We use was when we are talking about one person or
thing. We use were when we are talking about two or
more people or things.
Use the verb was or the verb were to complete each
sentence.

a. The horse in the stable.

b. The train late.

c. The windows shut.

d. The apple ripe.

e. The socks dirty.

f. The children sweeping the path.

g. The stars shining last night.

h. She riding the bike.

i. The girl playing badminton.

j. The dogs chasing the cat.

© Teacher Created Resources, Inc. 41 #3620 Grammar Practice—Grades 1–2

 Doing Verbs
Name Grammar BLM 27
Doing verbs are words that express an action you
can see.
1. Are you able to see the actions that these sentences are about?
Circle the doing verb in each one.

a. I ran to the park.

b. My sister sat on the swing.
c. Ian jumped over the fence.
d. We ate our lunch.
e. We walked home.
f. Next time, I rode my bike.

2. On the lines below, tell how you got to school today. Use as many
doing verbs as you can.

#3620 Grammar Practice—Grades 1–2 42 © Teacher Created Resources, Inc.

 Thinking and Feeling Verbs
Name Grammar BLM 28
Some verbs do not express an action you can see—
they express actions that happen mentally, such as
feelings and thoughts. These can be called thinking and
feeling verbs.

1. Circle the thinking or feeling verb in each sentence.

a. I like the park.

b. My sister saw the dog.
c. Ian thought about his birthday party.
d. Next time, I believed him.
e. We hated the walk home.
f. I think often about that movie.
2. On the lines below, write an argument to convince your parents to
take you to the park. Use as many thinking and feeling verbs as you
can.

© Teacher Created Resources, Inc. 43 #3620 Grammar Practice—Grades 1–2

 Present Tense Verbs
Name Grammar BLM 29
Verbs can show that the action is taking place now. This is
called present tense.
1. Use a verb from the box to complete each sentence in the present
tense.

barks hits sweeps

grow swims sits
a. Mike the ball.
b. My dog .
c. Sally in a big chair.
d. Joanne the floor.
e. Tomatoes in our garden.
f. Ben in the race.

2. Choose the correct word to complete each sentence in the present

tense.

a. She an ice cream. (buys, bought)

b. Mike seeds in his garden. (plants, planted)
c. The cat me. (scratches, scratched)
d. You higher than I do. (jump, jumped)

#3620 Grammar Practice—Grades 1–2 44 © Teacher Created Resources, Inc.

 Past Tense Verbs
Name Grammar BLM 30
Verbs can show that the action has taken place in the past.
This is called past tense.
1. Use a verb from the box to complete each sentence in the past
tense.

helped played dug broke ate dropped

a. We football last Saturday.

b. I my leg when I fell over.

c. Colin a hamburger for lunch.

d. The glass broke when I it.

e. Sally a hole to bury the leaves.

f. I my mother lift the heavy table.

2. Choose the correct word to complete each sentence in the past tense.

a. It all day. (rains, rained)

b. The lamp onto the floor. (fell, falls)

c. We to the beach. (drove, drive)

d. The dog my brother. (bites, bit)

© Teacher Created Resources, Inc. 45 #3620 Grammar Practice—Grades 1–2

 Future Tense Verbs
Name Grammar BLM 31
Verbs can show that the action will take place in the
future. This is called future tense.
1. Use a verb from the box to complete each sentence in the future
tense. Future tense uses will before the main verb.

catch bite come eat begin break

a. We will our lunch after the bell rings.

b. The dog will you if you tease it.

c. The glass will if you drop it.

d. Mike will after he finishes his homework.

e. We will lots of fish tomorrow.

f. The concert will very soon.

2. Choose the correct word to complete each sentence in the future

tense.

a. I will in this room. (hid, hide)

b. We will shortly. (go, went)

c. Sam will lift the boxes. (help, helped)

d. Mike will the race easily. (win, won)

#3620 Grammar Practice—Grades 1–2 46 © Teacher Created Resources, Inc.

 Adjectives
Introduction
Adjectives are words that tell us more about nouns or pronouns by describing
them, adding detail, or refining their meanings. First and second grade students
can refer to adjectives as describing words.
By using adjectives, we can add meaning and interest to sentences.
Examples: The kind girl showed the old lady the way.
The savage dog chased the frightened boy.
The playful dog chased the laughing boy.
The rude girl shoved the disabled lady.
Children should be encouraged to think about the adjectives they choose and to
steer away from adjectives that have become meaningless through overuse, such
as “nice” and “good.”
Examples: It was a nice day. It was a sunny day.
That was a good story. That was an exciting story.
Like “nice” and “good,” these are also considered overused adjectives that should
be replaced with more exact choices: fine, grand, funny, awful, lovely, terrible,
crazy, adorable, sweet, cool, cute.

Teaching Strategies
Describe the picture
Display a large poster to the class. Have children orally describe the different
objects and people featured in the picture.
What color is the bird? The bird is yellow.
What type of tree is it? It is a big, shady tree.
What colors are the flowers? They are purple and red.
Character words
After reading a story to children, ask them to provide describing words for the
characters.
What kind of person was Cinderella?
What words could we use to describe the ugly stepsisters?
What adjectives will help paint a picture of the prince?

© Teacher Created Resources, Inc. 47 #3620 Grammar Practice—Grades 1–2

 Adjectives (cont.)
Describe the noun
Have children suggest adjectives to describe nouns you have written on the
chalkboard. Children could work in groups to compile lists of adjectives and then
compare their lists with those of another group.
dog savage, big, friendly, black, loyal . . .
teacher
car
pupil
bike

Follow the instructions

Give children a piece of paper and have them follow your instructions to draw a
noun modified by an adjective.
Draw a fat pig.
Draw a tall boy.
Draw a yellow roof.
Draw a happy girl.
Draw a fast boat.

Oral adjectives
Challenge children to orally supply adjectives for nouns you have written on the
chalkboard.
A teacher should be and .
A football player should be and .

Opposites
Have children supply the opposite of an adjective you have given in a sentence.
An elephant is large but a mouse is . . .
A fire is hot but ice is . . .

A nice challenge
Challenge children to create lists of adjectives that are more
meaningful than “nice” or “good.” These could be displayed around the class-
room for future reference.
a nice day a sunny day, an enjoyable day . . .
a good dog a loyal dog, an obedient dog . . .

#3620 Grammar Practice—Grades 1–2 48 © Teacher Created Resources, Inc.

WORD BANK Adjectives
a dry red
all every rich
an fat short
any fit shy
bad good small
bent green soft
best hot strong
big kind the
black lazy thick
brown little tidy
cool new white
deep no wide
dirty old wise

© Teacher Created Resources, Inc. 49 #3620 Grammar Practice—Grades 1–2

 Adjectives
Name Grammar BLM 32
Adjectives are describing words. They are used to describe
nouns (naming words).
Circle the adjective that best describes the underlined noun.

a. A canary is (yellow, black) and white.

b. A pig can be (fat, dry).

c. Grass is usually (green, clean).
d. A circle is always (square, round).
e. A ripe apple is sometimes (red, blue).
f. Feathers are usually (left, soft).
g. An elephant is a very (strong, long) animal.
h. A savage tiger is (wild, mild).
i. Clowns are usually (angry, funny).
j. A crow is (black, pink).

#3620 Grammar Practice—Grades 1–2 50 © Teacher Created Resources, Inc.

 Adjectives
Name Grammar BLM 33
Adjectives are describing words. They are used to describe
nouns (naming words).
Underline the nouns. Circle the adjectives. Then color the picture.

a. The grass is green.

b. The flowers are red.

c. The horse is black.

d. The house is brown.

e. The pond is blue.

f. The ducks are yellow.

© Teacher Created Resources, Inc. 51 #3620 Grammar Practice—Grades 1–2

 Adjectives
Name Grammar BLM 34
Adjectives are describing words. They are used to describe
nouns (naming words).
Underline the nouns. Circle the adjectives. (Articles [a, an, the] are
adjectives.) Then follow the instructions to draw the picture.

a. Draw two trees on a hill.

b. Draw a big bird in one tree.
c. Draw a long tail on the big bird.
d. Draw a small lizard under the second tree.
e. Draw a black ant on the small lizard’s nose.

#3620 Grammar Practice—Grades 1–2 52 © Teacher Created Resources, Inc.

 Adjectives
Name Grammar BLM 35
Adjectives are describing words. They are used to describe
nouns (naming words).
Use a word from the box to complete each sentence.

low high big small hot cold

a. The elephant is .

The mouse is .

b. The fire is .

The icy treat is .

c. The teapot is .

The girl is .

© Teacher Created Resources, Inc. 53 #3620 Grammar Practice—Grades 1–2

 Adjectives
Name Grammar BLM 36
Adjectives are describing words. They are used to describe
nouns (naming words).
1. Color the adjectives (describing words) that can describe each of the
nouns (naming words). The first one has been done for you.

Noun Adjectives
(naming word) (describing words)
banana ripe sharp wild yellow
girl deep clever young empty
knife sharp soft rich blunt
pillow healthy angry soft white
dress pretty dirty sharp loud
pig square pink fat deep
door blunt open shut sharp
grass green tall open fast

2. Circle the adjectives. Then write yes or no after each sentence.

a. A mouse can jump over a high wall.

b. An ant has fifteen legs.

c. The earth’s moon is made of blue cheese.

d. A dirty, wrinkled jumper needs washing.

#3620 Grammar Practice—Grades 1–2 54 © Teacher Created Resources, Inc.
 Adjectives
Name Grammar BLM 37
Adjectives are describing words. They are used to describe
nouns (naming words).
Add adjectives in the spaces below. Then draw pictures to match your
descriptions.

a. b.

a apple a house

c. d.

a pencil a tree
© Teacher Created Resources, Inc. 55 #3620 Grammar Practice—Grades 1–2
 Adjectives
Name Grammar BLM 38
Adjectives are describing words. They are used to describe
nouns (naming words).

1. Choose an adjective from the box to fill each space.

ripe tiny large greedy tall deep

One day a elephant met a

mouse near a river. The mouse was eating a
banana it had found under a
tree. The elephant stole the banana from the
mouse.

2. Think of a better adjective to replace “nice” in each space.

a. a nice shape a shape

b. a nice dress a dress

c. a nice table a table

d. a nice day a day

#3620 Grammar Practice—Grades 1–2 56 © Teacher Created Resources, Inc.

 Adjectives
Name Grammar BLM 39
Adjectives are describing words. They are used to describe
nouns (naming words).

1. The words in the box are jumbled. Rearrange the letters to make
adjectives to fill the spaces below.

itewh wto eepd enw tfos

a. A zebra has black and stripes.
b. A shallow pool is not .
c. There are dogs in the kennel.
d. Rock is hard, but wool is .
e. Have you seen their car?
2. Choose an adjective that has a similar meaning to the
underlined adjective in each sentence.
damp warm tiny fast big
a. This is a small mouse. This is a mouse.
b. The sun is hot. The sun is .
c. This shirt is wet. This shirt is .
d. Tom is quick. Tom is .
e. This table is large. This table is .

© Teacher Created Resources, Inc. 57 #3620 Grammar Practice—Grades 1–2

 Adverbs
Introduction
An adverb is a word that adds meaning to a verb, an adjective, or another
adverb. It tells when, where, or how. First and second grade students can refer
to adverbs as when, where, or how words.
Examples: We went to the movies yesterday. (when)
Put it over there. (where)
The dog barked loudly. (how)
Adverbs help us add important detail to the meaning of a sentence. Take the
example “Bill went to the door.” We can add to the verb went such words as
slowly, quickly, lazily, hastily.
A large number of adverbs are formed from adjectives by adding -ly. Most of the
“how” words end in -ly.
Examples: quickly beautifully quietly slowly really
heavily angrily neatly greedily eagerly
Not all adverbs end in -ly.
Examples: fast soon more less now
then here there far near
late today tomorrow yesterday
Not all words which end in -ly are adverbs, Some of them are adjectives because
they are used to describe or limit nouns or pronouns.
Examples: friendly lovely only ghostly
ugly womanly saintly likely
Be sure to see whether the -ly word is about a noun or pronoun or about an
adjective, a verb, or an adverb.

Teaching Strategies
Add an adverb
Begin a sentence and have children orally add an adverb. Encourage them to try
to think of a when, where, and how word for each sentence.
The cat ran . . . today (when), here (where), quickly (how).
How, when, or where?
Ask children to decide what a particular adverb tells us.
The children sang sweetly. Sweetly tells us how the children sang.

#3620 Grammar Practice—Grades 1–2 58 © Teacher Created Resources, Inc.

 Adverbs (cont.)
Act it how?
Ask for volunteers to act out the action of a verb in different ways. Have the rest
of the class supply a how word to match the acting out.
She hopped (quickly, slowly, clumsily, noisily, quietly) across the classroom.

Verb/adverb pairs
Organize children in pairs. Have one partner say a verb and the other provide a
suitable adverb (when, where, or how word). Swap roles. To make the game
more challenging, have children provide a when, where, and how word for each
verb.
Child 1: ran Child 2: quickly
Child 2: played Child 1: happily

Adjective or adverb?
Prepare short chalkboard exercises in which children must distinguish between
the adjective and the adverb—and choose the adverb as being correct.
The dog barked (loud, loudly).
The children played (happily, happy).

Presto chango
Students can learn about the relationships among words by changing adverbs into
adjectives. They can “test” the words they work with by trying them out with
verbs and nouns or pronouns.
adverbs + verbs adjectives + nouns
He neatly fixed it. She is a neat person.
He happily played it. She is a happy child.
He easily won it. She had an easy problem.
He suddenly fell. She made a sudden escape.
He swiftly ran. She is a swift runner.
He hardly works. She is a hard worker.

© Teacher Created Resources, Inc. 59 #3620 Grammar Practice—Grades 1–2

WORD BANK Adverbs
again loudly softly
all more then
as neatly there
at no today
back not too
by now very
early often well
far out what
fast quickly when
here rather where
how sadly why
in since yes
last slowly yet
late so yonder

#3620 Grammar Practice—Grades 1–2 60 © Teacher Created Resources, Inc.

 Adverbs
Name Grammar BLM 40
Adverbs are words that tell us when something is done,
where something is done, or how something is done.
When did you run? I ran today.
Where did you run? I ran here.
How did you run? I ran quickly.

1. Look at the underlined word in each sentence. Does it tell you when,
where, or how? Write when, where, or how on the line.
a. We will go tomorrow.
b. He runs quickly.
c. Put the box over there.
d. I want you to do it today.
e. Trees grow slowly.
f. We all ran over there.

2. What do these words tell us? Write when, where, or how on each
line.
a. soon
b. tomorrow
c. fast
d. here
e. there
f. early
g. slowly

© Teacher Created Resources, Inc. 61 #3620 Grammar Practice—Grades 1–2

 Adverbs
Name Grammar BLM 41
Adverbs are words that tell us when something is done,
where something is done, or how something is done.
When did you run? I ran today.
Where did you run? I ran here.
How did you run? I ran quickly.

Add a word from the box to tell when, where, or how.

softly early still often hard there here tonight

a. He stood . (how)

b. Mike arrived . (when)

c. She sang . (how)

d. She put it . (where)

e. She tried very . (how)

f. I have been to Chicago . (when)

g. He lost his watch right . (where)

h. We will see the moon . (when)

#3620 Grammar Practice—Grades 1–2 62 © Teacher Created Resources, Inc.

 Adverbs
Name Grammar BLM 42
Adverbs are words that tell us when something is done,
where something is done, or how something is done.
When did you run? I ran today.
Where did you run? I ran here.
How did you run? I ran quickly.

1. Choose from the box an adverb that has an opposite meaning to

the underlined adverb.

later late there inside down

a. He will arrive soon.
b. Mike arrived early.
c. Sally stopped here.
d. I looked up.
e. He stayed outside.

2. Draw lines to match each word to the underlined words it could

replace.
a. She arrived before it was late. now
b. I ran very fast. early
c. She sang in a soft voice. before
d. I have seen that movie another time. quickly
e. I want to do it straight away. softly

© Teacher Created Resources, Inc. 63 #3620 Grammar Practice—Grades 1–2

 Adverbs
Name Grammar BLM 43
Adverbs are words that tell us when something is done,
where something is done, or how something is done.
When did you run? I ran today.
Where did you run? I ran here.
How did you run? I ran quickly.

1. Write sentences using these when words.

a. yesterday

b. now

2. Write sentences using these where words.

a. out

b. near

3. Write sentences using these how words.

a. noisily

b. slowly

#3620 Grammar Practice—Grades 1–2 64 © Teacher Created Resources, Inc.

 Adverbs
Name Grammar BLM 44
Adverbs are words that tell us when something is done,
where something is done, or how something is done.
When did you run? I ran today.
Where did you run? I ran here.
How did you run? I ran quickly.
Choose the correct word to fill each space.
a. strong, strongly
The wind blew .
adverb

Mike is a boy.
adjective

b. quick, quickly
Tom ran across the yard.
adverb

Susan is a runner.
adjective

c. slow, slowly
Tom was too to win the race.
adjective

The lazy girl walked across the yard.

adverb

d. sad, sadly
Mike is a very boy today.
adjective

The young girl cried .

adverb

© Teacher Created Resources, Inc. 65 #3620 Grammar Practice—Grades 1–2

 Articles
Introduction
First and second grade students need practice using the articles the, a, and an
appropriately. Articles can be either definite or indefinite.
(a) The is the definite article. It is definite because it is referring to a specific
thing.
Examples: The man lives next door. The dog is outside.
(b) A and an are indefinite articles. Rather than referring to a specific thing,
they refer to any one of a group of things.
Examples: A man lives next door. A dog is outside.
An is used instead of a in front of words that begin with a vowel (a, e, i, o, u).
An is also used in front of words that begin with a silent h.
Examples: an apple, an egg, an igloo, an orange, an umbrella,
an hour but a hotel

Teaching Strategies
Playing alphabet games will help primary children to readily identify vowels—and
thus use a or an appropriately.
Fish for the letter
Make up small cards with the letters of the alphabet written on them. Have
children play “Go fish!” with them.
Alphabet quiz
Write the alphabet across the chalkboard and conduct an alphabet quiz.
What letter comes before d?
What letter comes after m?
How does it start?
Write the alphabet on the chalkboard. Say a word aloud to the children and then
ask a volunteer to come to the board and circle the first letter of the word you
said.
Letter hunt
Challenge children to write down all the objects in the classroom that begin with
a chosen letter.
f—fish, floor, feet, flower

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 Articles (cont.)
I spy a vowel
Allow children to play “I Spy” in groups but limit their letter choices to the five
vowels and possibly the silent h.
The missing article
Write simple sentences on the chalkboard. Have children add a or an.
I saw duck.
I saw apple.
What does it mean?
On the chalkboard write a passage from a story, but leave out the articles. Have
children decide whether to use the or a/an in the spaces. Discuss how the use of
the or a/an changes the meaning.
One day ____ duck found ____ piece of bread under ____ tree.
Article noun test
The articles—a, an, the—can be used to determine whether or not a word is a
noun. If a word makes sense or can be used in a sentence with an article before
it, it can function as a noun. Because many words in our language can be used
as more than one part of speech, the article noun test is a helpful tool.
Have students apply the article noun test to the words in the verb word bank on
page 28. Some of those which pass the test are a fly, the mop, a play, the walk,
a jog, the hit, a hug.
Have them apply the test to the words in the adjective word bank on page 49.
These are among those which pass the test: He would not eat the fat. They are
among the rich. That woman is one of the wise. Arnold is one of the fit.
Even some adverbs from the list on page 60 can be used as nouns: He is among
the late. She is the last of them.
Finally, even some of the words in a list of prepositions can also be used as
nouns: The down on the newborn duck was soft. She was on the inside. They
live in the great beyond.

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 Articles
Name Grammar BLM 45
The vowels of the alphabet are a, e, i, o, u.
1. Circle the ten words in the box that begin with a vowel.

bird egg axe door glass old pig ink

owl ugly ice hat emu card apple ox

2. Look at the letters of the alphabet and then answer the questions
below.

a b c d e f g h i j k l m
n o p q r s ts u v w x y z
a. What letter comes after k?

b. What letter comes before w?

c. What is the second letter of the alphabet?

d. What is the last letter of the alphabet?

e. What is the next vowel after e?

f. What vowel comes between n and p?

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 Articles
46
Name Grammar BLM 46
The vowels of the alphabet are a, e, i, o, u. We use an
instead of a in front of words that begin with a vowel
sound.

1. Write a or an in front of each word.

a. boot g. arm
b. egg h. ice block
c. fox i. nose
d. peg j. drum
e. artist k. orange
f. ear l. ox

2. Write a or an in each space.

a. I saw old car.
b. I have black dog.
c. I climbed oak tree.
d. Sally ate ice cream.
e. The spider ate ant.
f. Mike saw big fire.
g. The story came to end.
h. What ugly monster!
© Teacher Created Resources, Inc. 69 #3620 Grammar Practice—Grades 1–2
 Articles
Name Grammar BLM 47
The vowels of the alphabet are a, e, i, o, u. We use an
instead of a in front of words that begin with a vowel
sound.
1. Color the boxes that contain words that begin with a vowel.

banana umbrella eye

orange ant owl
tent cupboard table
neck umpire elf
ice cream arm oven

2. Write a or an in each space.

a. olive
b. pear
c. ox
d. tadpole
e. helicopter
f. arrow
g. engine
h. ear

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 Articles
Name Grammar BLM 48
The vowels of the alphabet are a, e, i, o, u. We use an
instead of a in front of words that begin with a vowel
sound.
Read the story and then add a or an in each space.

One day monkey found orange and

carrot in old shed. It gave the orange to ape

that was in tree. Then it put the carrot in empty

box so it could eat it later. A little while later hungry fox

found the carrot and took it to its lair under old oak tree

that was growing in farmer’s field.

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 Articles
Name Grammar BLM 49
When we are talking about a particular thing, we use the.
When we are talking about a general thing, we use a or
an.
1. Add a word from the box to fill each space. Circle the article.

egg snake present book bone dog

a. I saw the bite the man.

b. Would you like an for breakfast?
c. Tom gave me a for my birthday.
d. A was in the kennel.
e. My dog chewed the I gave it.
f. I read a yesterday.

2. Write a, an, or the in each space.

a. Sam is fastest runner in the school.
b. There is girl in my class who has red hair.
c. Would you like apple?
d. Tom is best football player in the school.
e. What interesting story!
f. Football is rough game.

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 Prepositions
Introduction
Prepositions are words we use to show the relationship of a noun or a pronoun
to another word in the sentence. They can be called place words because they
often tell us the positions of things.

The puppy is on the chair.

The girl is beside the chair.
The bone is under the chair.

The prepositions on, beside, and under all refer to the noun chair. They tell us
the relationship between it and the puppy, the girl, and the bone.

Here are some prepositions students should be made familiar with during the first
and second grades.

above behind by up
against below down on
along beneath from past
away beside in since
around between into through
at beyond near toward
off under across inside

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 Prepositions (cont.)
Teaching Strategies
Draw it
On an overhead projector transparency, draw a picture of a table. Ask for
volunteers to follow your instructions.
Draw a cat under the table.
Draw an apple on the table.
Draw a dog jumping over the table.
Draw a chair beside the table.
Draw a piece of wood leaning against the table.
Where is it?
Display to children a large picture. Have them explain the positions of certain
objects in the picture.
Where is the canary? The canary is in the cage.
Where is the doll? The doll is inside the box.
Follow the instructions
Have children give a friend a series of instructions. The friend must carry out the
instructions.
Go to the door. Then put your cap on the table and your schoolbag under the table.
True or false?
Make simple statements about the positions of objects in the classroom. Have
children answer “true” or “false.”
The clock is above the television set.
The bookcase is behind the door.
Go through it
Have students compose as many prepositional phrases as they can with just one
object.
With the object door, they could develop several phrases: through the door,
against the door, around the door, at the door, behind the door.
A live object could also be used: inside the whale, toward the whale, on the
whale, near the whale, beyond the whale.

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 Prepositions
Name Grammar BLM 50
Prepositions often tell us the positions of things.
Look at the picture. Then complete each sentence by using a word from
the box.

under beside inside between above

a. The cups are the drink bottle.
b. The bread is the cake and the buns.
c. A mouse is crawling the biscuit tin.
d. The can of worms is the drink bottle.
e. The plate is the cake.

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 Prepositions
Name Grammar BLM 51
Prepositions often tell us the positions of things.
Choose a place word from the box to complete each sentence.

behind over into in under

a. A cat is

the box.

b. The cat is

the table.

c. The man is diving

the pool.

d. A duck is flying

the pond.

e. A pig is standing

the wall.
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 Prepositions
Name Grammar BLM 52
Prepositions relate one thing to another. They are always
followed by a noun or pronoun.
Circle the correct preposition.

a. Mother was angry (under with) me.

b. Sally jumped (into off) the water.
c. The box is full (for of) toys.
d. We buy our apples (from to) Mr. Jones.
e. Let us wait (along for) Sally.
f. The cat ran (under in) the table.
g. The dog was bitten (by with) a snake.
h. Mary takes a lot of time (with by) her work.
i. I did not agree (with below) my teacher.
j. The boy was hit (by of) a car.
k. Tom is proud (of between) his little brother.
l. Did they blame you (for under) the mess?

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 Prepositions
Name Grammar BLM 53
Prepositions relate one thing to another. They are always
followed by a noun or pronoun.
Circle the prepositions. Then add the better ending to complete each
sentence.

a. Tom sailed his boat on .

(the leaves the lake)
b. The boy dived into .
(the cold water the glass jar)
c. The frightened mouse ran under .
(the table an ant)
d. The man tripped and fell down .
(the book the stairs)
e. Would you be afraid of ?
(a tiger a ball)
f. We went hiking in .
(the forest the movies)

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 Prepositions
Name Grammar BLM 54
Prepositions relate one thing to another. They are always
followed by a noun or pronoun.
1. Circle the prepositions. Then complete each of these sentences in
your own words.

a. Mr. Smith slipped and fell down .

b. The boy fell from the tree into .
c. I saw the cat run behind .
d. The clock is above .

2. Look at the pictures. Write yes or no after each sentence.

a. The girl is behind the horse.

b. The rooster is on a fence.

c. The children are behind the swings.

d. The boy is on his bike.

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 Pronouns
Introduction
First and second grade students should be made aware that we use certain words
called pronouns to take the places of nouns. We do this to avoid repetition
when we speak or write.
Young children can easily understand this when introduced to sentences such as
these:
Bill said that Bill could not come because Bill’s father had not
bought Bill a new pair of sneakers.
They can easily see that such a sentence can be written as this:
Bill said that he could not come because his father had not bought
him a new pair of sneakers.
Children at this age should be made familiar with the following common
pronouns.
Personal pronouns
I me we us
you they them it
she he him her
Possessive personal pronouns
my our ours mine your their
yours his hers its theirs her

Teaching Strategies
Replace the noun
Write sentences on the board and have children suggest pronouns that could
replace the nouns.
Mike said that Mike would arrive as soon as Mike’s bicycle was fixed.
This bicycle belongs to me. This bicycle is ____________.
Hands up
Read a story and have children raise their hands when they hear a
pronoun. This can also include nursery rhymes.
Little Miss Muffet,
Sat on her tuffet,
Eating her curds and whey.

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 Pronouns (cont.)
Choose the pronoun
Have children choose the correct pronoun to complete a sentence.
Tom said, “Give it back to __________.” (me, your)
Did you know _______ goes to Chicago each week? (he, they)
Pronoun cloze
Write a passage on the chalkboard, leaving spaces for the pronouns.
Write the missing pronouns on small pieces of cardboard and have children work
in groups to stick them in the correct spaces.
Jane carried the glass to the kitchen. At the sink _________ dropped ___________.
Pronoun search
Conduct a pronoun search from a common text, such as a photocopy of a story
or poem already read. Have children read the text and circle any pronouns they
find.
All about me
Have children write sentences about themselves, using the pronouns I, me, or my.
I live on a busy street.
My mother gave me an ice cream.
Classifying pronouns
To be sure they understand the uses of the personal and possessive personal
pronouns, have students classify them according to first person, second person,
and third person. Students could then take turns assuming the roles (make signs
for them to hold) of first person singular, first person plural, second person
singular, second person plural, third person singular, and third person plural and
use the pronouns in sentences.
First person refers to the speaker:
I, my, mine, me (singular)
we, our, ours, us (plural)
Second person refers to the person spoken to:
you, your, yours (same for singular and plural)
Third person refers to the persons or things spoken about:
he, his, him, she, her, hers, it, its (singular)
they, their, theirs, them (plural)

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 Pronouns
Name Grammar BLM 55
Pronouns are words that take the places of nouns.
Rewrite each sentence, replacing the underlined word or words with a
word from the box.

them it she her he him

a. Mike said that Mike was the best runner in the school.

b. Sally said that Sally got all her sums correct.

c. The dog barked when the boy hit the dog.

d. The children asked us to wait for the children.

e. Peter asked Tom to give it back to Peter.

f. Mary said that Joanne could come with Mary.

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 Pronouns
Name Grammar BLM 56
Pronouns are words that take the places of nouns.
1. Choose a pronoun from the box to fill each space.

her they I him me you

a. Tom is my friend, and I play with each day.
b. I hope am going to win the race tomorrow.
c. “Give back my pencil,” said Paul.
d. We saw ten horses, and were all black.
e. Mary gave kitten a bowl of milk.
f. “Do live in this house, Sally?” asked Tom.
2. Choose the correct pronoun from the box to write in each space in
the story.

them their his we him its

Tom and sister Jane went to visit uncle’s

farm. Their uncle met at the gate. He had his dog
with . The dog had new collar on. Their
uncle said, “Why don’t go into the farmhouse for a
cool drink of lemonade?”
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 Pronouns
Name Grammar BLM 57
Pronouns are words that take the places of nouns.
1. In each sentence, circle the word that the underlined pronoun is
replacing.

a. Mike hit the ball, and then he began to run.

b. Sally washed the dishes, and then she dried them.

c. The dog bit the stranger, and then it bit the mailman.

d. Tom threw the ball to Megan, and she threw it back.

e. Bill asked for the book, so I gave it to him.

f. Sally was late, so the teacher kept her inside.

g. After he finished his homework, Mark went to bed.

h. She had a blister, but Sally kept on walking.

2. Choose the correct pronoun from the box to write in each space in
the story.

my it you She he her

One day Mike was walking along the street when

saw Sally. was carrying a puppy in
arms. “What are doing with that puppy?” asked
Mike. “I am taking to school to show
classmates,” she replied.
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 Pronouns
Name Grammar BLM 58
Pronouns are words that take the places of nouns. Some
pronouns tell us that something belongs to someone. Take
this example: John kicked his ball. The possessive pronoun
his tells us that the ball belongs to John.

Write the correct pronoun in each space.

a. The dog belongs to Mary.

The dog is . (hers his)

b. The car belongs to Mr. Smith.

The car is . (him his)

c. This ball belongs to me.

This ball is . (its mine)

d. The ball belongs to you.

The ball is . (yours his)

e. These bikes belong to us.

These bikes are . (yours ours)

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 Conjunctions
Introduction
Conjunctions are words that are used to join words or groups of words,
including whole sentences. First and second grade students can refer to them as
joining words.
Examples: Peter rode his bike. John rode his bike.
Peter and John rode their bikes.
We did not come. We were ill.
We did not come because we were ill.
Children should be made familiar with the following conjunctions through
informal discussions and class activities.
if but though unless which
as yet until whether who
and when while because or
for that since although also

Teaching Strategies
Glue for two
Tear a piece of paper in two and show children how it can be joined with glue
or sticky tape. Now write two sentences on the board. Show children how these
can be joined also, but this time instead of glue or sticky tape, we use a comma
and a conjunction.
I washed the dishes. Sally dried them.
I washed the dishes, and Sally dried them.
You must hurry. You will miss the train.
You must hurry, or you will miss the train.
Provide children with numerous simple and informal exercises, having them
suggest words suitable to join the sentences.

After the join

Have children orally finish sentences you have written on the chalkboard.
We laughed when . . .
I have not seen him since . . .
I was scared because . . .
We were afraid when . . .
I will not help you unless . . .

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 Conjunctions (cont.)
Use the conjunction
Provide children with exercises in which they use a given conjunction to join
pairs of sentences.
Use a comma and but.
Mike is tall. Tom is short. Mike is tall, but Tom is short.
A fire is hot. Ice is cold. A fire is hot, but ice is cold.
I am tired. I can walk. I am tired, but I can walk.

Choose the conjunction

Provide a list of conjunctions on the chalkboard and have children finish
sentences by using each one.
because, and, before, until
I cleaned my teeth ______ I went to bed.
We did not go ______ it was raining.
Tom grabbed the apple _____ ate it.
Jane did not leave _____ she was through.

Conjunction search
Conduct a conjunction search from a common text, such as a photocopy of a
story or poem already read. Have children read the text and circle any
conjunctions they find.

Which conjunction?
Have children orally suggest suitable conjunctions for sentences which you read
aloud.
I cannot come. My leg is sore. (if, because)
Their dog was trained. Ours was not trained. (while, but)
Joanne went to bed early. She was very tired. (for, until)
I cannot watch TV. My homework is not done. (because, since)

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 Conjunctions
Name Grammar BLM 59
Conjunctions are joining words. They are used to join
words and groups of words, including sentences.

1. Join these sentences using all the words in both sentences, a

comma, and the joining word and. Write the new sentence on
the line.

a. I went into the shop. I bought an ice cream.

b. The boy opened the door. He walked in.

c. I picked up the glass. I filled it with water.

d. Mike saw the jet. Bill saw the jet too.

2. Join these sentences by using all the words in both sentences, a

comma, and the joining word but.

a. An elephant is big. A mouse is tiny.

b. The stars are shining. The moon is behind a cloud.

c. Feathers are soft. Steel is hard.

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 Conjunctions
Name Grammar BLM 60
Conjunctions are joining words. They are used to join
words and groups of words, including sentences.
Choose a joining word from the box to write in the space in each
sentence.

because until when before although and if so

a. I will buy you an ice cream you finish all the jobs.

b. We did not go swimming the water was too cold.

c. The children began to misbehave our teacher left

the room.

d. Sally still played volleyball her leg was sore.

e. I played the piano, Sally played the drums.

f. They went inside it got too hot.

g. We must stay inside the rain stops.

h. Mike set the alarm for seven o’clock he would not

be late for school.

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 Conjunctions
Name Grammar BLM 61
Conjunctions are joining words. They are used to join
words and groups of words, including sentences.
1. Circle the conjunctions. Then complete these sentences in your own
words.

a. He fell off his bike when

b. She was given an ice cream because

c. Mike stayed outside while

d. She turned on the faucet, and then she

2. Now circle the conjunctions and complete these sentences.

a. We went for a swim, but we

b. The dog bit him because

c. She was late for school, and she also

d. We put the heater on because

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 Conjunctions
Name Grammar BLM 62
Conjunctions are joining words. They are used to join
words and groups of words, including sentences.
1. Use all the words in both sentences, a comma, and the joining word
so to join each pair of sentences.
a. We were cold. We lit a fire.

b. Mary could not do the work. I helped her.

c. It began to rain. I hurried.

d. The apple was ripe. I ate it.

e. The girl was tired. She went to bed.

2. Underline the more suitable ending.

a. I was hot, so (I lit a fire. I had a cold drink.)

b. Mike gave me the ball, so (I thanked him. I hit him.)
c. Mrs. Smith put on her glasses so (she could read the book.
she could clap her hands.)
d. Tom boiled the water so (he could make a hot drink.
he could read a book.)
e. Sally put the saddle on the horse so (she could ride it.
she could pick some flowers.)
© Teacher Created Resources, Inc. 91 #3620 Grammar Practice—Grades 1–2
 Sentences
Introduction
A sentence is a group of words that makes sense and contains a verb. Take the
example into the box. This is not a sentence as it does not have a verb and does
not make sense by itself. A sentence begins with a capital letter and ends with a
period, question mark, or exclamation mark.
There are four types of sentences.
(a) Statements simply state something or give information about something.
Examples: It is hot. The time is eight o’clock. Koalas are marsupials.
(b) Questions ask something.
Examples: What is the weather like? What time is it? What is a koala?
(c) Commands or requests direct someone to do something. They can also give
advice or warnings.
Examples: Get out your books. Sit up. Look out for sharp stones.
(d) Exclamations express the strong feeling of the speaker or writer about
something.
Examples: Ouch! I did it! What a grand day!
Sentences can take several forms.
(a) Simple sentences consist of one clause. They can be divided into two parts:
the subject, which tells who or what did something, and the predicate,
which contains the verb and tells us what the subject did or is doing.
Examples: Horses (subject) run (predicate).
Billy (subject) climbed the tree (predicate).

Although the terms subject and predicate need not be mentioned at this level, it
is important that children do come to see that a sentence tells us who or what
did something and what they did.
(b) Complex sentences have more than one verb and thus have more than one
clause. A complex sentence has at least one main clause (independent
clause) and one or more subordinate clauses (dependent clauses).
Example: When it was hot we went for a swim because we wanted to get cool.
(c) Compound sentences consist of two or more main clauses (independent
clauses) joined by a conjunction and, usually, a comma.
Example: I washed the dishes, and Billy dried them.

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 Sentences (cont.)
Teaching Strategies
Complete the sentence
Have children add words to complete a sentence. Informal exercises such as this
demonstrate to children that a sentence must express a complete thought.
Bill has a new . . . .
I . . . a rabbit.
Answer the question
Ask children questions and have them answer in complete sentences. Children
could also be organized in pairs and take turns to ask and answer questions. The
game could be made more fun by allowing children to make up silly questions.
What is your name?
My name is Miles Joseph Smith.
Jumbled sentences
Write a series of jumbled sentences on the chalkboard. Challenge children to
orally unjumble them.
lives dog a kennel in a
Interview
Choose a volunteer to imagine that he or she has just returned from the moon.
Have the rest of the class imagine that they are reporters and ask suitable
questions which the moon traveller must answer in complete sentences.
Is the surface of the moon dry?
How long did it take you to get to the moon?
Select other volunteers to take on other roles for the class to question, for
example, computer games inventor, Olympic diver, president.
Sentence formulas
Have students compose sentences according to formulas like the ones below.
They can also make up their own sentence formulas to exchange with their
classmates.
noun + verb
Dogs bark.
article + noun + verb
The dogs bark.
article + adjective + noun + verb
The big dogs bark.

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 Sentences (cont.)
Complete the sentence
Have children complete sentences that you have begun or begin sentences that
you have finished. Activities such as this help children understand that sentences
have a part that tells who or what did something and a part that tells what they
did.
A spider climbed . . .
A dog chased . . .
. . . swam across the creek.
. . . bit the boy on the leg.

Match up
Have children match the beginnings of sentences to the best endings.
The dog get wool from sheep.
We climbed the tree.
The monkey barked at the stranger.

Yes or no
Read out statements to the children. Have them answer “yes” or “no.”
A puppy is a young cat.
Zebras are black and yellow.

Headline hunt
Have children search through newspapers and cut out the headline words. Have
them use the words to create sentences of their own and then paste their
sentences onto a sheet of paper.
What am I?
Read a description of an object and ask children to guess what it is. Point out the
statements and question in the description, and ask children to answer with a
complete sentence. Challenge children to make up their own “What am I?”
statements and questions.
I am small. I have wings. I am an insect. I make honey.
What am I?
I am a bee.

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 Sentences
Name Grammar BLM 63
A sentence must make sense and must contain a subject
and a verb.
1. Circle the sentence in each pair and give it the correct end
punctuation.
a. My father a joke
My father told me a joke
b. The gray horse pulled the cart
Pulled the cart
c. I have a
I have a pet mouse
d. Her new jumper to school
Sally wore her new jumper to school
2. Add words of your own to make sentences. Be sure to use end
punctuation and capital letters. The first one has been done for you.

a. dog chewed bone

A hungry dog eagerly chewed a juicy bone.
b. boy lost dollar

c. truck crashed fence

d. puppy dug hole garden

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 Sentences
Name Grammar BLM 64
Sentences have a part that tells who or what did
something and a part that tells what they did.
1. Put the words in the correct order to make a sentence. Capitalize
and punctuate.
a. elephants strong are

b. fly birds can

c. cake a baked Sandy

d. shoelaces can I tie my

2. Draw lines to match each beginning to its correct ending.

a. The dog began to quack.
b. A car has a hump.
c. A flower has four legs.
d. The cookhas a large trunk.
e. The duckbarked at the stranger.
f. The elephant made some cakes.
g. A camel has an engine.
h. A table has petals.

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 Sentences
Name Grammar BLM 65
A sentence must make sense and must contain a subject
and a verb.
1. Circle the best words to complete each sentence.

a. Every house has (a door a dog one flower).

b. We use crayons (to play with to draw to eat).

c. A horse has four (eyes legs ears).

d. A clock tells us (our age the weather the time).

e. Clowns perform in (the circus church school).

2. Add an ending of your own to complete each sentence.

a. A kangaroo has two .

b. A giant is very .

c. A dentist cares for our .

d. Most birds can .

e. Pencils are used for .

© Teacher Created Resources, Inc. 97 #3620 Grammar Practice—Grades 1–2

 Sentences
Name Grammar BLM 66
A sentence must make sense and must contain a subject
and a verb.
1. Circle the endings that would make sentences.
a. The teacher some white chalk.
told us to stand.
read us a story.
a television.
b. A large dog barked at the cat.
with four legs.
chewed the bone.
very savage.
c. The small bird built a nest in the tree.
on the lawn.
is singing a song.
black feathers.
d. The train very big.
stopped at the station.
on the tracks.
carried over sixty people
2. Add a verb of your own and end punctuation to make a proper
sentence.
I in the puddle

#3620 Grammar Practice—Grades 1–2 98 © Teacher Created Resources, Inc.

 Sentences
Name Grammar BLM 67
Simple sentences are made up of one clause. They contain
a subject and a verb, and they make sense on their own.
1. Add a subject from the box to complete each simple sentence.

The dog A fish The car My bicycle

a. can swim.
b. had a flat tire.
c. is red.
d. barked.

2. Beside each picture, write a simple sentence to tell what each person
is doing.

a.

b.

c.

d.

© Teacher Created Resources, Inc. 99 #3620 Grammar Practice—Grades 1–2

 Sentences
Name Grammar BLM 68
A compound sentence is made up of two or more main
clauses joined by a conjunction (joining word).
Circle the ending that best completes each compound sentence.
a. Mike is going to the dentist because his toe hurts.
because he has a toothache.
because he is thirsty.
b. Sally was feeling tired because she had eaten
some lollipops.
because she had slept all
day.
because she went to bed late.
c. Tom can’t ride to school because he is twenty years
old.
because his bike is broken.
because it is a sunny day.
d. Tammy was crying because she was feeling
unhappy.
because she was feeling
happy.
because she was eating
lollipops.
e. Mom filled the gas tank because it was nearly
empty.
because the car has four
wheels.
because the car has rubber
tires.
#3620 Grammar Practice—Grades 1–2 100 © Teacher Created Resources, Inc.
 Prepositional Phrases
Introduction
A phrase is made up of several words but does not contain a subject-verb
combination. Usually a phrase functions in a sentence as an adjective or an
adverb but sometimes as a noun. Phrases are used to add meaning and interest
to sentences. The most common type of phrase is the prepositional phrase. It
can function in a sentence as an adjective, an adverb, or a noun.
(a) Adjective
The girl with long hair is coming to the party. (The prepositional phrase with
long hair is an adjective phrase modifying the subject of the sentence—the
noun “girl.”)
(b) Adverb
The boy kicked the ball with a lot of skill. (The prepositional phrase with a
lot of skill is an adverb phrase modifying the verb of the sentence—“kicked.”)
(c) Noun
Beneath the bridge is the trolls’ home. (The prepositional phrase Beneath the
bridge is a noun phrase functioning as the subject of the sentence.)

Teaching Strategies
Add a preposition
Have children add a suitable preposition to begin a phrase.
The cow jumped _________ the moon.
The cow jumped over the moon.
Yesterday he went _________ the mountains.
Yesterday he went to the mountains.
We walked _________ the crowded street.
We walked down the crowded street.
Josephine saw a bull _________ the field.
Josephine saw a bull in the field.
Rob would not go _________ the new dog.
Rob would not go near the new dog.
Louise could not see _________ the wall.
Louise could not see over the wall.
Astrid left _________ the bell rang.
Astrid left before the bell rang.

© Teacher Created Resources, Inc. 101 #3620 Grammar Practice—Grades 1–2

 Prepositional Phrases (cont.)
Stick-figure phrases
Draw simple stick figures to illustrate the position of a person, animal, or object.
Have children say the position each is in.
The cat is under the table.
The cat is on the table.

Classroom phrases
Have children indicate the positions of certain objects in the classroom.
Teacher: Tom, where is the television?
Tom: It is near the table.

Circle the phrases

As children become more confident, have them search through sentences you
have prepared, or through a photocopy of a familiar story, and find and circle the
prepositional phrases.

Suggest a phrase
Have children suggest adverbial or adjectival prepositional phrases to complete
sentences.
The school bell rings at nine o’clock.
I saw the girl with red hair.
Complete the sentence
Provide plenty of short exercises in which children must select the more suitable
prepositional phrase to add to a sentence.
The girl swam in the pool.
on the roof.
The young lady ate dinner off the plate.
under the floor.
Johnny galloped through the door.
above the sky.
Helen went shopping at the barn.
at the mall.
Larry wore a hat with a feather.
into the bathtub.

#3620 Grammar Practice—Grades 1–2 102 © Teacher Created Resources, Inc.

 Prepositional Phrases
Name Grammar BLM 69
A prepositional phrase is a group of words that has no
subject and no verb and begins with a preposition.
Add a phrase from the box to complete each sentence.

at Easter in the nest in December

in its kennel with the surfboard in the kettle

a. The egg is .

b. The dog is .

c. I saw the boy .

d. Christmas is .

e. I boiled the water .

f . We eat chocolate eggs .

© Teacher Created Resources, Inc. 103 #3620 Grammar Practice—Grades 1–2

 Prepositional Phrases
Name Grammar BLM 70
Some prepositional phrases do the work of an adverb.
They tell how, when, or where an action happens.
Look at each underlined phrase. Write how if it tells us how an action
happens, when if it tells us when an action happens, or where if it tells
us where an action happens.

a. The baby is in the baby carriage.

b. We sleep in a bed.

c. I cleaned my teeth after lunch.

d. Jack’s balloon burst with a loud bang.

e. There is a television in the room.

f. We finished before playtime.

g. I go to bed in the evening.

h. I climbed up the tree.

i. The dogs barked in a noisy manner.

j. The man spoke in an angry voice.

#3620 Grammar Practice—Grades 1–2 104 © Teacher Created Resources, Inc.

 Prepositional Phrases
Name Grammar BLM 71
Some prepositional phrases do the work of an adverb.
They tell how, when, or where an action happens.
Choose the best phrase to tell where each action is happening.

under the tree in the oven on the table

in the park on the rug to Sally
across the playground into the jug

a. The drinking glasses are .

b. I poured the milk .

c. We played football .

d. Dad cooked a chicken .

e. Jimmy threw the ball .

f. We ran .

g. Mushrooms are growing .

h. The dog fell asleep .

© Teacher Created Resources, Inc. 105 #3620 Grammar Practice—Grades 1–2

 Prepositional Phrases
Name Grammar BLM 72
Some prepositional phrases do the work of an adverb.
They tell how, when, or where an action happens.
Choose the best phrase to tell when each action is happening.

at nine o’clock at four o’clock at six o’clock

at eleven o’clock at eight o’clock at midnight

a. The school day ends .

b. I caught the train .

c. I went to bed .

d. I ate some lunch .

e. I ate my breakfast .

f. Dad went to bed .

#3620 Grammar Practice—Grades 1–2 106 © Teacher Created Resources, Inc.

 Prepositional Phrases
Name Grammar BLM 73
Some prepositional phrases do the work of an adverb.
They tell how, when, or where an action happens.
Choose the best phrase to tell how each action is happening.

in silence with a single blow in a noisy way

without fear at great speed in a friendly manner

a. He broke the glass

.
b. The teacher spoke to me

.
c. We ate our meal

.
d. The car raced along the street

.
e. The dogs yelped

.
f. The brave girl ran into the blazing house

© Teacher Created Resources, Inc. 107 #3620 Grammar Practice—Grades 1–2

 Prepositional Phrases
Name Grammar BLM 74
Prepositional phrases add meaning and interest to
sentences. In a sentence, the phrase should be placed close
to the word it helps or describes.
Rewrite each sentence, placing the underlined prepositional phrase in
the correct place.

a. The boy built a sandcastle with blue swim trunks.

b. The girl ate an ice-cream cone with glasses.

c. The horse kicked the man with a long tail.

d. The old man sat on the seat with a long, gray beard.

e. The rabbit dived into the burrow with a fluffy tail.

f. The lady killed a snake with sunscreen on her face.

#3620 Grammar Practice—Grades 1–2 108 © Teacher Created Resources, Inc.

 Prepositional Phrases
Name Grammar BLM 75
A prepositional phrase is a group of words that has no
subject or verb and begins with a preposition.
1. Circle the phrase that better completes each sentence.

a. I saw the rabbit (with fluffy ears with large horns).

b. I picked the flower (with big ears with lots of petals).
c. We played football (on the field in the classroom).
d. We went for a picnic (in the streetcar in the park).
2. Prepositional phrases begin with a preposition. Write phrases
beginning with each of the prepositions below.

a. under

b. on

c. with

d. in

e. near

f. beside

© Teacher Created Resources, Inc. 109 #3620 Grammar Practice—Grades 1–2

 Clauses
Introduction
A clause is a group of words that contains a verb and its subject. First and
second grade students can think of clauses as groups of words that tell about an
action.
There are two types of clauses.
(a) A main clause (independent clause) contains the main thought of the
sentence and makes sense standing alone.
Examples: I spoke to the teacher who is our football coach.
The dog that was barking chased me across the lawn.
(b) A subordinate clause (dependent clause) cannot make sense standing on its
own. To make a sentence, a subordinate clause must be added to a main
clause.
Examples: I saw the dog when I came home.
They went to the shop so they could buy ice cream.
Subordinate clauses add information to a sentence and function in the same ways
as adjectives, adverbs, or nouns.
Examples: That’s the house where Susan lives. (adjective)
She visited where Susan lives. (adverb)
I don’t know where Susan lives. (noun)

Teaching Strategies
The main thing
Provide students with practice in finding the main clause in a sentence by having
them search through a photocopy of a familiar story, circling the main clauses.
Remind them that a main clause can stand alone and contains the main thought
of the sentence. Point out that a simple sentence is, in fact, one main clause.
Main clause beep
Have children sit in a circle. Choose a child to say a word to start a clause. Each
child in turn then adds a word to build a main clause. When the clause is
complete, the next child says “Beep.” The game can be extended to add a
subordinate clause to the main clause.

#3620 Grammar Practice—Grades 1–2 110 © Teacher Created Resources, Inc.

 Clauses (cont.)
Act the clause
Organize children in groups of four. Tell groups that the first child is to provide a
verb, the second child is to provide a subject, the third child is to arrange the
verb and subject to make a clause, and the fourth child is to act out the clause.
Ensure that all children get a turn in each role.

Clause match-up
Have children match main clauses to subordinate clauses. This is also an
excellent reading activity.
These are the brave boys because he was feeling ill.
Bill did not come where the bus stop was.
The bus driver didn’t know who rescued the drowning child.

Clause call-out
Write a main clause on the chalkboard and challenge children to call out
appropriate subordinate clauses.
We went to the park after we had eaten lunch.
where the willow tree grows.
because we wanted to play.

Make connections
Subordinate conjunctions are the words used to introduce subordinate clauses.
They are the words that connect the subordinate clause to the main clause. Have
students choose from a list of subordinate conjunctions to connect main clauses
to subordinate clauses.
subordinate conjunctions
unless
if
while
before
until
Billy said he would not go Jeremy was going to be there.
His mother said he could play outside it was dinnertime.
Jack watched the zoo animals he was waiting for Margo.
Father will go to the meeting he has the time.
I got to the meeting he got there.

© Teacher Created Resources, Inc. 111 #3620 Grammar Practice—Grades 1–2

 Clauses
Name Grammar BLM 76
A clause is a group of words that tells about an action. A
main clause contains the main thought of the sentence and
makes sense standing alone.

1. Circle the main clause in each sentence.

a. This is the dog that stole the sausages.

b. I spoke to the boy who climbed the tree.
c. I found the ring that the lady had lost.
d. I helped the girl who had broken her leg.
e. This is the cow which had twin calves.
f. The teacher growled at the boy who is always
talking.
g. This is the house where Katy lives.
h. The bird flew away when the bell rang.
2. Choose two of the sentences above. Rewrite each one with a new
main clause.

a.

b.

#3620 Grammar Practice—Grades 1–2 112 © Teacher Created Resources, Inc.

 Clauses
Name Grammar BLM 77
A clause is a group of words that tells about an action.
A main clause contains the main thought of the sentence
and makes sense standing alone.
1. Here are some main clauses. Add a subordinate clause to each one
to make longer sentences.

a. There is the clown .

b. This is the house .
c. There goes the cat .
d. I climbed the tree .
e. This is the girl .

2. Add a main clause to complete each sentence.

a. when he fell.

b. that had fallen.

c. when the bell rings.

d. who plays football.

e. which bit my mother.

© Teacher Created Resources, Inc. 113 #3620 Grammar Practice—Grades 1–2

 Clauses
Name Grammar BLM 78
A compound sentence has two main clauses joined by a conjunction
(joining word) and usually has a comma before the conjunction. Each
of these clauses has its own subject and verb.
1. Circle the joining word. Underline each clause.

a. The child hit the puppy, and it ran away.

b. My leg feels sore, and my foot is bleeding.
c. I want you to finish the work, or I will not help you.
d. Get that work done, or the teacher will keep you in.
e. I washed the dishes, and Sally dried them.
f. We must leave now, or we will get wet.
g. I did not win the race, but I did not come in last.
h. Cows give us milk, and sheep give us wool.
2. Write two compound sentences of your own.

a.

b.

#3620 Grammar Practice—Grades 1–2 114 © Teacher Created Resources, Inc.

 Punctuation
Introduction
The fundamentals of punctuation are best introduced to students when they are
in the first and second grades. The main elements that need to be taught are as
follows.
A capital letter is used for
(a) the first letter of a sentence
(b) the first letter of a person’s given name and family name
(c) the pronoun I
(d) the first letter of names of the days of the week, months of the year, and
special times such as Easter, Christmas
(e) the first letter of names of towns, cities, countries, streets, schools, etc.
A period is used at the end of a statement or command sentence.
Examples: That dog is brown. (statement)
Sit down. (command)
A question mark is used at the end of a sentence that is a direct question. It
might be helpful to point out the question indicators who, when, where, why,
what, and how.
Examples: What is the time? (direct question)
I asked her what the time was. (indirect question)
An exclamation point is used at the end of a sentence that expresses a strong
emotion. Point out to children that exclamations are often short.
Examples: Wow! Ouch! Well done!
Commas are used to separate words in a list.
Examples: Please go to the store and buy oranges, bread, milk, and butter.
(separate nouns)
It was a big, black, hairy spider. (separate adjectives)
Please work quickly, neatly, and quietly. (separate adverbs)
Quotation marks are used to enclose the words actually spoken by someone.
Children in the first and second grades can call them talking marks.
Examples: Ali asked, “When are we going?”
“Let’s go now,” said Ben.

© Teacher Created Resources, Inc. 115 #3620 Grammar Practice—Grades 1–2

 Punctuation (cont.)
Teaching Strategies
Don’t pause for breath
Begin reading a story to the children but do not pause at any punctuation marks.
The children will be confused and will object to the speed of your reading. As
soon as this happens, lead them into an informal discussion on the need for
punctuation marks when we write.
Beep marks
Read a simple story aloud to the children. Whenever you reach a punctuation
mark, say “Beep!” The children must then supply the missing mark.
Body sculptures
Have children work in groups to use their bodies to make punctuation marks
such as an exclamation mark (one body lying stretched out with another curled
in a ball at its feet), a period (all huddled in together), a proper noun (first letter
standing tall for a capital and others on knees for small letters), and so on.
Model marks
Allow children to explore different punctuation marks by making them in clay or
other 3-D materials.
Do the sentence stamp
Read a simple story aloud to the children. Have children listen carefully for the
different punctuation marks and perform the following actions at the appropriate
moments:
capital letter Put your hand up.
period Clap your hands.
exclamation mark Stamp your feet.
question mark Jump up.
Question or statement?
Write a sentence on the chalkboard. Have the children determine whether it is a
question or a statement and punctuate it accordingly.
Punctuation search
Have the children search through old magazines and newspapers, cutting out
capital letters and other punctuation marks that appear in large print. Children
can then paste the punctuation marks on a sheet of paper headed “My
Punctuation Marks Sheet.”

#3620 Grammar Practice—Grades 1–2 116 © Teacher Created Resources, Inc.

 Punctuation
Name Grammar BLM 79
A capital letter is used for
• the first letter of a sentence
• the first letter of a person’s name
• the pronoun I
• the first letter of names of the days of the week,
months of the year, and special times such as
Easter, Christmas
• the first letter of names of towns, cities, countries,
streets, and so on.
1. Circle the words that should begin with a capital letter.
horse elephant table
christmas samuel judy
monday teacher pen
sunday john easter
april bucket cup
megan tuesday december
chicago day key
2. Rewrite the sentences, using correct punctuation.
a. the old man rode his bicycle to the town of sea lake

b. i saw sam and joanne in wattle street

c. we are leaving next monday morning

© Teacher Created Resources, Inc. 117 #3620 Grammar Practice—Grades 1–2

 Punctuation
Name Grammar BLM 80
A statement sentence ends with a period.
A question sentence ends with a question mark.
1. Add a word to each line to make a question. Don’t forget to
punctuate correctly.

a. where you live

b. what your name
c. you like pizza
2. In each line there are two sentences. One is a statement, and one is
a question. Rewrite both, putting in the correct punctuation marks
and capital letters.

a. do you think john will come he should be here now

b. where is the cat i haven’t seen it all day

c. the clouds are getting dark do you think it will rain

#3620 Grammar Practice—Grades 1–2 118 © Teacher Created Resources, Inc.

 Punctuation
Name Grammar BLM 81
A comma is used to separate words in a list.
1. Add the commas.

a. I ate peas chips and bread for lunch.

b. On our farm we have pigs cows and
horses.
c. All trees have leaves bark and roots.
d. At school I play volleyball football tennis
and softball.
2. Add a list to complete each sentence.

a. My best friends are

b. My favorite foods are

c. My favorite animals are

© Teacher Created Resources, Inc. 119 #3620 Grammar Practice—Grades 1–2

 Punctuation
Name Grammar BLM 82
An exclamation point is used at the end of a sentence
that expresses a strong emotion. Exclamation sentences
are often short.
1. Add an exclamation mark in the box after each of these.

a. Wow f. Thief
b. Ouch g. What a lovely puppy
c. Look out h. Yuck
d. Eek i. How terrible
e. Stop

2. What might you call out if the following happened? Write an

exclamation for each situation.

a. You stick a pin in your finger.

b. You win a race after training very hard.

c. You drop your ice cream.

#3620 Grammar Practice—Grades 1–2 120 © Teacher Created Resources, Inc.

 Punctuation
Name Grammar BLM 83
Quotation marks (talking marks) are used
around the exact words that someone says.
“I like football,” said Tom.
Tom said, “I like football.”

1. Add the quotation marks.

a. I saw Peter, said Mary.

b. We hate getting up early, said the boys.
c. Sam yelled, Where did Tom find it?
d. My best friend said, I will help you.
e. Betty, come here, cried Mavis.

2. Add words of your own inside the quotation marks.

a. “ ,” cried the baby.

b. “ ,” said the teacher.

c. My mother asked, “ ?”

d. Sally yelled, “ !”

e. “ ,” laughed Toby.

© Teacher Created Resources, Inc. 121 #3620 Grammar Practice—Grades 1–2

 Vocabulary
Introduction
Grammar is also concerned with the way an overall sentence or composition is
structured to engage an audience and to deliver its message, including the way
we choose particular words appropriate to that audience and message. It is
important to generate an interest in words and to encourage children to be
thoughtful about the words they use. If children develop an interest in language
at an early age, they should continue throughout their school lives and into
adulthood appreciating the richness and diversity of our ever-growing language.

Teaching Strategies
Add a word
Use every opportunity to interest children in words. Informal exercises are
suitable for this. Have children add words orally to a sentence that you begin.
Tom is big, but Sam is . . .

Describing words
Challenge children to think of as many words as possible to describe an object or
person.
apple: red, juicy, crunchy, rotten, smelly

Homophone hunt
Write a list of words on the chalkboard. Challenge children to think of the
corresponding homophones. Children can also create cartoons to illustrate the
homophones.
allowed/aloud ate/eight eye/I
bare/bear bean/been blew/blue
board/bored brake/break flea/flee
hear/here knit/nit one/won
pair/pear sun/son
Sort the words
Supply children with numerous words written on small cardboard squares. Have
children classify the words into categories.
animals: cow dog cat
birds: crow dove sparrow

#3620 Grammar Practice—Grades 1–2 122 © Teacher Created Resources, Inc.

 Vocabulary (cont.)
Fish
On blank playing cards write pairs of synonyms, antonyms, or homophones.
Encourage children to play “Go fish!” with them.
Scattered letters
Write a selection of letters scattered on the chalkboard. Have children think of as
many words as they can using the letters. Make the game more challenging by
introducing a timer.
Word collection
Organize a word-collection bulletin board in the classroom. Encourage children to
find, collect, and then display words on the board. The board could have a number
of different headings, such as Interesting Words, Words That Sound Funny, Words
That Sound Like Noises, Words That Sound Important. Ask children to think of
other headings they would like to use.
Tongue twisters
Challenge children to say a tongue twister quickly. Then have them make up
their own tongue twisters for their friends to try.
She sells seashells by the seashore.
Word partners
Have students supply both a synonym and an antonym for commonly used
words such as these.
lovely
cool
funny
awful
terrible
crazy
cute
sweet

© Teacher Created Resources, Inc. 123 #3620 Grammar Practice—Grades 1–2

 Opposites
Name Grammar BLM 84
Find a word in the grid to complete each sentence.

d l a t e
r s t o p
y l o n g
b w e s t
o l e f t
y l o s e

a. I wanted to go, but Mom said to .

b. My string is short, but yours is .

c. I think he will win, and I might .

d. My hair is wet, but yours is .

e. Sam came early, but Kathy was .

f. Sally is a girl, but Mike is a .

g. I went east, but she went .

h. This is my right arm, and this is my arm.

#3620 Grammar Practice—Grades 1–2 124 © Teacher Created Resources, Inc.

 Synonyms
Name Grammar BLM 85
1. One word in each line has a similar meaning to the word in
the first column. Color that box.

rock cow ice table stone

sick ill silly old blue
rug bug horse mat book
fast slow quick big pretty
little small tired sea damp
chair car bike seat tree
tidy cold neat under bowl
2. Use from the box a word that has a similar meaning to
replace the underlined word.

fix start glad nap

a. We waited for the game to begin.

b. I helped my mother mend the broken glass.

c. I had a short sleep.

d. I am happy that you could come.

© Teacher Created Resources, Inc. 125 #3620 Grammar Practice—Grades 1–2

 Word Families
Name Grammar BLM 86
1. Color the box that contains the word that does not belong
with the others in the row.

apple banana dog grape pear

table pencil pen crayon chalk
roof door window wall train
pie flower cake ice cream pudding
wolf dog fox coyote bus
chair book seat stool sofa
face arms legs neck street
cup coat shirt sweater socks

2. Write the word that does not belong in each group.

a. tree lion bush shrub

b. start begin go shop

c. cheese salt cream milk

d. sun star moon bed

e. rake chair spade shovel

f. sheet blanket grass pillow

#3620 Grammar Practice—Grades 1–2 126 © Teacher Created Resources, Inc.
 Word Families
Name Grammar BLM 87
1. Sort the words in the box and write them under the headings.

yellow sweater shoes softball football red

golf tie socks hockey green blue

Sports Colors Clothing

2. Choose from the box and write on the line the word that says
what the things in the row are.

animals flowers insects colors drinks vegetables

a. tea coffee milk lemonade

b. blue red yellow green

c. wolf dog cat zebra

d. rose violet daisy daffodil

e. carrot lettuce onion potato

f. fly wasp beetle ant

© Teacher Created Resources, Inc. 127 #3620 Grammar Practice—Grades 1–2

 Compound Words
Name Grammar BLM 88
1. Add a word from the box to complete each compound word.

book pot berry dog fish mill

a. straw

b. tea

c. note

d. wind

e. star

f. bull

2. Use the words in the box to make a name to write beside

each picture.

tooth pop light brush corn house

a.

b.

c.

#3620 Grammar Practice—Grades 1–2 128 © Teacher Created Resources, Inc.

 Anagrams
Name Grammar BLM 89
An anagram is a word made by rearranging all the letters
of another word.
Rearrange the letters of each word to make a word to match the
picture.

a. nap

b. tar

c. pat

d. ram

e. pot

f. slip

© Teacher Created Resources, Inc. 129 #3620 Grammar Practice—Grades 1–2

 Similes
Name Grammar BLM 90
A simile is a group of words that compares one thing to
another by using the words like or as.

1. Use the words in the box to complete the similes.

as light as a as slow as a as hot as

as cold as as busy as a as wise as an

a. bee

b. snail

c. feather

d. fire

e. owl

f. ice
2. Add a word of your own to complete each simile.
a. as green as

b. as big as

c. as flat as

d. as strong as
#3620 Grammar Practice—Grades 1–2 130 © Teacher Created Resources, Inc.
 Word Fun
Name Grammar BLM 91
1. Add one letter to make a word that matches the picture.

a. _______ all

b. ______ our

c. ______ ate

d. ______ oat

e. _______ ar

2. Drop one letter to make a word that matches the picture. Write the
word on the line.

a. bone ____________

b. farm ____________

c. pear ____________

d. clock____________

e. nest ____________

© Teacher Created Resources, Inc. 131 #3620 Grammar Practice—Grades 1–2

 Review
Name Grammar BLM 92
1. On the lines below, write words that can be used as the parts of
speech listed.
a. one noun
b. two verbs
c. three adjectives
d. two adverbs
e. one article
f. one prepositional phrase (preposition + article + noun)

g. one pronoun
h. one conjunction

2. Write one sentence using as many as you can of the words you
wrote on the lines above. You may put them in any order you
choose, and you may add conjunctions, commas, and articles.
(You might end up with a sentence as silly as this one: Beautiful and
bold, Betsy slowly strolled and silently skipped through the tulips.)

#3620 Grammar Practice—Grades 1–2 132 © Teacher Created Resources, Inc.

 Review
Name Grammar BLM 93
1. Write two examples for each of the following kinds of nouns.

a. singular noun

b. plural noun

c. common noun

d. proper noun

e. collective noun

2. Write two examples for each of the following verb tenses.

a. present tense

b. past tense

c. future tense

© Teacher Created Resources, Inc. 133 #3620 Grammar Practice—Grades 1–2

 Review
Name Grammar BLM 94
1. Write two adjectives to describe each of the following nouns.

a. penguin

b. classmates

c. toolbox

d. Abraham Lincoln

e. herd

2. Write two adverbs to describe each of the following past tense

verbs.

a. dived

b. shook

c. flowed

d. said

e. wrote

#3620 Grammar Practice—Grades 1–2 134 © Teacher Created Resources, Inc.

 Review
Name Grammar BLM 95
1. List two prepositions that could be used with each of the following
groups of words.
a. the sofa

b. the street

c. the sea

d. the soil

e. the sun

f. the scalp

g. the statue

2. List two pronouns that could be used to indicate who owns each of
the listed objects. (Use each pronoun only once.)
a. purple pencil

b. pet porcupine

c. paper plane

d. poor partner

e. powerful pirate

f. party plans

g. pretty pal
© Teacher Created Resources, Inc. 135 #3620 Grammar Practice—Grades 1–2
 Review
Name Grammar BLM 96
1. On the line after the sentence, label the sentence question,
statement, exclamation, or command.
a. Once upon a time a student was studying grammar.

b. “Why do I have to know this stuff?”

c. “Do you speak English?”

d. “Yes!”

e. “That answers your question.”

2. Write two simple sentences.

a.

b.

3. Write one compound sentence.

#3620 Grammar Practice—Grades 1–2 136 © Teacher Created Resources, Inc.

 Review
Name Grammar BLM 97
1. On the lines below, write one synonym (same) and one antonym
(opposite) for each word.
a. good

b. wonderful

c. happy

d. sad

e. bad

2. Write a simile to describe the following actions and feelings. Use

one you have heard or read or make up your own simile.
a. Alma is very happy.

b. Bob is running very fast.

c. Clara is walking very slowly.

d. Don is very poor today.

e. Eliza is very busy today.

© Teacher Created Resources, Inc. 137 #3620 Grammar Practice—Grades 1–2

 Answer Key
page 12 cow page 19 page 24
clockwise fish pig a. ant a. children
cat tail zoo animals/blue b. star b. man
nose bowl monkey c. apple c. geese
water leg tiger d. eagle d. feet
bubble whisker giraffe e. shovel e. tooth
fin eye elephant f. lamb f. women
page 13 zebra g. sofa page 29
clockwise eye 2. colored boxes h. mother column 1
dog leg column 1 page 20 hop
tongue back bird a. Joanne row
mouth ear table b. Tuesday sleep
paw column 2 c. December fly
page 14 girl d. Spot column 2
a. camel man e. Terry run
b. mouse column 3 f. New York City ride
c. giraffe tiger page 21 dance
d. tiger bug a. Monday fish
e. zebra chair b. Wednesday page 30
f. horse page 17 c. Thursday a. fish e. horse
a. cow c. egg d. Sunday b. duck f. clock
page 15
b. star d. car e. Saturday c. boat g. dog
colored boxes
Sunday d. rain
column l page 18
window page 22 page 31
b o o k b
train t e n t o a. swarm a. kick, ball
s h i p x
car c r i n g b. flock b. read, book
o b a b y c. bunch c. boil, eggs
column 2 w d u c k
d. herd d. wear, coat
bus column 1 e. fleet e. build, sandcastle
column 3 book f. team f. cut, bread
flower tent g. litter page 32
bicycle baby h. forest Noun
duck
page 16 a. sun
column 2 page 23
1. farm animals/red b. fish
box a. cows f. trees
cat c. wind
ship b. books g. cat
duck d. duck
ring c. dogs h. flower
ram e. rain
cow d. chairs i. horse
horse f. horse
e. rings

#3620 Grammar Practice—Grades 1–2 138 © Teacher Created Resources, Inc.

 Answer Key (cont.)
page 32 (cont.) b. throwing page 39 page 43
Verb c. standing Answers will vary. 1.
a. shines d. falls a. Lisa kicked the ball. a. like
b. swims e. flies b. The dog barked at b. saw
c. blows f. growling me. c. thought
d. quacks c. Our teacher told us d. believed
s w a m l a story.
e. falls e. hated
w a t e i
f. trots d. The train arrived at
a c r y c f. think
the station.
page 33 s s a w k 2. Answers will vary.
h o p e. The puppy chewed
h b a r k h e page 44
the bone.
o f l y r t o l d d
f. The kangaroo 1.
p c r y i
page 36 hopped over the a. hits
s w i m n
a. told fence. b. barks
t i c k g
b. cry g. Sally rang the bell c. sits
a. fly e. swim for play.
c. saw d. sweeps
b. bark f. ring h. The bird flew into
d. swam e. grow
c. hop g. tick the tree.
e. licked f. swims
d. cry
f. wash page 40 2.
page 34 g. hop a. is f. is a. buys
1. Noun–Verbs h. ate b. are g. are b. plants
boy–skip, eat, kick page 37 c. are h. is c. scratches
snake–slither, bite, d. are i. are
ate went d. jump
hiss e. is j. is
washed watch page 45
chicken–drink, eat,
scratch brushed said page 41 1.
fish–swim, eat, put jumped a. was f. were a. played
grow page 38 b. was g. were b. broke
dog–eat, bark, play c. were h. was c. ate
o p e n e
horse–gallop, grow, b a k e a
d. was i. was d. dropped
eat t e l l t e. were j. were e. dug
duck–swim, fly, m a k e s
page 42 f. helped
quack w a s h e
p e e l t 1. 2.
fire–burn, heat, a. ran a. rained
cook a. wash b. sat b. fell
wheel–spin, turn, b. set c. jumped c. drove
roll
c. bake d. ate d. bit
2. Answers will vary.
d. eat page 46
3. Answers will vary. e. walked
e. open 1.
page 35 f. rode
f. tell a. eat
(Answers will vary.) g. make 2. Answers will vary.
a. sitting b. bite
h. peel
© Teacher Created Resources, Inc. 139 #3620 Grammar Practice—Grades 1–2
 Answer Key (cont.)
page 46 (cont.) e. ant, nose/a, black, a. a curvy shape f. often/tonight
c. break the small, lizard’s b. a formal dress g. here/there
d. come page 53 c. a square table h. tonight/often/early
e. catch a. big d. a sunny day page 63
f. begin small page 57 1.
2. b. hot 1. a. later
a. hide cold a. white b. late
b. go c. high b. deep c. there
c. help low c. two d. down
d. win page 54 d. soft e. inside
page 50 1. noun/adjectives e. new 2.
a. yellow banana/ripe, yellow 2. a. early
b. fat girl/clever, young a. tiny b. quickly
c. green knife/sharp, blunt b. warm c. softly
d. round pillow/soft, white c. damp d. before
e. red dress/pretty, dirty d. fast e. now
f. soft pig/pink, fat e. big
door/open, shut page 64
g. strong page 61
grass/green, tall Answers will vary.
h. wild 1.
2. adjectives/yes or no page 65
i. funny a. when
a. A, a, high/no a. strongly
j. black b. how
b. An, fifteen/no strong
page 51 c. where
c. The, earth’s, b. quickly
blue/no d. when
underlined noun/circled quick
adjectives d. A, dirty, e. how
f. where c. slow
a. grass/the, green wrinkled/yes
slowly
b. flowers/the, red 2.
page 55 d. sad
c. horse/the, black a. when
Answers will vary. b. when sadly
d. house/the, brown
a. a juicy red apple c. how
e. pond/the, blue page 68
f. ducks/the, yellow b. a roomy white d. where 1.
house e. where
page 52 egg ugly
c. a fat round pencil f. when axe ice
underlined nouns/ d. a tall oak tree g. how old emu
circled adjectives
a. trees, hill/two, a page 56 page 62 ink apple
b. bird, tree/a, big, one 1. a. still owl ox
c. tail, bird/a, long, large ripe b. early/tonight 2.
the, big tiny tall c. softly a. l d. z
d. lizard, tree/a, small, deep greedy d. there/here b. v e. i
the, second 2. Answers will vary. e. hard c. b f. o
#3620 Grammar Practice—Grades 1–2 140 © Teacher Created Resources, Inc.
 Answer Key (cont.)
page 69 page 72 k. of 2.
1. 1. word/article l. for his
a. a g. an a. snake/the their
page 78
b. an h. an b. egg/an them
preposition/better ending
c. a i. a c. present/a him
a. on/the lake
d. a j. a d. dog/A its
b. into/the cold water
e. an k. an e. bone/the we
c. under/the table
f. an l. an f. book/a page 84
d. down/the stairs
2. 2. e. of/a tiger 1.
a. an e. an a. the f. in/the forest a. Mike
b. a f. a b. a/the b. Sally
c. an/the page 79
c. an g. an c. dog
d. an h. an d. the 1. preposition/ d. Megan
e. an Answers will vary.
e. book
page 70 a. a a. down
f. Sally
1. b. into
page 75 g. Mark
column 1 c. behind
a. above h. Sally
orange d. above
b. between 2.
ice cream 2.
c. inside he you
column 2 a. no
d. beside She it
umbrella b. no
e. under her my
ant c. no
umpire page 76 d. yes page 85
arm a. in a. hers
page 82
column 3 b. under b. his
a. he
eye c. into c. mine
b. she
owl d. over d. yours
c. it
elf e. behind e. ours
d. them
oven
page 77 e. him page 88
2. f. her 1.
a. with
a. an e. a a. I went into the
b. into page 83
b. a f. an shop, and I
c. of 1.
c. an g. an bought an ice
d. from a. him
d. a h. an cream.
e. for b. I
page 71 b. The boy opened
f. under the door, and he
c. me
(across) g. by walked in.
d. they
a an a h. with c. I picked up the
an an a e. her
i. with glass, and I filled
an a an f. you it with water.
j. by
a
© Teacher Created Resources, Inc. 141 #3620 Grammar Practice—Grades 1–2
 Answer Key (cont.)
page 88 (cont.) b. Mary could not page 96 page 98
d. Mike saw the jet, do the work, so I 1. 1.
and Bill saw the helped her. a. told us to stand.
a. Elephants are
jet too. c. It began to rain, strong. read us a story.
2. so I hurried. b. barked at the cat.
b. Birds can fly.
a. An elephant is d. The apple was chewed the bone.
ripe, so I ate it. c. Sandy baked a
big, but a mouse cake. c. built a nest in the
is tiny. e. The girl was tired, tree.
so she went to bed. d. I can tie my
b. The stars are shoelaces. is singing a song.
shining, but the 2. d. stopped at the
moon is behind a a. I had a cold drink. 2.
station.
cloud. b. I thanked him. a. The dog barked carried over sixty
c. Feathers are soft, c. she could read at the stranger. people.
but steel is hard. the book. b. A car has an 2. Answers will vary.
page 89 d. he could make a engine.
I fell in the puddle.
a. if hot drink. c. A flower has or I jumped in the
e. she could ride it. petals. puddle.
b. because
c. when d. The cook made
page 95 page 99
some cakes.
d. although 1. 1.
e. The duck began
e. and a. My father told a. A fish
to quack.
f. before me a joke. b. The car
f. The elephant has
g. until b. The gray horse c. My bicycle
a large trunk.
h. so pulled the cart. d. The dog
g. A camel has a
page 90 c. I have a pet hump. 2. Answers may vary.
mouse. a. She is jumping
1. conjunction/ h. A table has four
Answers will vary. d. Sally wore her rope.
legs.
new jumper to b. He is riding a
a. when page 97
school. horse.
b. because
2. Answers will vary. 1. c. He is
c. while
a. A hungry dog a. a door skateboarding.
d. and
eagerly chewed a b. to draw d. He won the race.
2. conjunction/ juicy bone.
Answers will vary. c. legs page 100
b. The unfortunate d. the time a. because he has a
a. but boy quickly lost
e. the circus toothache.
b. because his last dollar.
b. because she went
c. and c. The overloaded 2. Answers will vary.
to bed late.
d. because truck crashed a. ears/eyes c. because his bike is
page 91 into the picket b. big/tall broken.
fence.
1. c. teeth d. because she was
d. My new puppy
a. We were cold, so d. fly feeling unhappy.
dug a big hole in
we lit a fire. Mother’s garden. e. writing/drawing e. because it was
nearly empty.
#3620 Grammar Practice—Grades 1–2 142 © Teacher Created Resources, Inc.
 Answer Key (cont.)
page 103 page 108 page 113 Samuel
a. in the nest a. The boy with blue 1. Answers will vary. John
b. in its kennel swim trunks built a 2. Answers will vary. Tuesday
c. with the surfboard sandcastle. column 3
d. in December b. The girl with page 114 Judy
glasses ate an ice- 1. joining word/ Easter
e. in the kettle
cream cone. clause/clause December
f. at Easter
c. The horse with a a. and/The child hit 2.
page 104 long tail kicked the the puppy/it ran a. The old man rode
a. where f. when man. away his bicycle to the
b. where g. when d. The old man with a b. and/My leg feels town of Sea
long, gray beard sat sore/my foot is
c. when h. where Lake.
on the seat. bleeding
d. how i. how b. I saw Sam and
e. The rabbit with a c. or/I want you to Joanne in Wattle
e. where j. how fluffy tail dived finish the work/I Street.
page 105 into the burrow. will not help you c. We are leaving
a. on the table f. The lady with d. or/Get that work next Monday
sunscreen on her done/the teacher
b. into the jug morning.
face killed a snake. will keep you in
c. in the park page 118
d. in the oven page 109 e. and/I washed the 1. Answers will vary.
e. to Sally 1. dishes/Sally dried
a. Where do you
them
f. across the a. with fluffy ears live?
playground f. or/We must leave
b. with lots of petals b. What is your
now/we will get
g. under the tree c. on the field name?
wet
h. on the rug d. in the park c. Do you like
g. but/I did not win
pizza?
page 106 2. Answers will vary. the race/I did not
come in last 2.
a. at four o’clock page 112 a. Do you think
b. at eight o’clock h. and/Cows give us
1. milk/sheep give John will come?
c. at nine o’clock a. This is the dog He should be
us wool
d. at eleven o’clock b. I spoke to the here now.
2. Answers will vary.
e. at six o’clock boy b. Where is the cat?
f. at midnight c. I found the ring page 117 I haven’t seen it
1. all day.
page 107 d. I helped the girl
column 1 c. The clouds are
a. with a single blow e. This is the cow
Christmas getting dark. Do
b. in a friendly manner f. The teacher
Monday you think it will
growled at the
c. in silence rain?
boy Sunday
d. at great speed April page 119
g. This is the house
e. in a noisy way Megan 1.
h. The bird flew
f. without fear away Chicago a. I ate peas, chips,
2. Answers will vary. column 2 and bread for
© Teacher Created Resources, Inc. 143 #3620 Grammar Practice—Grades 1–2
 Answer Key (cont.)
lunch. page 124 e. chair page 130
page 119 (cont.) a. stop f. grass 1.
b. On our farm we b. long page 127 a. as busy as a bee
have pigs, cows, c. lose b. as slow as a snail
1.
and horses. d. dry Sports–softball, c. as light as a
c. All trees have e. late feather
football, golf,
leaves, bark, and
f. boy hockey d. as hot as fire
roots.
g. west Colors–yellow, red, e. as wise as an owl
d. At school I play
h. left green, blue f. as cold as ice
volleyball,
Clothing–sweater,
football, tennis, page 125 2. Answers will vary.
shoes, tie, socks
and softball. 1. first a. as green as grass
2. Answers will vary. column/synonym 2.
b. as big as a giant
rock/stone a. drinks
page 120 c. as flat as a rug
sick/ill b. colors
1. Place an d. as strong as an ox
exclamation mark rug/mat c. animals
in each box. fast/quick d. flowers page 131
2. Answers will vary. little/small e. vegetables 1.
page 121 chair/seat f. insects a. ball
1. tidy/neat b. four
page 128
a. “I saw Peter,” 2. c. gate
1.
said Mary. a. start a. strawberry d. boat
b. “We hate getting b. fix e. car
b. teapot
up early,” said c. nap 2.
the boys. c. notebook
d. glad a. one
c. Sam yelled, d. windmill
page 126 b. arm
“Where did Tom e. starfish
find it?” 1. c. ear
f. bulldog
dog d. lock
d. My best friend 2.
table e. net
said, “I will help a. lighthouse
you.” train
b. toothbrush pages 132–135
flower
e. “Betty, come c. popcorn Answers will vary.
bus
here,” cried page 136
Mavis. book page 129
street a. pan 1.
2. Answers will vary. a. statement
cup b. rat
d l a t e b. question
r s t o p 2. c. tap
a. lion c. question
y l o n g d. arm
b w e s t
b. shop d. exclamation
o l e f t e. top
y l o s e c. salt e. statement
f. lips
d. bed 2. Answers will vary.
#3620 Grammar Practice—Grades 1–2 144 © Teacher Created Resources, Inc.