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GRAMMAR COPSuper-fun Reproducible Pages That Give Kids Practice inParts of Speech, Capitalization, Punctuation, and Mor e!by the staff of Storyworks magazine NEW YORK MEXICO CITYTORONTO LONDONNEW DELHI AUCKLANDHONG KONG SYDNEYBUENOS AIRESGrammar Cop Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocop y the activity sheets from this book forclassroom use. No other part of this publication may be reproduced in whole or in part, orstored in a retrieval system, or transmitted in an y form or by any means, electronic, mechanical,photocopying, recording, or otherwise, without written permission of the publisher . For informationregarding permission, write to Scholastic Inc., 557 Broadw ay, New York, NY 10012.Cover design by Gerard FuchsInterior design by Russell BartIllustrations by Jack DesroscherISBN 0-439-51375-8Copyright 2004 by Scholastic Inc.All rights reserved.Printed in the U.S.A.1 2 3 4 5 6 7 8 9 104010 09 08 07 06 05 04Grammar Cop Scholastic Teaching Resources
ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5PARTS OF SPEECHThe Case of the Strange Playground Equipment (Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7The Case of Rapunzel’s Long Hair (Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8The Case of Jack and Jill (Pronouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9The Case of the Old Woman in the Shoe (Pronouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10The Case of a Letter to Old MacDonald (Pronouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11The Case of the Bumbling Cupids (Plural Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12The Apology of Goldilocks (Possessives and Plurals) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13The Case of Mary Had a Little Rooster (Verbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14The Case of the Dog Who Eats Homework (Verbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15The Case of the Cat Food Casserole (Verbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16The Case of the Saxophone Disaster (Adjectives/Adverbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17The Case of the Unexpected Delay (Adjectives/Adverbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18MECHANICSthe case of the missing capital letters (Capitalization) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19The Case of the Fairy Godmother for Hire (Capitalization) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20The Case of Freddy’s Tarantula (Capitalization) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21The Case of Frosty’s Rules (Capitalization) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22The Case of Humpty Dumpty (Contractions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23The Case of the Grumpy Goose (Contractions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Grammar Cop Scholastic Teaching Resources
The Case of the Sick Bookworm (Contractions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25The Case of the Chicken That Crossed the Road (Contractions) . . . . . . . . . . . . . . . . . . . . . . . . . 26The Case of the Wanna-be Superstar (Punctuation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27The Case of the Weary Lunch Lady (Punctuation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28The Three Little Pigs’ Day in Court (Quotation Marks) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29SPELLING & USAGEThe Case of the Frog Prince (Spelling) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30The Case of the Careless Typist (Spelling) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31The Case of the Terrible Tooth Fairy (Spelling) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32The Case of the Missing Rabbit (Spelling) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33The Case of Frosty the Snowman (Homophones) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34The Case of the Cow Who Jumped Over the Moon (Homophones) . . . . . . . . . . . . . . . . . . . . . . . 35The Case of Fabulous Fritz (Homophones) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36The Case of the Big Bad Wolf (Its/It’s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37The Case of the Worried Elf (Their/They’re/There) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38The Case of the Stinky Dragon (Their/They’re/There) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39The Case of the Itsy Bitsy Spider (To/Too/Two) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40The Case of the Surfing Elephant (To/Too/Two) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41The Education of Snow White (Your/You’re) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42The Case of the Unemployed Princess (Your/You’re) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43The Case of the Slimy Aliens (Your/You’re) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44The Case of the Sad Spider (Your/You’re) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45The Case of the Dissatisfied Dog (Your/You’re, Its/It’s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Grammar Cop Scholastic Teaching Resources
IntroductionGrammar Cop has been one of Scholastic Storyworks magazine’smost popular features over the years—and now, we’ve compiled thebest of these super-fun grammar activity pages all in one book!Students will have a blast reading the hilarious adv entures of theirfavorite storybook characters and correcting their mistak es all inthe name of the law—grammar laws, that is. They’ll enforce the rulesof grammar to help the animals in Old MacDonald’ s farm learn thedifference between we and us, teach Mary’s little rooster (not lamb)which verb tense to use, correct the Frog Prince’ s spelling in his letterof apology to the witch, and much more!Inside, you’ll find 40 reproducible activity pages that give studentspractice in parts of speech, capitalization and punctuation,contractions, spelling, and usage. You can make an overheadtransparency of each activity page and work on it together as a wholeclass. Or you can distribute copies for students to tak e home ashomework or to work on when they’re waiting for the rest of the classto finish their work. These activity pages are perfect for reviewinggrammar skills that you’ve already taught or to assess ho w muchstudents have learned.Enjoy!Grammar Cop Scholastic Teaching Resources5
Name: Date:NounsThe Case of the Strange Playground EquipmentBuild a roller coaster for the schoolplayground? Find out what the SuperRiders Construction Team thinks aboutthis highly unusual request!Directions: Underline all the nouns in the letterbelow. Then go back and circle the proper nouns.Dear Principal Billsley,It’s very unusual for my company toreceive a letter like the one you sent. We’venever built a roller coaster in a school’sbackyard before. We’re thrilled for theopportunity!The Super-Riders Construction Team has taken a look at the plans you included withyour letter. It’s a shame you used a crayon. The ideas you drew on the school picture were hardto read. But we liked what we saw. As you wrote, the second loop will require demolishing theschool cook’s cafeteria. I hope she w on’t mind.Of course, every good roller coaster needs an e xciting name. I’m not sure yoursuggestion, the “Kara Has Cooties Coaster,” is appropriate. What about the “MultiplicationShocker” or the “Research Report Terror”? That’s sure to the get the kids e xcited.One more thing: just between us, you should w ork on your spelling. And your signaturelooks like a kid wrote it!I think this will certainly help Pick ens Elementary with the three R’s of a greateducation: reading, writing and rides! If you e ver think about expanding, let us know.We build great water parks.Sincerely,Tim Showtime, manager6Grammar Cop Scholastic Teaching Resources
Name: Date:NounsThe Case of Rapunzel’s Long HairRapunzel desperately needs to get her hair done for the ball. Can she find someoneto help her?Directions: Underline all the nouns in the letter belo w. Then go back and circle the proper nouns.Dear Hair Innovations,I need someone to do my hair for the Ro yal Ball! I’ve tried everyone else. The hairdresserat Cute Clips fainted when he saw me. The shampoo boys at Fine Styles quit their jobs as soon asI walked in the door. Please, you must help.You’ve probably heard of me. My name is Rapunzel. When I was young, a wicked witchnamed Wanda kidnapped me and put me in a huge, tall to wer. There were no stairs, so she mademe grow my hair really long so that she could use it as a ladder . And let me tell you, ever since,my hair has been impossible to manage.The witch simply doesn’t care how my long, golden locks look. She’s very cheap. Doesn’tshe realize that with 100 feet of hair I need more than just one bottle of F airytale Shampoo aweek? I don’t think she expected this extra expense when she put me up in this room.I have another problem. My date to the ball, Prince Charming, has been secretly climbingup my hair too. Sometimes he for gets to take off his boots. And even worse, he sometimes doesn’twipe his feet! Gross! Some bo ys justdon’t understand women.Please say you can help. I needthe latest style, and I ha ve to wear myhair up off my shoulders. OtherwiseI’m sure King Phillip and the otherdancers will get tangled in it. Thatcould be painful.Sincerely,RapunzelGrammar Cop Scholastic Teaching Resources7
Name: Date:PronounsThe Case of Jack and JillJill wants to explain what really happened whenshe and Jack went up the hill. But she doesn’tunderstand the difference between he and him.Can you help her?Directions: The word he or him belongs in each of thespaces below. Choose the correct word and write it in.It was all Jack’s fault. I didn’t even want to go withup that hill. Everyone knows thatis a troublemaker. is always teasing Maryabout her lamb. But begged me to go with. Frankly, I think has a crush on me.and I went up the hill. At first we werehaving a fine time chatting about basketball, my favoritesport. It was after the pail was full of water thatand I got into trouble. startedflicking me with water. I asked to stop, butkept flicking away. is veryimmature. I reached over and tried to grab the pail from. got mad and jerk ed his arm away.The water spilled all over and me, and westarted to fall. Suddenly, we were both tumbling down thehill. The pail kept hitting in the head on theway down. That’s why got hurt and I didn’ t.Frankly, I would say deserved it!8Grammar Cop Scholastic Teaching ResourcesGrammar Cop’s CluesHe and him are both personalpronouns. You use both ofthem as a substitute forsomeone’s name. The key isknowing when to use he andwhen to use him. Here aresome nifty tricks to help youget it right: He is the subject of asentence or a clause. He isused at the beginning of asentence and right before averb. (Example: He won thedance contest. When the winnerwas announced, he jumpedfor joy.) Him is the object of asentence or a clause. Him islikely to be at the end of asentence and after a verb ora preposition. (Example:Richard called. I told him Iwant to take dancing lessonsfrom him.)
Name: Date:PronounsThe Case of the Old Woman in the ShoeThe Old Woman in the Shoe is thinking about moving to anew home, but she doesn’t know the difference between Iand me. Can you help?Directions: The word I or me belongs in each of the spacesbelow. Choose the correct word and write it in.Do you know ? am the oldwoman who lives in a big shoe. They say I have so manychildren, don’t know what to do. Actually,know exactly what to do. I’m selling the shoeand moving! Do you want to buy a great house? BelieveGrammar Cop’s Clues, will make you a good deal.I and me are both personalpronouns. You use them as asubstitute for someone’s name.Here are some nifty tricks tohelp you remember when to useeach one:My children and have been living inthis shoe for years. It w as fun at first. When they werelittle, they all fit in the heel and could k eepan eye on them. When they got bigger, the girls drovecrazy, swinging on the laces, pretending the ywere Tarzan. The boys liked to bodysurf down the tongueand dive off the toe. Scared to death! Andmust say, every year it’s a tighter fit.Next year, will send six of them tocollege. As for , am thinkingabout a simpler life. Maybe I’ ll move to a little sneakerin San Francisco. Or a sandal on the beach in Florida.Between you and , this house needs alittle fixing up, but it has a lot of heart and sole! I is the subject of a sentenceor a clause. I is used at thebeginning of a sentence andright before a verb. (Example:I like to go to school. In school,I hang out with my friends andhave fun.) Me is the object of asentence or a clause. Me islikely to be at the end of asentence and after a verb ora preposition. (Example: Myfriend asked me to help him withthe homework.)Grammar Cop Scholastic Teaching Resources9
Name: Date:PronounsThe Case of a Letter to Old MacDonaldThe animals in Old MacDonald’s farm are quite upset.So they wrote a letter to Farmer MacDonald.Understandably, they don’t know the difference betweenwe and us. Can you help them?Directions: In each of the underlined w ord pairs,circle either we or us.Dear Farmer MacDonald,All these years we/us animals have lived happily on(1)your farm, moo-mooing here and cluck-clucking there,oink-oinking here, and neigh-neighing there. It is w e/us(2)who have put this farm on the map. We/Us have put your(3)song at the top of the nursery school charts. W e/Us have(4)made you a household name. And what has it gottenGrammar Cop’s Clueswe/us? A big, fat nothing! You have not given we/usWe and us are both personalpronouns. Read these clues tohelp you know when to useeach one:(6)(5)animals one dime.We/Us animals are fed up, Mr. MacDonald. It’s(7)time for we/us to get our fair share. Do you think w e/us(8)(9)animals should go right along mooing and neighing andoinking and clucking for free? We/Us say, “ee-I-ee-I-No(10)Way!”Our agent will be contacting you ne xt week.Sincerely,Mary O’Mare, the horseBarb Bovino, the cowSid Swine, the pigChuck Fowler, the chicken10 We is the subject of asentence or a clause. We isused at the beginning of asentence and right before averb. (Example: We had a greattime at the beach this summer.) Us is the object of asentence or a clause. Us islikely to be at the end of asentence and after a verb ora preposition. (Example: Ourmom took us out for dinner theother night.)Grammar Cop Scholastic Teaching Resources
Name: Date:Plural NounsThe Case of the Bumbling CupidsBig Boss Cupid wrote this memo to America’s Cupids.But he’s confused about plurals. Can you help?Directions: For each pair of underlined w ords, circle thecorrectly spelled plural noun.TO:FROM:America’s CupidsBig Boss CupidThis Valentine’s Day, there will be 200Cupids/Cupides flying around the skys/skies. You will be(2)(1)shooting your arrows/arrowes to bring love and happiness to(3)lucky couples/couplese.(4)Please be careful. A few years ago, a Cupid (who shall remain nameless) accidentally shota walrus, causing her to fall madly in love with Leonardo DiCaprio. These kinds of terriblemistakes/mistaks give all of us a bad name. Do you kno w how long it took to get that w alrus off(5)the set of Titanic?We must avoid these disasters/disasteres in the future. Here are some tipp s/tips to help you.(7)(6)1. Practice your landings/landinges. Avoid slippery rooves/roofs. No one likes to see a(9)(8)naked Cupid falling into bushes/bushs or mailboxs/mailboxes.(10)(11)2. Sharpen the points/pointes of your arrows. A dull arrow is likely to bounce right offyour target.(12)3. Wear your glasses/glassess. If you can’t see clearly, how can you be sure you’re(13)shooting the right person? Glasses also protect you from getting fly s/flies in your(14)eyes/eyies.(15)These simple rules will help mak e this the best holiday ever!Grammar Cop Scholastic Teaching Resources11
Name: Date:Possessives and PluralsThe Apology of GoldilocksGoldilocks feels guilty about messing up the homeof the three bears. She wants to make it up to them.But she doesn’t understand the laws of possessivewords. Can you help her?Directions: Wherever you see a blank line, decide whetherthe word needs an ’s, an s’ or a plain s. Write your answeron the blank.Dear Mama Bear, Papa Bear, and Baby Bear,I owe you guy an apology. I didn’t mean toGrammar Cop’s Cluesget my germ all over everyone porridge andRemember these basic laws ofbreak Baby Bear chair. I didn’t say to myself, “Ipossessives and plurals:think I’ll head to the bear cottage and mess up their Singular possessive (’s): Use’s when you want to show thatstuff.” I had been hiking through the w ood ,something belongs togathering rock for my science project. I had stuf fedsomeone or something.all the rocks into my jumper pock et. When I sat(Example: That is Bozo’s clowndown in Baby Bear chair, the rock weight causedwig.)me to crush the chair. Plural possessive (s’): Use s’when something belongs toTo make it up to you, I w ould like you to comemore than one person.to my family house for dinner. I have a new chair(Example: Those are the clowns’for Baby Bear. (I used all my baby-sitting mone y topay for it.) Please let me kno w if you can come.wigs.) Plural noun (s): Use a plain sLove,when you simply want to showGoldilockssomething. (Example: There areP.S. I’ll be serving some of my parent homemadelots of clowns in town. They areall wearing wigs.)honey.12that there is more than one ofGrammar Cop Scholastic Teaching Resources
Name: Date:VerbsThe Case of Mary Had a Little RoosterIt seems that Mary didn’t just have a little lamb. She hada rooster as well. And he’s mad! He wants to tell us why he’sso angry, but he doesn’t know how to use verbs correctly.Can you help him?Directions: Circle the correct verb from each underlined pair.Mary had a little roosterWith a very clever mind.And everywhere that Mary wentThe rooster was left behind.I bet you’ve never heard/hearing that verse(1)before. Do you know why? It’s because that silly lambgets/get all the attention. Maybe if I had “fleece as white as sno w” then everyone would(2)sing/sang about me. But I i s/am just a plain rooster with a flabby red w attle. I guess Mary(3)(4)thinks/thinking white and fluffy is better than red and flabby. I guess she likes/liking a whiny(5)(6)little “baahhhh” more than a bold “cock-a-doodle-doo.” Maybe she’s never heard/hearing the(7)words “lamb chop”!You think I didn’t try/tried to follow her to school one day? I trie d/try all right. And you(9)(8)know what that little lamb d o/did? He tripped me so I fel l/fall down the hill that gave Jack and(10)(11)Jill their problems. By the time I got to school, that lamb w as there. He got sen t /send to the(12)principal’s office. I bet they were afraid that lamb w ould give/giving everyone lice.(13)I’ve never hearing /heard of a rooster with lice, ha ve you? Why doesn’t anyone(14)write/writing a song about that?(15)Grammar Cop Scholastic Teaching Resources13
Name: Date:VerbsThe Case of the Dog Who Eats HomeworkMolly the Mutt has something shocking to tell, butshe doesn’t know which verbs to use. Can you help?Directions: For each pair of underlined w ords,circle the correct verb.From the Desk of Molly the MuttDear Teachers,The first thing I want / wants to say is that(1)I’m sorry. Sort of.Let me explain. I’m sure there are timeswhen a student come / comes to class without his or(2)her homework. You patiently ask / asks where it is, and your(3)student reply / replies, “The dog ate it!” You tend to think that your student has / have a big(5)(4)imagination and is just making up a story . Well, it’s all my fault. I confess / confessing.(6)I, Molly the Mutt, eat / eats homework. And lots of it. I tra vel / traveling from state to(7)(8)state, house to house, devouring homework.I’m not picky. I’ll eat anything I can get / gets my paws on. I like / likes essays,(9)(10)vocabulary lists, even math workbooks. Dog food is / are just not interesting to me an ymore.(11)There is nothing better than a hearty meal of note cards from a 4th-grade oral report on Geor geWashington. Though I’d have to say my most f avorite treat was / were Karl Butler’s book reporton Green Eggs and Ham. That was so tasty, so delicious!(12)So the next time your student show / shows up in class with a scrap of torn notebook(13)paper covered in slobber, I’m responsible.Catch me if you can!Sincerely,Molly the MuttP.S. I even started to eat this letter after I typed / typing it!(14)14Grammar Cop Scholastic Teaching Resources
Name: Date:VerbsThe Case of the Cat Food CasseroleWould you feed your family cat-food casserole?Not on purpose, maybe. Read this confession froma budding chef.Directions: On each blank line, write the past tense formof the verb that appears below it. We did the first one for you.I think that last night my f amily ate cat food(eat)for dinner. And, I think it was my fault. Here’s what:(happen)My dad was making tuna casserole. He had already the celery ,(slice)the onion, and the noodles when the phone .(chop)(cook)(ring)I that I would finish making dinner while he on the phone.(talk)(whisper)I had, after all, my parents mak e tuna casserole hundreds of times. “Just lea ve it to(watch)me,” I .(say)I a can of tuna from the cupboard abo ve the sink and its(grab)(dump)contents into a casserole dish along with e verything else. Then I it all together and(mix)it in the oven. My family the casserole, and I(feel)(love)(stick)very proud of myself!I still feeling proud this morning when my mom me to(am)(ask)feed our cat, Benjamin. “There’s one can of cat food left. It’ s in the cupboard above the sink,” shesaid. But when I the cupboard, I not see an y cat food. All I(open)(do)was one can of tuna fish. One can of tuna fish that exactly the(is)(see)same shape and size as the can I had into last night’ s casserole .(empty)So, do I tell them that the y cat food? It’s not like the cat food(eat)them in any way. I think it might be better for e veryone if I keep the truth to(hurt)myself. Or maybe I’ll share it with Benjamin, as I feed him the lefto ver casserole.Grammar Cop Scholastic Teaching Resources15
Name: Date:Adjectives/AdverbsThe Case of the Saxophone DisasterOops! Marcia’s big mistake got her kicked out of the school band. But was it really her fault?You decide.Directions: Circle all the adjectives andunderline all the adverbs in the letter below.Dear Mom and Dad,I have a little problem. Mr. Willissuddenly kicked me out of the band. Hecalled me a troublemaker. But it’s all a bigmistake! Here’s the whole story:Remember last Friday when you toldme to thoroughly clean my closet? Well, whatI didn’t tell you is that while I w as cleaning, Ilost dear Zippy. I took her out of her cozy tank so shecould keep me company. But I must have lost her in mycloset. You have repeatedly told me my closet isridiculously messy. And you’re right. You wouldn’t believethe crazy stuff I found in there! Do you remember thatpepperoni pizza we couldn’t find? And Dad, are youmissing some fuzzy, purple slippers?Anyway, I never found poor Zippy. I figured shewas slithering happily in the closet. I thought I w ould findher eventually. Snakes like pepperoni pizza, right?So I went to the recital. We started playing“Oops I Did It Again.” Suddenly the girl next to mescreamed loudly. Zippy was sticking her little, green headout of my saxophone! I swear she w as dancing. The restof the band was not charmed, and they quickly ran off thestage. Mr. Willis closed the front curtain. He angrily toldme I was fired from the band!Do you think Mr. Willis will forgive me? And whatabout Zippy? That snake’s got some serious groove! Doyou think she can audition for the ne xt American Idol?Grammar Cop’s CluesRemember these simple rulesabout adjectives and adverbs: An adjective describes a nounor a pronoun. It might tellwhat kind, which one, or howmany. (Example: Mr. Beanbought those delicious red applesfor us.) An adverb describes a verb,Your sorry daughter,Marcia16Grammar Cop Scholastic Teaching Resourcesan adjective, or anotheradverb. Many adverbs endin -ly. (Example: We tiptoedquietly past the sleeping dog.)
Name: Date:Adjectives/AdverbsThe Case of the Unexpected DelayWill the Gingerbread Man’s delicious new house ever be completed?Not if the hungry workers can help it!Directions: Circle all the adjectives and underlineall the adverbs in the letter below.Dear Mr. Gingerbread Man,We have some bad news. The bigadditions you asked us to build on yourgingerbread house haven’t been going asoriginally planned. Something strange ishappening. Please let me humbly e xplain.You must know that coconutlollipops, sticky Snickers bars, and giantcandy canes are not normal materials forbuilding a new bedroom. But when I ask ed my loyalemployees, they said that they would joyfully welcomethe unusual challenge. Big Tony was especially excited.He even started anxiously licking his lips.On the first day of work, I noticed that we wereusing up purple gumdrops faster than I’d expected. Andthe order I had placed for giant ja wbreakers was short bynearly a hundred. Then the huge crate of red licorice wewere using for the inside w alls disappeared!Suddenly my favorite workers are regularly callingin sick. Heavy Hank told me he had se venteen cavities.He’s going to be out for a week getting themprofessionally drilled. Chubby Chuck has gotten sochubby that he fell through the graham-crack er roof. Idon’t know what’s happening to them. Maybe the y needmore physical exercise.Please, just give us more time. We’ll quickly do awonderful job.Sincerely,Do-It-All Builders, Inc.Grammar Cop’s CluesRemember these simple rulesabout adjectives and adverbs: An adjective describes anoun or a pronoun. It mighttell what kind, which one, orhow many. (Example: My twobest friends gave me the mostwonderful surprise ever!) An adverb describes a verb,an adjective, or anotheradverb. Many adverbs endin -ly. (Example: I quicklyfinished my homework so Icould watch TV.)Grammar Cop Scholastic Teaching Resources17
Name: Date:Capitalizationthe case of the missing capital lettersThe person who wrote this letter didn’t reallyunderstand the laws of capital letters. Can you helpfind the mistakes?Directions: Circle the letters that should ha ve beencapitalized. (Hint: There are 20 mistakes.)Dear cinderella and Prince Charming,there must be a terrible mistak e! the stepsistersand I have not yet received an invitation to yourwedding. i keep telling the stepsisters that theGrammar Cop’s Cluesinvitation will arrive soon. i’m getting worried that ourRemember these basic laws ofinvitation got lost. i hear you often ha ve problemscapital letters:with the unicorns that deliver the palace mail.I’m sure you intend to invite us! After all, you Names: Always capitalizesomeone’s proper name.were always my special favorite. How i spoiled you! i(Example: Gina, Kenneth,let you do all the best chores around the house. areyou still mad about that trip to disne y world? i don’tknow how we could have forgotten you! anyway,Terrence) Places: Always capitalize thename of a town, city, state,florida is too hot in the summer.or country. (Example: I live inso cinderella dear, please send along anotherOrchard Beach, California, whichis in the United States.)invitation as soon as you can. i kno w how busy youare in your new palace! if you need an y cleaning help, I: Always capitalize the letteri can send one of your stepsister
Grammar Cop has been one of Scholastic Storyworksmagazine's most popular features over the years—and now, we've compiled the best of these super-fun grammar activity pages all in one book! Students will have a blast reading the hilarious adventures of their favorite storybook characters and correcting their mistakes all in
