Intermediate

Print these Lexia Skill Builders® to use as pencil and paper practice activities that will reinforce and
extend skills acquired online.
PowerUp # of
Strand Description
Level pages
3 Grammar Compound Sentences 14
4 Grammar Complex Sentences 12
5 Grammar Clauses 13
Total 39
Printed by Class Demo

This material is a component of Lexia Reading® www.lexialearning.com © 2023 Lexia Learning LLC, a Cambium Learning® Group company
Reproduction rights for Lexia Demo District for use until April 26, 2024.
Grammar
Name: Level 3
A. Prepositions begin phrases that answer where or when Underline the prepositional phrase in each
sentence. Decide if it answers when or where.
1. She stowed the life jackets below the deck. when / where
Primary Standard: CCSS.ELA-Literacy.L.3.1i - Produce simple, compound, and
Supporting Standards: L.3.1, RF.3.4, L.3.1a, L.3.4a, RF.3.4a, L.3.1b, RF.3.4c,
2. We went to the film after dinner. when / where
3. Gianna lost her notebook in Spanish class. when / where
4. The band will perform on weekend afternoons. when / where
5. Did the dance end at ten o’clock? when / where
6. They just rented the house up the street. when / where
7. Will you repair my glasses before my driving test? when / where

L.3.1e, L.3.1f, L.3.1h
complex sentences.
8. The children love to wade through puddles. when / where
9. Do not bring messy foods to book club! when / where
10. The clouds are swirling above the lake. when / where
B. Sort the words into two lists: regular plural nouns and irregular plural nouns. Remember that irregular
plural nouns change their spelling from the singular form and may not add -s or -es.
women monsters batches people

desks foxes geese computers
feet oxen glasses mice
This material is a component of Lexia Reading® www.lexialearning.com
Regular Plural Nouns Irregular Plural Nouns

© 2023 Lexia Learning LLC, a Cambium Learning® Group company
Printed by Class Demo.
★ On the back, use each irregular plural noun in a sentence.
Lexia Skill Builders® page 1

Grammar
Name: Level 3
C. A simple subject is the one word that tells who or what the sentence is about. Underline the simple
subject of each sentence. Then, write the correct form of the verb
1. The antlers sit atop the elk’s head. (sits, sit, sitting)
2. The older students young children on Fridays. (tutors, tutor, tutoring)
3. Did the wolf onto the tall ledge? (climbing, climbs, climb)
4. That last baby tooth quite wiggly. (seems, seeming, seem)
5. The library shelves many new books. (contains, contain, containing)
6. The banana bread for forty minutes. (baking, bake, bakes)
7. Could a mouse an entire wedge of cheese? (eats, eating, eat)

L.3.1e, L.3.1f, L.3.1h
complex sentences.
8. Leaves to the ground each autumn. (tumbling, tumbles, tumble)
9. The benches the walls of the room. (line, lines, lining)
10. Busy students on their laptops. (typing, types, type)
Decide if each subject and verb match in number. Circle yes or no. If they do not match in number, write
a new sentence with the correct form of the verb.
11. Boats travels. Yes / No Boats travel.

12. The sprinters stretch. Yes / No
13. Oxen munches. Yes / No

14. Babies crawl. Yes / No

15. Scarves billow. Yes / No
16. An elephant trumpets. Yes / No
17. Children chat. Yes / No
18. The mice hides. Yes / No
19. A man ponder. Yes / No

20. The crackers spill. Yes / No
★ On the back, add prepositional phrases that answer where to sentences 11 to 15.

Grammar
Name: Level 3
D. Write the missing forms for each verb. Past tense forms usually end in -ed. Future tense forms usually
have the word will before the verb.
Past Tense Present Tense Future Tense

begged beg or begs will beg

loved
will join
called
will celebrate
clean or cleans
mended
L.3.1e, L.3.1f, L.3.1h
will pretend
complex sentences.
open or opens
danced
Use a form of each verb from the lists above to complete the sentences.
1. Ahmad the band last October.
2. Many years ago, people always their own torn socks.
3. They Isabel’s first birthday next week.
4. The pups for food each night during dinner.

5. Tomorrow morning I the doctor to make an appointment.
6. The shop at nine o’clock every weekday.
7. We the room before the party tonight.
8. I used to despise bananas, but now I them.
9. As youngsters, the 90-year-old twins often to be each other.

10. I in my final ballet recital a week from today.
★ On the back, write sentences with the past and future tense forms of jump, look, and end.

Grammar
Name: Level 3
E. A
dverbs describe verbs, adjectives, and other adverbs. They answer how, when, where, or to what
degree. Read each sentence, and write the adverb that answers the question.
1. The young child bowed respectfully before the queen. (often, somewhere, respectfully)
(how?)
2. I sped from Green Park to Victoria. (swiftly, underground, regularly)

(where?)
3. Morgan was full after dinner last night. (completely, accidentally, first)
(to what degree?)
4. The book club meets at the local pizza place. (freely, regularly, upstairs)
(when?)
5. Remember to paddle on that stretch of river! (upstream, swiftly, first)

(how?)
L.3.1e, L.3.1f, L.3.1h
complex sentences.
6. Our grades are updated on the class website. (enough, weekly, here)
(when?)
7. I was impressed by my sister! (then, openly, quite)

(to what degree?)
8. Are you going next month? (bravely, away, daily)

(where?)
Write in the adverb that matches the information given and best completes the sentence.
quickly carefully effortlessly lazily
9. Silas walks . Silas is on a big patch of slippery ice.

10. Silas walks . Silas is late for his first day on the job.
11. Silas walks . Silas just woke up and is still tired.
nervously loudly quietly gracefully
12. Ayan laughs . Ayan is hanging out with his friends.
13. Ayan laughs . Ayan is about to give a speech.

14. Ayan laughs . Ayan is reading in the library.

★ On the back, complete Silas walks and Ayan laughs with adverbs that answer when.

Grammar
Name: Level 3
F. C
oordinating conjunctions join two words, phrases, or sentences together. Fill in the acronym
BOYFANS with the seven coordinating conjunctions. They are listed upside down at the bottom
of the page if you need any help!
B O Y F A N S
Underline the coordinating conjunction in each compound subject (see example in #1). Then, write in
the compound predicate that best completes the sentence.
Compound Predicates
checks and adjusts the splint grew and blossomed will wash and wax your car
inched along and stopped heated and cooled leaked and flooded
prepped and cooked run or lift at practice hiked or swam each evening
L.3.1e, L.3.1f, L.3.1h
heated and cooled

complex sentences.
1. The rice pudding and mooncakes .
2. The nurse or the doctor .
3. Your brother or I .
4. Campers and adults .
5. The chef and his assistant .
6. Bushes and trees .
7. The shower or the sink .

8. The coach and her team .

9. A snail and a slug .
10. W
rite a sentence with a compound subject joined by the coordinating conjunction and.
11. Write a sentence with a compound predicate joined by the coordinating conjunctio or.

Grammar
Name: Level 3
G. C
ircle the clauses (sentences) in the table below. Remember that a clause has a subject and a
predicate. A phrase is missing a subject or a predicate or both.
drinks tea with milk I like popcorn could not believe it

pens write and draw the ball and top spun ants move quickly
one and one make two sat on a park bench a hammer and nails
she picked me tractors pull easily some dogs swim
Write in the clauses (sentences) from above. Remember to use correct punctuation and capital letters.
Then, divide each clause (sentence) between the complete subject and the complete predicate.
1. I / like popcorn.
2.
L.3.1e, L.3.1f, L.3.1h
3.
complex sentences.
4.
5.
6.
7.
8.
Turn the four phrases from the table into logical complete sentences by adding a subject or predicate.
Remember to use correct punctuation and capital letters.
9. My stepfather drinks tea with milk.

10.
11.
12.
Write your own example of a phrase. Explain why it is a phrase.
Example:
Why is it a phrase?
★ On the back of this page, turn your phrase into a complete sentence.

Grammar
Name: Level 3
H. Combine each pair of simple sentences into one compound sentence. Use the suggested coordinating
conjunction to join the sentences. Remember to use correct punctuation and capital letters.
1. darrell and kevin could not open the door / they left the house / so ê
Darrell and Kevin could not open the door, so they left the house.
2. my cousin loves bananas / she does not like banana bread / but ê
3. the actors will perform in Toronto / they will perform in Vancouver / or ê

L.3.1e, L.3.1f, L.3.1h
complex sentences.
4. fatima and carly are thrilled / they are running a marathon in May / for ê
5. I dislike spring / I cannot wait for this winter to end / yet ê
6. next year the band will go on tour / it will add a new member / and ê
7. those children like basketball / they play all the time / so ê

8. the horse jumped over the fence / it ran into the barn / and ê
★ On the back, rewrite sentences 2 and 7 in the past tense.


Grammar
Name: Level 3
I. Combine the three simple sentences into one longer simple sentence. Keep the adjectives in the order
they appear. Remember to use correct punctuation and capital letters.
1. the boxes are large / the boxes are green / the boxes are broken ê
The large green boxes are broken.
2. the statue is imposing / the statue is marble / the statue is intact ê
3. the bread is sliced / the bread is wheat / the bread is stale ê

L.3.1e, L.3.1f, L.3.1h
complex sentences.
4. the book is worn / the book is old / the book is dusty ê
5. the earrings are beautiful / the earrings are pearl / the earrings are lost ê
6. the cattle are enormous / the cattle are Australian / the cattle are exhausted ê
7. the scarves are soft / the scarves are red / the scarves are warm ê
8. the horse is large / the horse is white / the horse is fast ê
★ On the back, change the seven sentences above into questions, such as Are the large green boxes broken?
Remember to add question marks.

Grammar
Name: Level 3
Commas are used:

• between two complete clauses or sentences Meg can ski, but she cannot snowboard.
ê
• after a prepositional phrase that begins a sentence and has five words or more Below ê
the fluffy white clouds, a large bird flew.

• between words in a series Penguins, birds, and seals live in Antarctica.

ê
J. Add commas in the correct places. Mark why the commas were added. Some sentences will need more
than one comma and one mark. Some sentences will not need commas.
After a Long Between a

Between Two Comma Not
Sentence Prepositional Series of
Clauses Needed
Phrase Words
1. He needed help,so he asked a

teacher for support. W
L.3.1e, L.3.1f, L.3.1h
complex sentences.
2. My uncle or I will be at the game.
3. She likes grapes oranges

and apples.
4. I n the old haunted house a bat

flew through the halls.
5. Yesterday I danced and sang.
6. I will go to the tennis match for I

love to watch the sport.
7. F rance Spain and Italy are in Europe

but China is in Asia.
8. T
he pens markers and maps are on
your desks.
9. Below the rickety wooden desk a

mouse nibbled some cheese.
10. Todd and Lil swam in the clear

ocean water.
11. He forgot eggs yet he picked up

bread milk and cheese.
12. Will you go to lunch at the

inn today?
★ On the back, write three sentences. Each should contain a series of words and use commas.

Grammar
Name: Level 3
K. Order each set of words and phrases to make a sentence. Then, write whether the sentence is simple
or compound (two simple sentences joined with BOYFANS).
1. the rug * for * spilled on it * the coffee * became stained ê

The rug became stained, for the coffee spilled on it.
Is the sentence simple or compound? compound
2. toast eggs and fruit * for breakfast * will eat * we ê

L.3.1e, L.3.1f, L.3.1h
complex sentences.
Is the sentence simple or compound?
3. will send the letter * may still be late * I * but * it ê
4. so * is not feeling well * the dog * my mother * will take it to the vet ê
5. above the beautiful brick fireplace * placed a silver mirror * he ê

★ On the back, write each compound sentence as two separate simple sentences. ê The rug became
stained. The coffee spilled on it.

Grammar
Name: Level 3
L. U
se words and phrases from the table below to create new sentences from this simple sentence.
My aunt lives.
she enjoys surfing charming

in the morning happily in northern California
1. Add an adjective that describes my aunt. Write the new sentence.
2. Add an adverb to the new sentence that tells how my aunt lives. Write the new sentence.
L.3.1e, L.3.1f, L.3.1h
complex sentences.
3. Add a prepositional phrase that tells where my aunt lives. Write the new sentence.
4. Replace the complete subject with a subject pronoun. Write the new sentence.
5. Replace the complete predicate. Write the new sentence.

6. Add a prepositional phrase at the end of the sentence that tells when. Write the new sentence.
★ On the back, make simple sentence 6 compound by adding the coordinating conjunction but and another simple
sentence.

Grammar
Name: Level 3
M. U
se words and phrases from the table below to create new sentences from this compound sentence.
My father walked, but my sister jogged.
yet on the track and my cousin

or sprinted briskly they
1. Add a phrase to make my father a compound subject.
2. Add a phrase to make jogged a compound predicate. Write the new sentence.
L.3.1e, L.3.1f, L.3.1h
complex sentences.
3. Replace the first complete subject with a subject pronoun. Write the new sentence.
4. Add a prepositional phrase at the end of the sentence that tells where. Write the new sentence.
5. Add an adverb to describe how they walked. Write the new sentence.
6. Replace the coordinating conjunction but with another that has a similar meaning.
Write the new sentence.
★ On the back, write compound sentence 6 as two separate simple sentences.

Grammar
Name: Level 3
N. F
irst, follow the Before You Read steps. Then read the passage aloud, keeping the As You Read tips in mind
to build your fluent reading skills. When you are ready, read to a teacher or record yourself reading.
Before You Read As You Read

1. Note any challenging words or phrases. Ask 1. Pay attention to punctuation.

for help, if needed. 2. Group words into meaningful chunks.
2. Highlight punctuation marks. 3. Read with expression.
Lightning Safety
When lightning strikes, its electricity can kill animals and people.
That is why you and your pets should never be outside during a
L.3.1e, L.3.1f, L.3.1h
complex sentences.
thunderstorm. If you hear thunder rumbling when you are outside,
what should you do? Find shelter quickly!
The safest shelter is a building that has plumbing or electric wiring.
If lightning strikes, electricity will travel through the metal pipes or
wires instead of your body. Do not touch any handles, pipes, or wires
during the storm. Also, stay away from electrical outlets.

If there is no nearby building, you can seek shelter inside a car or other
vehicle. The vehicle must have a metal roof. Make sure the doors and
windows are closed. Don’t touch the metal parts of the vehicle.
If lightning strikes, the vehicle will probably be damaged or destroyed.
continued on next page

Grammar
Name: Level 3
But you will be protected.

If a thunderstorm is starting, do not stay in a swimming pool or stand
under a tree! It is never safe to be outside during a thunderstorm. The rule
to remember is, “When thunder roars, go indoors!”
O. C
heck your understanding by answering the questions in the space provided.
L.3.1e, L.3.1f, L.3.1h
1. According to the text, what kind of shelter is safest during a thunderstorm?

complex sentences.
2. What is likely to happen if lightning strikes a vehicle you are in?

3. What two places does the author mention as ones to avoid during a thunderstorm?


Grammar
Name: Level 4
A. F
or each phrase below, write what is missing: subject, predicate, or both. Add the missing part(s) to
the phrase to make it a complete sentence. Remember to use correct punctuation and capital letters.
Phrase What Is Missing? Complete Sentence

Primary Standard: CCSS.ELA-Literacy.L.4.1f - Produce complete sentences,
predicate The hungry dog barks.

Supporting Standards: L.4.1, L.4.6, RF.4.4, L.4.2, RF.4.4a, L.4.2c, RF.4.4c,
1. the hungry dog
2. chomped apples
recognizing and correcting inappropriate fragments and run-ons.
3. the snake’s venom
4. behind me
5. slept all day
6. into the sunset
Circle the phrases in the word box below. Remember that a phrase is missing a subject or a predicate or
both. A clause has a subject and a predicate.
L.4.1e
on the train jubilant children bees distribute pollen roses bloom
doors creak we ate avocados dance all night Ben and Tyrese
pens and pencils climbing the tree on the track on the next exam
Add a subject and/or predicate to each phrase you circled to make it a complete sentence. Underline
the subject and circle the predicate. Remember to use correct punctuation and capital letters.
7. Jenna rides on the train.

8.
9.
10.
11.
12.
13.
14.
★ On the back, list 3 subjects from your sentences and change them into subject pronouns. Do the same for
3 objects and change them into object pronouns.

Grammar
Name: Level 4
B. Circle all of the prepositional phrases you find in the paragraph below. Hint: There are 7. Then, answer
the questions using prepositional phrases.
The blobfish has been named the world’s most ugly animal. It swims well below the
ocean top and glides along the sea bottom. Its grim smile, slimy skin, and spineless body
scare even brave divers back to the top. The blobfish moves around with the current,
but it can get stuck between the ocean floor and low hanging nets. So, be careful when
you pull mesh into your ship. You might get an ugly surprise inside your nets!
1. Where does the blobfish swim?
2. Where does the blobfish glide?
3. Where do scared divers go?
4. Where does the blobfish move?

L.4.1e
5. Where can the blobfish get stuck?
6. Where do you pull that mesh?
7. Where is that ugly surprise?
Remember, compound sentences are clauses joined by a coordinating conjunction (think BOYFANS).
Coordinating conjunctions join two words, phrases, or sentences together. Find and underline 5
coordinating conjunctions in the paragraph above. Then, draw a line between the coordinating
conjunction and its purpose.
But show contrast that logically follows the preceding idea

Or add one idea to another
Yet indicate effect
For show contrast
And present an additional negative idea
Nor present an alternative

So explain cause
★ On the back, write 3 sentences containing a coordinating conjunction.

Grammar
Name: Level 4
C. A complex sentence is different from a compound sentence. A complex sentence has two clauses
connected with a subordinating conjunction. Read each sentence, and choose the subordinating
conjunction that answers the question.
1. Kisbel brushed her teeth even though she was tired. (why, that, even though)
(under what condition?)
2. Selena can go she likes. (so, because, wherever)

(to which location?)
3. Flowers will grow they don’t have enough water. (so, as if, unless)
4. Turtles will leave they can lay eggs. (why, so that, after)
(for what reason?)
L.4.1e
5. I will go to the concert I love that music. (because, even if, whether)
(for what reason?)
6. She ran she had wings on her feet. (wherever, in order that, as if)
Sort the following subordinating conjunctions based on what they indicate in a sentence.
Subordinating Conjunctions
when even though unless where because

so after in order that wherever as if
At Which Under What For What For What To Which

Time? Condition? Purpose? Reason? Location?
★ On the back, write 2 different complex sentences using subordinating conjunctions from the list above.

Grammar
Name: Level 4
D. A
n independent clause has a subject and a predicate. A dependent clause has a subject, predicate,
and subordinating conjunction. A dependent clause cannot stand alone. Read each clause below, and
circle yes or no to answer the question. If the clause is a dependent clause, write the subordinating
conjunction.
Is It a Subordinating
Clause
Dependent Clause? Conjunction
1. when summer starts Yes / No when

2. summer school begins Yes / No
3. whenever the power surges Yes / No
4. although she never plays it Yes / No
5. Jeffrey runs faster Yes / No
6. the nurse will relax Yes / No

L.4.1e
7. the computer crashes Yes / No
8. than his friends wanted Yes / No
9. once exams are over Yes / No
10. Amanda loves football Yes / No
Make up 3 complex sentences using independent and dependent clauses from the list above. Remember to
use correct punctuation and capital letters.
11.
12.
13.
★ On the back, rewrite 2 of the complex sentences you created, changing the verbs into past tense.

Grammar
Name: Level 4
E. If a sentence begins with a subordinating conjunction, a comma is needed before the independent
clause. If a sentence begins with an independent clause, no comma is needed. Circle the subordinating
conjunctions in the following sentences. Place a comma before the independent clause.
1. If we go ,then we will hit traffic.


2. Whenever the bell rings the dog barks.
3. In order that we don’t get stuck in traffic we are leaving now.
4. Although Jayda played hard she lost the match.
5. Because whales eat krill they are considered meat eaters.
6. Even though Raul and I were friends we bickered constantly.

L.4.1e
Edit the following sentences by checking if the comma is correct. Explain how you know.
Is the Comma
Complex Sentence How Do You Know?
Used Correctly?
7. Alex feels confident, now that she The sentence begins with
Yes / No an independent clause.
can drive.
8. As much as I would like to go, I

Yes / No
can’t make it.
9. Dogs will not jump, provided that

Yes / No
you train them well.
10. In order to repair the bike, Jess

Yes / No
had to remove the chain.
11. Unless you clean your room, you

Yes / No
can’t go out.
12. Manny walked home, because

Yes / No
he missed the bus.
★ On the back, draw a simple chart. List the subjects from sentences 4-6 in the first column and the subject
pronouns that replace them in the second column.

Grammar
Name: Level 4
F. C
ombine each pair of simple sentences into a complex sentence. Use the suggested subordinating
conjunction to join clauses. Then, rearrange the clauses in a way that still makes sense. Remember to use
correct punctuation and capital letters.
1. the weather is warmer / the plants will grow / now that

A. Now that the weather is warmer, the plants will grow.

B. The plants will grow now that the weather is warmer.
2. it is updated / the computer will freeze / unless

A.
B.
3. Robin drank the coffee / it tasted bitter / even though

A.
B.
L.4.1e
4. he has a sprain / Carson will enter the race / even if

A.
B.
5. we will start the film / we turn off the lights / once

A.
B.
6. she completes her chores / Lana will be able to go out / provided that
A.
B.
7. the campers left the campsite / the rains came / as soon as

A.
B.
★ On the back, rewrite sentences 5A and 5B in the past tense.

Grammar
Name: Level 4
G. Use words and phrases from the word box to create new sentences. Start with this sentence:
My father dances.
likes singing talented in the morning smoothly in the kitchen


1. Add an adverb that describes how my father dances. Write the new sentence.
2. Add an adjective that describes my father to the sentence you created in #1. Write the
new sentence.
L.4.1e
3. Add a prepositional phrase that tells where my father dances to the sentence you
created in #2.
4. Replace the complete predicate you created in #3. Write the new sentence.
5. Add a dependent clause that answers when my father sings to the sentence you
created in #4. Write the new sentence.
★ On the back, revise sentence 4. Add a dependent clause to make it a complex sentence, replacing my father with a
subject pronoun.

Grammar
Name: Level 4
H. A run-on sentence has two or more independent clauses that do not have appropriate punctuation or a
conjunction to join them together. Revise the following run-ons using a coordinating conjunction (but, or,
yet, for, and, nor, so) to create a compound sentence. Use a comma before the coordinating conjunction.
Sentences Revisions
1. Tomas likes music Vera likes sports. Tomas likes music, but Vera likes sports.
2. Greg changed his playlist he was tired

of rock.
3. It was hot outside Jorge put on his

jacket anyway.
4. We could go for a walk we could take

a swim.
5. Birds find seeds they consume the food

L.4.1e
6. A scared skunk will stamp its feet you

should leave quickly.
7. She never was absent did she arrive late
You can also use just punctuation to repair run-ons. If the run-on has two independent clauses, add ending
punctuation or a semicolon between them. Repair these run-ons using punctuation.
Sentences Revisions
8. Pete strained to carry the logs his arms

felt like jelly.
9. The lawyer had the evidence she knew she

had won.
10. We need to go there is no time to waste.

11. My aunt can sing she loves musicals.
★ On the back, list the subject pronouns and their antecedents in sentences 2, 6, and 11.

Grammar
Name: Level 4
I. W
rite sentences using the following phrases and clauses. Determine a way to ensure they are not
run-ons. Add conjunctions or appropriate punctuation when needed. Remember, commas are used
when a subordinating conjunction and dependent clause precede an independent clause.
1. Eve went home / as soon as / she went to bed

As soon as Eve went home, she went to bed.

2. my grandmother is friendly / she is talented / she teaches Spanish
3. my brother was taller than I was / we were younger / when

L.4.1e
4. we will not go hiking / until / on the trail / Sam arrives
5. at his desk / while / Jose and Lin finished working / the teacher graded exams
6. he wanted to go inside / the sun was scorching hot
7. my sister has a black belt / I have a green belt / in karate

★ On the back, rearrange sentences 3, 4, and 5 so that they still make sense.

Grammar
Name: Level 4
J. Revise the run-on sentences in this paragraph, and and rewrite the paragraph below. Use
coordinating conjunctions and/or punctuation.
Jason quickly looked through the curtain he waited excitedly for the show to start.
He rehearsed his lines silently over and over again the emcee introduced the cast.
When the clapping stopped from the fans he felt a jolt of nerves propel through his body.
He watched the lights dim he knew he would do well even though he had never done a
musical before. This was his moment he walked confidently toward the stage.
L.4.1e
★ On the back, list the adverbs and prepositional phrases you used in your rewritten paragraph.

Grammar
Name: Level 4
K. First, follow the Before You Read steps. Then read the passage aloud, keeping the As You Read tips in mind


2. Highlight punctuation marks. 3. Read with expression.
A Different Kind of Flight
Make a picture in your mind of an animal that flies. Are you picturing
a bird or an insect, or maybe a bat? Those are common flying animals.
You probably are not picturing a fish. It might surprise you to know that
L.4.1e
some kinds of fish do fly. The ocean fish called flying fish can take flight.
A flying fish has a powerful tail. It uses its tail to push its body up
and out of the water. In the air, the flying fish spreads out its large fins.
Because the fins act like the wings of a bird, the fish stays up.
Its wings create a lifting force by deflecting air downward. Flying fish
may glide above the water for more than half a minute! Some can
cover a distance equal to six buses lined up end to end.
Why do flying fish burst out of their ocean homes to glide in the air?
Flying fish need to escape from big, fast fish that are hunting them.
continued on next page

Reproduction rights for Lexia Demo District for use until April 26, 2024. Primary Standard: CCSS.ELA-Literacy.L.4.1f - Produce complete sentences,
Printed by Class Demo. recognizing and correcting inappropriate fragments and run-ons.
This material is a component of Lexia Reading® www.lexialearning.com Supporting Standards: L.4.1, L.4.6, RF.4.4, L.4.2, RF.4.4a, L.4.2c, RF.4.4c,
© 2023 Lexia Learning LLC, a Cambium Learning® Group company L.4.1e
Name:
L. C
3. Why do flying fish fly?

unusual activity for fish, but it may keep them safe.
Lexia Skill Builders®

1. What does a flying fish use to push itself out of the water?
The hunters cannot follow the fish into the air. Flying is certainly an
2. The author compares the flying fish’s fins to another animal part. What is it?
Level 4
Grammar
page 12
Grammar
Name: Level 5
A. A pronoun replaces a noun in a sentence. A possessive pronoun shows ownership.
Absolute Possessive Pronouns
mine yours his hers ours theirs

Primary Standard: CCSS.ELA-Literacy.L.5.3a - Expand, combine, and reduce
Underline the correct possessive pronoun that completes the sentence. Draw an arrow to the noun or
pronoun that has ownership.
Supporting Standards: L.5.1, RF.5.4, L.5.6, L.5.2, RF.5.4a, RF.5.4c
sentences for meaning, reader/listener interest, and style.
1. Sophia could not find any keys. I gave her ( mine / hers ).
2. The colony of ants shared a crumb of bread. At least it was ( mine / theirs ).
3. We built a solar-powered model car. We were proud of what was ( yours / ours ).
4. The Nguyens have a beautiful garden. I want one like ( ours / theirs ).
5. As soon as you get upstairs, please fold the clothes that are ( yours / mine ).
6. The twins shared a room although Fatima always thought of it as ( hers / his ).
Possessive pronouns function as adjectives. They describe ownership and answer which one or whose.
They come before a noun or another adjective. Underline the correct pronoun acting as an adjective,
and draw an arrow to the noun it is describing.
Possessive Pronouns as Adjectives
my your his its her their
Underline the correct possessive pronoun that completes the sentence. Draw an arrow to the noun or
pronoun that has ownership.
7. The photographer snapped pictures on ( its / her ) camera.
8. The hotel in which we stayed was beautiful, and ( our / her ) visit was fantastic!
9. I gave you the new book because I know it is ( their / your ) turn to read it..
10. Grandpa arrived home late and missed ( his / its ) show.
11. The talented students prepared for ( your / their ) concert.

12. The fox crept under the deck. It was carefully carrying a kit in ( its / our ) mouth.
★ On the back, change the order of the clauses in sentences 5 and 6 using correct punctuation.

Grammar
Name: Level 5
B. Replace the underlined words with either absolute possessive pronouns or possessive pronouns as
adjectives. Write a complete sentence that answers the question.
1. Liam’s and Camila’s skateboards had rusted out in the rain. Whose boards were rusty?
Their boards were rusty.

2. The man in front of the line took the seat that was assigned to me. Whose seat was it?
3. My brother’s folder was ripped and tattered. Whose folder was ripped?
4. All of us on the team won a silver medal. Whose medal was it?
5. The candidates’ speeches were short but effective. Whose speeches were short?
6. Whenever you smile, you bring joy to the room. Whose smile is it?
7. My cousins bought a new car last week. Whose car was it?
8. The teacher liked the essay you wrote on the history of the flag. Whose essay was it?
9. We saw the bird’s glossy, black feathers. Whose feathers were glossy?
★ On the back, list 6 adjectives from the sentences above, along with the nouns they describe.

Grammar
Name: Level 5
C. The words that, which, who, whose, and whom are relative pronouns. They refer to a noun in a
sentence. Circle the relative pronouns and underline the nouns they refer to (their antecedents).
Hint: The noun comes before the pronoun.
1. We don’t know the artist who painted this portrait.

2. They are hosting a party for the company, which is celebrating 50 years of innovation.
3. They are the mechanics whom we interviewed to learn about repairing cars.
4. Mateo went to the university that my mother attended.
5. Maria loves books that showcase heroines from history.
6. Chefs use different spices, which are listed, to add variety to the menu.
7. The cattle that grazed on grass had fewer diseases.
8. The students who used technology to support their learning had improved scores.
9. May I speak to the person with whom I talked last night?
10. She observed the abandoned house whose shutters were splintered and rotting.
Write sentences containing relative pronouns using the sentence starters below.
11. The owner whose

12. The dog that
13. The owner of the dog that
14. The barking of the dog, which

★ On the back, write 4 sentences containing relative pronouns.

Grammar
Name: Level 5
D.A relative clause is a kind of dependent clause that begins with a relative pronoun and describes a
noun. A relative clause answers the question which one? Combine the following sentence pairs into
one complex sentence by using a relative pronoun: that, which, who, whose, or whom.
Sentence Pairs
1. I respect the teacher. The teacher was kind to me.

I respect the teacher who was kind to me.
2. The boy has a green hat. The boy is my brother.
3. I am excited about the concert. The concert is tomorrow.
4. The students studied for the exam. The students earned good grades.
5. Felipe is planting flower bulbs. He hopes they will grow next spring.
6. That baby is smiling. That baby enjoys seeing new people.

★ On the back, rewrite sentences 5 and 6. Choose new subjects and change the predicates to past tense.

Grammar
Name: Level 5
E. W
hen the information in the relative clause is essential to the meaning of the sentence, no comma is needed with
the relative clause. This is called a restrictive clause. When the relative clause has information that is not essen-
tial for the meaning, it is called nonrestrictive. It needs a comma before and/or after the clause. Complete the
following table.
Sentence Relative Pronoun Restrictive? Nonrestrictive?

(essential) (not essential)
He cannot attend the party that

I planned.
that W
Marie Curie, whose work was
brilliant, was first to understand
radioactivity.
Kim and Jorge are the volunteers
who coordinate the fundraiser
each year.
The book whose cover is torn
needs to be repaired.
Hui’s skateboard, which she

repaired, rides smoothly.
My only uncle, who lives in

Texas, runs a large cattle ranch.
The student to whom you are

speaking is new to the school.
Add commas around the nonrestrictive clauses to indicate the information is not essential.
1. My science teacher, who used to work at NASA,loves astronomy.

2. The phone company whose stocks are down is going out of business.
3. My aunt who is in the military can bench-press 250 pounds.
4. Early snowfall which was unexpected this year damaged the late harvest.
5. Abraham Lincoln who was born in 1809 started his career as a lawyer.
6. To Kill a Mockingbird which my teacher recommended is an excellent book.
★ On the back, write 2 new sentences like number 1 about your own teachers. Hint: Change the words science,
NASA, and astronomy to fit your teachers.

Grammar
Name: Level 5
F. Combine each of the following groups of phrases into a complex sentence with a relative clause. Remember to use
correct punctuation and capital letters.
1. last week / who / do you know / the new boy / joined our class
Do you know the new boy who joined our class last week?
2. is sitting next to me / the student / knows a lot about current events / who
3. t he bus / is always late / that / goes to the airport
4. w
hom / the barber / was not there / I was hoping to see
5. m
ake honey / bees / are the primary insects / that
6. live upstairs / my grandparents / were upset / about my new drum set / who
7. I usually kept shut / I peered / through the blinds / which

8. whose / is Karim’s reading spot / chairs are the most comfortable / the living room
9. u
p in the sky / makes a balloon float / helium / which / is lighter than air
10. is in the audience / her friend / asks a lot of questions / who
★ On the back, list as many prepositional phrases as you can find in the sentences above.
Grammar
Name: Level 5
G. Interrogative pronouns also take the place of nouns. The interrogative pronouns begin with wh: who, whom,
whose, which, what, whomever, and whatever. Find all 7 interrogative pronouns in the word search.
C V N R W T G R D M
Q D K H B W E O R W
S R A U Q V I P E H
S T C K E Y I R V O
Q T W T K Y R Q E M
M D A H I B X T M R
O H K T I O P J O P
W H O S E C C G H X
V A O U A L H R W T
N R T O H W H Q Y N
Often interrogatives ask a question or refer to someone or something that is unspecific. Fill in the blank
with the correct interrogative pronoun.
1. threw the ball? (what, who, whatever )

2. Take dessert you like best. (whom, whichever, who)

3. would they like for breakfast? (whom, whichever, what)
4. of these books has she read? (what, which, who)
5. coat is on the floor? (whose, who, whichever)
6. would you like to invite? (whatever, whom, what)

7. Please do you think is best. (who, which, whatever)
★ Pretend you are a detective solving a crime. On the back, write 5 questions you might ask using
interrogative pronouns.

Grammar
Name: Level 5
H. An indefinite pronoun replaces a noun and can act as the subject of a sentence. (Some examples of indefinite
pronouns are all, everyone, several, and some.) Underline the indefinite pronouns in the following sentences.
1. Does anyone have a ticket?

2. While one juggled, the other cartwheeled.

3. Everyone came to Deven’s performance.

4. The magician’s tricks were known by few.
5. Many wish they knew his secrets.
6. Trapeze work is too difficult for most.
7. Somebody cheered for the acrobats.
8. Is there anything we can buy at the gift shop?
9. Each wore extra-large shoes.
10. All felt the wooden stage was in need of repair.
Choose the indefinite pronoun that best completes the sentence.
11. I wasn’t comfortable at the meeting because there was I knew.

(someone, anything, no one)
12. Given his sense of humor, was surprised when he confessed he had
posted the jokes.
(many, no one, several)

13. Minh covered his feelings so well that could tell he was about to laugh.
(something, few, everyone)
14. We couldn’t find the keys .

(nowhere, anywhere, everywhere)
15. wears a new uniform for the game.

(Each, Both, Several)
★O
n the back, rewrite sentence 12 in a different order that still makes sense. Remember comma rules for
complex sentences.

Grammar
Name: Level 5
Indefinite Pronoun
another, anybody, anyone, anything, each, either, everybody,
Singular everyone, everything, neither, nobody, no one, nothing, one,
other, somebody, someone, something
Plural both, few, many, others, several

Singular or Plural all, any, more, most, none, some

I. When using a singular indefinite pronoun, the verb should be singular. When using a plural indefinite pronoun,
the verb should be plural. Choose the singular or plural verb in the following sentences.
1. No one (know, knows) how badly Dayana wants that gold medal.
2. Both (know, knows) how hard she works to achieve her goals.
3. Everything (seem, seems) brighter when you’re around.
4. Many (seem, seems) to enjoy your company.
5. Everyone (love, loves) smiling babies.
6. Few (love, loves) picking up toys.
7. One (sing, sings) from the heart.
8. Several (sing, sings) off key.
Write complete sentences using indefinite pronouns with the suggested verbs. Watch your subject-verb
agreement, and remember to use correct punctuation and capital letters.
Indefinite Pronoun Verb Sentence

nobody to think Nobody thinks the team will lose.

each to admit
one to pass
both to dance
everything to change
many to hope
★ On the back, combine sentences 5 and 6 into one compound sentence using a coordinating conjunction.

Grammar
Name: Level 5
J. Use words and phrases to create new sentences. Start with this sentence:
My sister sings.
1. Add an adverb that describes how my sister sings. Write the new sentence.

2. Add an adjective that describes my sister to the sentence you created in #1. Write the
new sentence.
3. Add a prepositional phrase that tells where my sister sings to the sentence you
4. Add a dependent clause that answers when my sister sings to the sentence you
5. Replace the subject of the sentence you created in #4 with a subject pronoun. Write
the new sentence.

6. Replace the complete predicate with a different verb. Write the new sentence.
★ On the back, use interrogative pronouns (wh words) to ask questions that are answered by the new sentences
you wrote. Use correct punctuation.

Grammar
Name: Level 5
K. First, follow the Before You Read steps. Then read the passage aloud, keeping the As You Read tips in mind


2. Highlight punctuation marks.
3. Read with expression.

Across Sand and Snow
Through most of human history, people relied on their own muscle
power to get from place to place—they simply walked. But as time
passed, people found that they could also use the muscle power of
animals. They discovered how to train animals to help them travel and
carry goods. Two animals important in transportation are the camel
and the dog.
For thousands of years, desert people of Africa and Asia have used
camels for transportation. Deserts are dry lands that can be very hot.
A camel’s body is adapted to heat and lack of water. Its feet are
shaped to walk easily on sand. A camel is strong enough to carry loads
weighing hundreds of kilograms. In ancient times, traders used camels

to carry goods between China and Europe. A large group, called a

Grammar
Name: Level 5
caravan, sometimes had more than a thousand camels in it.

In lands covered with ice and snow, wheeled vehicles slip and get stuck.
Sleds with runners, however, slide easily. Long ago, Arctic people built
sleds for transportation. They trained dogs to pull the sleds.
They bred strong dogs with thick, warm fur, such as the Siberian husky
and the Samoyed. Sled dogs were often hitched together in teams.
Today, snowmobiles are a common form of travel in the far north.
But sled dog races remain a popular sport.
Transportation can be difficult in deserts and in frozen lands. With the
help of animals, people found ways to take successful journeys.



Reproduction rights for Lexia Demo District for use until April 26, 2024. Primary Standard: CCSS.ELA-Literacy.L.5.3a - Expand, combine, and reduce
Printed by Class Demo. sentences for meaning, reader/listener interest, and style.
This material is a component of Lexia Reading® www.lexialearning.com Supporting Standards: L.5.1, RF.5.4, L.5.6, L.5.2, RF.5.4a, RF.5.4c
Name:
L. C
1. What is the main idea of this text?
Lexia Skill Builders®

3. What has replaced sled dogs as a common form of transportation in frozen areas?
2. According to the text, what is one way that a camel is suited for desert transportation?
Level 5
Grammar
page 13

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Print these Lexia Skill Builders® to use as pencil and paper practice activities that will reinforce and

extend skills acquired online.

3 Grammar Compound Sentences 14

4 Grammar Complex Sentences 12

Printed by Class Demo

Supporting Standards: L.3.1, RF.3.4, L.3.1a, L.3.4a, RF.3.4a, L.3.1b, RF.3.4c,

2. We went to the film after dinner. when / where

3. Gianna lost her notebook in Spanish class. when / where

4. The band will perform on weekend afternoons. when / where

5. Did the dance end at ten o’clock? when / where

6. They just rented the house up the street. when / where

7. Will you repair my glasses before my driving test? when / where

8. The children love to wade through puddles. when / where

9. Do not bring messy foods to book club! when / where

women monsters batches people

Regular Plural Nouns Irregular Plural Nouns

★ On the back, use each irregular plural noun in a sentence.

Lexia Skill Builders® page 1

Supporting Standards: L.3.1, RF.3.4, L.3.1a, L.3.4a, RF.3.4a, L.3.1b, RF.3.4c,

2. The older students young children on Fridays. (tutors, tutor, tutoring)

4. That last baby tooth quite wiggly. (seems, seeming, seem)

5. The library shelves many new books. (contains, contain, containing)

6. The banana bread for forty minutes. (baking, bake, bakes)

7. Could a mouse an entire wedge of cheese? (eats, eating, eat)

8. Leaves to the ground each autumn. (tumbling, tumbles, tumble)

9. The benches the walls of the room. (line, lines, lining)

10. Busy students on their laptops. (typing, types, type)

11. Boats travels. Yes / No Boats travel.

13. Oxen munches. Yes / No

14. Babies crawl. Yes / No

15. Scarves billow. Yes / No

16. An elephant trumpets. Yes / No

17. Children chat. Yes / No

18. The mice hides. Yes / No

19. A man ponder. Yes / No

20. The crackers spill. Yes / No

Lexia Skill Builders® page 2

Past Tense Present Tense Future Tense

begged beg or begs will beg

1. Ahmad the band last October.

2. Many years ago, people always their own torn socks.

3. They Isabel’s first birthday next week.

4. The pups for food each night during dinner.

© 2023 Lexia Learning LLC, a Cambium Learning® Group company

5. Tomorrow morning I the doctor to make an appointment.

6. The shop at nine o’clock every weekday.

7. We the room before the party tonight.

8. I used to despise bananas, but now I them.

9. As youngsters, the 90-year-old twins often to be each other.

10. I in my final ballet recital a week from today.

Lexia Skill Builders® page 3

Supporting Standards: L.3.1, RF.3.4, L.3.1a, L.3.4a, RF.3.4a, L.3.1b, RF.3.4c,

2. I sped from Green Park to Victoria. (swiftly, underground, regularly)

5. Remember to paddle on that stretch of river! (upstream, swiftly, first)

7. I was impressed by my sister! (then, openly, quite)

8. Are you going next month? (bravely, away, daily)

quickly carefully effortlessly lazily

9. Silas walks . Silas is on a big patch of slippery ice.

11. Silas walks . Silas just woke up and is still tired.

nervously loudly quietly gracefully

★ On the back, use each irregular plural noun in a sentence.

3. the actors will perform in Toronto / they will perform in Vancouver / or ê

5. I dislike spring / I cannot wait for this winter to end / yet ê

7. those children like basketball / they play all the time / so ê

★ On the back, rewrite sentences 2 and 7 in the past tense.

2. the statue is imposing / the statue is marble / the statue is intact ê

3. the bread is sliced / the bread is wheat / the bread is stale ê

4. the book is worn / the book is old / the book is dusty ê

1. He needed help,so he asked a

3. She likes grapes oranges

4. I n the old haunted house a bat

6. I will go to the tennis match for I

7. F rance Spain and Italy are in Europe

9. Below the rickety wooden desk a

10. Todd and Lil swam in the clear

11. He forgot eggs yet he picked up

12. Will you go to lunch at the

1. the rug * for * spilled on it * the coffee * became stained ê

2. toast eggs and fruit * for breakfast * will eat * we ê

3. will send the letter * may still be late * I * but * it ê

5. above the beautiful brick fireplace * placed a silver mirror * he ê

1. Add an adjective that describes my aunt. Write the new sentence.

5. Replace the complete predicate. Write the new sentence.