• What are Adverbs of Emphasis?

    Adverbs of Emphasis (also called Adverbs of Degree) tell us TO WHAT EXTENT or HOW MUCH.

    They don’t describe the action itself; they modify (or “power up” / “power down”) an adjective or another adverb.

    • Intensifiers (Stronger):very, extremely, really, absolutely
      • “It is cold.” (normal)
      • “It is very cold.” (stronger)
      • “It is extremely cold.” (even stronger!)
    • Downtoners (Weaker):a little, slightly, somewhat, quite, fairly
      • “I am hungry.” (normal)
      • “I am a little hungry.” (weaker)

    Note: They go BEFORE the adjective or adverb they modify.

    Worksheet 1: Choose the Right Word

    Worksheet 2: Power Up or Power Down

  • What are Adverbs of Manner?

    Adverbs of Manner tell us HOW an action happens. They describe the way or manner someone does something.

    • Did he run quickly or slowly?
    • Did she speak loudly or quietly?

    Most adverbs of manner are formed by adding -ly to an adjective.

    • quick (adjective) -> quickly (adverb)
    • careful (adjective) -> carefully (adverb)

    Irregular Adverbs: Some are tricky!

    • good (adjective) -> well (adverb)
    • fast (adjective) -> fast (adverb)
    • hard (adjective) -> hard (adverb)

    Worksheet 1: Adjective to Adverb

    Worksheet 2: Fill in the Blank (Manner)

  • What are Adverbs of Place?

    Adverbs of Place tell us WHERE an action happens. They answer the question “Where?”

    They can show:

    • Location: (Where something is)
      • Examples: here, there, outside, inside, upstairs.
      • Sentence: “The cat is inside.”
    • Direction: (Where something is going)
      • Examples: up, down, away, forward, backwards.
      • Sentence: “He fell down.”

    Common Placement: Adverbs of place usually go at the end of the sentence.

    • “I looked for my book everywhere.”
    • “The children are playing outside.”

    📖 Worksheet 1: Find the Adverbs

    📖 Worksheet 2: Fill in the Blank

  • What are Adverbs of Frequency?

    Adverbs of Frequency are a specific type of time adverb. They answer the question “How often?

    They show a scale from 100% of the time (always) to 0% of the time (never).

    Scale:

    • 100% – always
    • 90% – usually, normally
    • 70% – often, frequently
    • 50% – sometimes
    • 30% – occasionally
    • 10% – seldom, rarely
    • 5% – hardly ever
    • 0% – never

    (There are lots of words, but it’s good to be familiar with a few of them!)

    Important Rule: Placement

    1. They can go BEFORE the main verb:
      • “He often plays tennis.”
    2. Or, they can go AFTER the ‘be’ verb (am, is, are, was, were):
      • “She is always late.”

    📖 Worksheet 1: Sentence Unscramble

    📖 Worksheet 2: Write About Yourself (There is no answer key for this activity; the sheet can be brought to me to be checked.)

  • Adverbs of Time 🕰️

    Adverbs of Time tell us WHEN an action happens, HOW OFTEN it happens, or HOW LONG it lasts.

    • Exact Time (When): These adverbs give a specific time.
      • Examples: now, then, today, yesterday, tomorrow, tonight, later.
      • Sentence: “I am going to the store now.”
    • Frequency (How Often): These tell us how many times something happens.
      • Examples: always, often, sometimes, daily, weekly, rarely.
      • Sentence: “She sometimes eats pizza.”
    • Duration (How Long): These tell us the length of time an action continues.
      • Examples: for two hours, all day, briefly, temporarily.
      • Sentence: “He studied for two hours.”

    📖 Worksheet 1: Categorize the Adverbs

    📖 Worksheet 2: Fill in the Blank (Time)

  • What is an Adverb?

    Adverbs are “description words.” But while adjectives are also “description words”, adjectives describe nouns (like people, places, things), and adverbs describe verbs, adjectives, or other adverbs.

    An adverb’s main job is to answer one of these questions:

    • How? (e.g., He ran quickly.)
    • When? (e.g., She will arrive tomorrow.)
    • Where? (e.g., I left my keys there.)
    • How often? (e.g., They often study.)
    • To what extent? (e.g., It is very hot.)

    Many adverbs end in -ly (like slowly, carefully, happily), but many do not (like fast, well, here, now).

    📖 Worksheet 1: Find the Adverbs

    📖 Worksheet 2: Choose the Correct Adverb in Context

  • Simple Future Tense (Actions Coming Soon)

    This tense is for actions that will happen later (tomorrow, next year, later today).

    Simple Future Tense | Grammar Guide

    1️⃣ Rule 1: Using ‘Will’

    We use the helper word will with the base verb for all subjects. Will never changes!

     * Example: I will sing. He will sing. We will sing.

    2️⃣ Rule 2: Making it Negative or Asking Questions

    We use will and the base verb for questions.

    We use will not or won’t for negatives:

    Won’t + Base Verb

    Will + Subject + Base Verb?

    Won’t + Subject + Base Verb? |

     * Negative Sentence Example: They won’t go to the beach tomorrow.

     * Negative Question Example: Won’t you help me carry this big box?

    The following are several worksheets to practice both the Simple Future Tense and their negatives.

    📖 Worksheet 1: Fill in the Blank with the Simple Future Tense

    📖 Worksheet 2: Circle the Correct Verb

    📖 Worksheet 3: Turn the Sentence into a Question

    📖 Worksheet 4: Make a Negative Sentence

    📖 Worksheet 5: Unscramble the Future Negative Sentence

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  • Simple Past Tense (Finished Actions)

    Since you have learned the Simple Present Tense (if you haven’t, I recommend checking that post out first!), it’s time to learn the Simple Past Tense!

    This tense is for actions that started and finished before now (yesterday, last week, one hundred years ago, etc.).

    Rule 1️⃣: Regular vs. Irregular Verbs

     1️⃣ Regular Verbs: We add -d, -ed, or -ied to the base verb.

    Example: I walked to school. They played outside.

     2️⃣ Irregular Verbs: The verb changes its spelling! It’s called “irregular” because it doesn’t follow the rules.

    Example: I ate pizza. (The base verb is eat). She saw a movie. (The base verb is see).

    You must memorize these words (and their spelling!). These are the very basic irregular verbs, so they are essential to remember.

    | Go -> Went || See -> Saw || Eat -> Ate || Drink -> Drank |

    | Come -> Came || Take -> Took ||Give -> Gave || Make -> Made |

    | Find -> Found || Tell -> Told || Write -> Wrote || Run -> Ran |

    | Speak -> Spoke || Know -> Knew || Buy -> Bought || Think -> Thought |

    | Feel -> Felt || Read -> Read (same spelling, different sound) |

    | Have -> Had || Break -> Broke |

       

    Rule 2️⃣: Making it Negative or Asking Questions

    We use the helper word did (or didn’t) for all subjects! The main verb must always go back to its base form.

    These are different ways you can write negative sentences or questions:

    Didn’t + Base Verb

    Did + Subject + Base Verb?

    Didn’t + Subject + Base Verb?

     * Negative Sentence Example: We didn’t finish our homework. (NOT We didn’t finished)

     * Negative Question Example: Didn’t you tell your mom? Didn’t he come to the party?

    Here are some worksheets to practice the Simple Past Tense, the negatives, and making questions.

    📖 Worksheet 1: Irregular Past Tense Verbs

    This is a short list of some basic Ireegular Past Tense Verbs, which should absolutely be memorized. Make sure the spelling is known as well!!!

    📖 Worksheet 2: Use the given verb, change it to Past Tense, and fill in the blank!

    📖 Worksheet 3: Read the normal sentence, then make it into a Past Tense question. (Hint: Start with Did!)

    📖 Worksheet 4: Using “Didn’t”, change the regular sentence into a negative one.

    📖 Worksheet 5: Unscramble the sentence to make a Simple Past Tense sentence.

    📖 Worksheet 6: Read the normal sentence. Then, use “Didn’t” to make a negative question.

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  • ⏱️ Grammar Time: Simple Present Tense! (Habits and Facts)

    This tense is for things you do every day or things that are always true.

     Rule 1️⃣: Singular vs. Plural Action

    • When the subject is He, She, It, or one person/thing (Singular), we add -s, -es, or -ies to the verb.
    • Examples: He runs fast. My sister wishes for a puppy. The baby cries loudly.
    • When the subject is I, You, We, They, or more than one person/thing (Plural), the verb stays in its base form.
    • Examples: I run fast. We wish for a puppy. The babies cry loudly.

     Rule 2️⃣: Making it Negative or Asking Questions

    We use the helper words do or does to make a sentence negative or to ask a question. The main verb must always be in the base form after do or does! (Base form means that the verb is just the word, and has not been changed at all.)

    SubjectNegative (Don’t / Doesn’t)Question (Do / Does)Negative Question
    He, She, ItDoesn’t + Base VerbDoes + Subject + Base Verb?Doesn’t + Subject + Base Verb?
    I, You, We, TheyDon’t + Base VerbDo + Subject + Base Verb?Don’t + Subject + Base Verb?

    Negative Example: She doesn’t know the answer. They don’t know the answer.

    Negative Question Example:Doesn’t he like chocolate? Don’t we need a coat?

    Here are several worksheets that practice using the Simple Present Tense in both sentence and question forms, as well as their negative forms:

    📖Worksheet 1: Choose the Best Answer

    Circle the correct verb to go in the sentence.

    📖Worksheet 2: Fill in the blank

    Find the verb, and pay attention to the subject to change it into the correct form.

    📖Worksheet 3: Negatives Fill in the Blank

    Use “don’t/doesn’t” and the corect verb to change the sentence into its negative form.

    📖Worksheet 4: Present Tense Negative Questions

    Change the given sentence into a negative question. Start the sentence with “Don’t” or “Doesn’t”.

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  • 📝This story should be a good match for lower level readers, but can also be a little challenging for mid-level readers who have a hard time with vocabulary!

    Vocabulary List: 10 words

    1. Embarrassed – Feeling awkward or ashamed about something.

    2. Frustrated – Feeling angry or discouraged because you cannot achieve something.

    3. Shivering – Shaking slightly and uncontrollably from cold or fear.

    4. Compassion – A feeling of sympathy and sorrow for the sufferings of others, along with a desire to help.

    5. Desperate – Having an urgent need or desire.

    6. Concentrated – To focus all one’s attention on a particular object or activity.

    7. Glimmering – Shining faintly or with a wavering light.

    8. Coaxed – To gently and persistently persuade someone to do something.

    9. Radiated – To send out or spread out from a center.

    10. Triumphant – Feeling or expressing great joy and satisfaction because of a success or victory.

    📖Vocabulary practice: Fill in the blanks

    Sparky’s Warm Flame

    Little Sparky was not like the other dragons. While they practiced breathing big, hot flames, Sparky could only puff out little gray clouds of smoke. When he tried to roar, he just coughed. Every time his friends showed off their fire, Sparky felt embarrassed. He was a dragon who could not breathe fire.

    Sparky lived high on a mountain with his family. His mother and father, powerful dragons both, tried to teach him. “Feel the heat inside you!” his father boomed. “Let it out!” his mother said gently. Sparky tried and tried, but he only felt cold air in his chest. He became frustrated with himself and started to hide when other dragons were around.

    One cold, windy afternoon, a great storm began. The wind howled and snow fell quickly. The dragons gathered safely inside their warm cave. Sparky looked out a small crack in the wall. The wind was a blur of white. Suddenly, he saw a small, baby bird on a ledge outside, shivering from the cold. It was lost and alone.

    “Oh no!” Sparky said. He knew the bird would not last long in the freezing wind. He looked at his family. They were all huddled by the fire they had made, too warm and cozy to notice. A sense of compassion filled his heart. He had to help. He had to do something.

    He slipped out of the cave and into the storm. The cold air bit at his scales. The wind pushed him hard, but he kept going. He was desperate to reach the small, freezing bird. He had to be quick. He could see the little bird closing its eyes, its tiny body covered in snow.

    Sparky landed on the ledge and carefully moved closer to the bird. “Don’t worry,” he murmured, his voice soft. He knew he couldn’t warm it with a fire, but he put his own body close to the bird. He closed his eyes and concentrated with all his might. He thought not of fire, but of warmth. He thought of the cozy cave and the feeling of a big hug.

    As he thought of warmth and kindness, a tiny, warm glimmering light appeared at the tip of his snout. It wasn’t a powerful flame, but a small, gentle glow. It was a flame of pure warmth, not heat. He felt it not in his chest, but from his heart. It was just enough to melt the snow around the little bird and warm its wings. The bird opened its eyes.

    Sparky stayed there, coaxed by the warm feeling that radiated from his heart. The gentle flame grew just a little bigger, enough to make a small, safe space on the ledge. The little bird snuggled up to him. He was a dragon who could breathe a special, kind fire. His fire wasn’t for scaring or showing off; it was for helping.

    After a long time, the storm passed. The sun came out, and Sparky flew back to the cave, the little bird safe in his claws. His family saw him and were surprised. “You did it!” his father roared. “Your first fire!” But Sparky just smiled. He felt triumphant, not because he had breathed fire, but because he had saved a life.

    Sparky now understood. His fire had been hiding all along, waiting for the right moment. The fire of a dragon isn’t just a powerful weapon; it is an extension of the heart. The strongest flames come from the deepest compassion. From that day on, Sparky’s fire was not a tool of power, but a beacon of kindness, a beautiful, warm light in the world.

    📖 Story Comprehension Questions:

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