PUNCTUATION PUZZLE: The shepherd led them to the brook....

PUNCTUATION PUZZLE---plus a couple of other errors for you to find!

The shepherd lead them to the brook and they drank alot, because they were very, hot, and thirsty.

Here is the answer with an explanation for each aspectbelow: The shepherd led them to the brook, and they drank a lot because they were very hot and thirsty.

 LED vs LEAD: The shepherd LED them to the brook......

      1.  LEAD (pronounced ledd with as short e) is only pronounced ledd when it refers to a metal or pencil graphite.           2. Otherwise LEAD is pronounced leed (long e) and is the current tense of the verb lead (LEED).                                     3. LED is the past tense of the verb LEAD (pronounced LEED, with a long e).

CS ,cc CS--Do you remember these rules for compound sentences? 

1. CS stands for complete sentence; cc stands for coordinating conjunction. 

2. You can join one CS (complete sentence) with another CS by using a comma-cc (,For/ ,And/ ,Nor/ ,But/ ,Or/ ,Yet/ ,So). 

3. You may not combine two complete sentences into one with a cc only--you must put a comma before it: The shepherd led them to the brook, AND they drank....

 ALOT vs A LOT:  ALOT is not one word; it should be two words--A LOT---meaning a bunch or a large amount: The shepherd led them to the brook, and they drank a lot....

No comma before a subordinator at the end of a sentence unless it is a WHICH clause-

1. You do not need a comma before the BECAUSE. 

2. You do not hear a pause (like you would if it were a WHICH clause): The shepherd led them to the brook, and they drank a lot because they were very hot and thirsty.

No Comma Between an adverb and the adjective it describes---

1. Or more clearly put, no comma between a qualifier and a describer: VERY hot and thirsty (not VERY, hot, and thirsty).

2.  Very is an adverb telling how hot (an adverb describing an adjective or qualifying it). 

3. Tip for this: 

     a. If you can put an AND where you are trying to put the comma, then a comma is needed (in place of the and): they were muddy, hot, and thirsty (muddy AND hot AND thirsty). 

     b. If you cannot put an AND, do not put a comma: very AND hot---NO!). 

     c.  Also, do not use a comma when you have only two adjectives and you are placing an AND in between them--either use a comma (hot, thirsty) OR place an AND (hot and thirsty) but not both.

WORDY WEDNESDAY: peak, peek, pique

Picture by Lisa Rivera

Oh my word! My tips and tricks for peek, peak, and pique aren't nearly as cute and memorable as the ones Lisa Rivera has created in the picture above! In our curriculum materials, and on the web, I don't have access to that kind of graphic representation of words. I might have to look into that in the future!

In the meantime, her picture says a thousand words--okay, well really just three:

1. Peek
    a. Verb meaning a secretive look--And then I am going to peek into the package.
    b. Noun meaning a small glance--She took a peek into the package.
    c. Thus, the two EYES in the middle of the word peek in the graphic. (We do have that in our books, but we just tell it not show it--showing it is so much better!)


2. Peak
   a. Verb meaning to reach the highest point---They said that the dancer was going to peak at just the right time.
   b. Noun meaning the highest point---They reached the mountain's peak.
   c. Adjective meaning highest point---They were at their peak performance.
   d. Love the graphic with the A being a high, mountainous point. 


3. Pique'
   a. Verb meaning to arouse curiosity--They really tried to pique' our attention with those pictures.
   b. Noun meaning resentment--He slammed the door in a fit of pique'. (Use it interchangeably with "quick anger."
   c. Noun or adjective meaning nubby fabric--He wore his pique' bright yellow polo shirt.
   d. The verb is the most common meaning; and thus, we see the cat at the bottom of the q in the picture because "curiosity killed the cat." CLEVER!

If you don't have that great picture above, here are ways to remember these three:

1. Peek--has two e's, and we have two eyes and peek with our eyes
2. Peak---not two e's OR They have a lEAK in the pEAK of their roof.
3. Pique'--Ends with que---question begins with que

Happy Wordy Wednesday! If you like our blog, share it with others! Put the FB link on your timeline, so others can learn with Language Lady each week! Smile...

WORDY WEDNESDAY: Capitol vs. Capital

The Only use for the word capitOl with an O is when referring to the capitOl building/buildings!

 

 

 

 

Yep, you read that caption correctly! Contrary to what many people believe, capitOl does not refer to the head city, a good idea, or money invested. CapitOl Only refers to the capitOl building.

Here is the rundown:

1. Capitol
    a. Only has one use that we widely implement.
    b. Means the building or group of buildings in which the functions of government are carried out.
    c. Think. CapitOl Only means Office buildings for gOvernment--that is the Only meaning.

2. Capital
        a. All other uses of capital are the a one—capital is for all other uses. 
        b. ALL other uses of capitol/capital are the word capitAL.
        c. Adjectives
            1) Upper case letter: capital letter   
            2) Chief or primary: capital idea or the capital (most important) thing for us                             to     remember
            3) Die by the court: capital punishment
            4) Primary city: the capital city
        d. Nouns
            1) Stock of goods or income: to have capital in the bank
            2) Capital used by itself for the city: go to the capital of the state (i.e. the city that                 is the capital--not the building--the capitol building).


Watch the blog and Facebook page tomorrow for a quiz over this Wacky Word pair--and over last week's vane, vein, and vain! Better start studying!

 

WORDY WEDNESDAY: acceleration vs deceleration

The other day I looked down on my steering wheel to find these two abbreviations: accel and decel. I am sure that these are the formal abbreviations, and I also assume that the two are abbreviations for acceleration and deceleration.

The two words are perfect words for working on two of my favorite "wordy" sub-lessons: spelling and prefix/root studies.

As a self-declared bi-phonic woman, I love to point out spelling rules any time there is the slightest bit of phonetic consistency to them. And, it just so happens, that acceleration and deceleration have a little bit of consistency to their spellings:

1. Hard and soft c
     a. ac/cel/er/a/tion
        i. The first c says kuh because it is followed by a c. (When a c or g is followed by a, o, u, or most consonants, it says its hard sound---kuh or guh.)
        ii. The second c says suh because it is followed by an e. (When a c or g is followed by e, i, or y, it says its soft sound--suh or juh.)
     b. de/cel/er/a/tion--This word only contains one c, and that c makes its soft sound (suh) because it is followed by an e.

2. Both spelled the same from then on--syllable by syllable
    a. After our cel phonemes, the remainder of each word is spelled the same.
    b. Both can be spelled syllable by syllable at that point
       i. er
       ii. a
       iii. tion

3. Thus, you can easily remember how to spell both words.
    a. ac/cel and d/cel
    b. er/a/tion (for both)

+Note: If acceleration only had one c, the first two syllables would look ("sound") like this: a/sell (ay/sell).
+Note: If deceleration had two c's, the first two syllables would look ("sound") like this: dek/sell.


If you are not a lover of phonics or you learned to read and spell through sight words and memorization, you might be bored by now, so I will give you something you can take with you from this "wordy" lesson--deciphering meaning from roots and affixes (prefixes and suffixes).

First of all, remember this: You know more than you think you know!

Applying that to our two words: What do you already know about their meanings:

1. They have something to do with movement (on the steering wheel of a car; you hear them association with physics, etc.).

2. De is a prefix you are familiar with--it usually means the opposite.
   a. de-frost--unfrost
   b. de-value--not to value
  
3. tion--Tion (and sion words) words are usually nouns
   a. nation
   b. hypertension
   c. limitation


If you already knew those things (and now you do!), take what you already know and add it to what else you might learn about these two words:

1. ac--Prefix meaning toward

2. In physics, these two words have much more technical meanings that we do not need to concern ourselves with for this lesson. (A part of learning is knowing what you do not need to know!)

3. In medical terms, these two words have to do with getting hurt via a collision (still retaining the general meaning of movement).

4. The suffix cel can have something to do with movement or an action
   a. cancel
   b. excel


Okay, you have all of the information to unlock the definitions (and the spellings, thank-you very much!) of these two words.

Acceleration/Deceleration

A. They have something to do with movement (cel)
B. They are nouns (tion)
C. One means forward (ac--toward)
D. The other means backwards or not or undo (de).
E. Acceleration means to move forward.
F. Deceleration means to move backwards (de) or not to move.



Wasn't that fun? :)





*For complete steps on "dissecting" words, see the posts about Character Ink's teaching methods we call Definition Dissection. Here is a list of prefixes to get you started: http://languagelady365.blogspot.com/2011/01/days-13-14-roots-and-affixes-list.html

WORDY WEDNESDAY--Lonnnnnggg Homophone Quiz!

. Fill in each blank provided with the correct Wacky Word---their, there, they’re, wander,             
               wonder, scent, sent, farther, further, bear, or bare.

    1.  ________________ meeting us for lunch.
    2. We are going to ________________ the nursing home to sing.
    3.  ________________ rarely on time.
    4.  ________________ lake is just ahead.
    5. When we get  ________________, we will eat.
    6. We do not know what ________________ going to sing.
    7. Ray and Donna parked ________________ car in the parking garage.
    8. We should be ________________ after lunch.
    9. Maelynn thinks she left her keys ________________.
  10. ________________ going to drop off the food at noon.
                11. I ________________ what time it is.
                12. Please don’t ________________ around the woods too far.
                13. We could ________________ all day without a map.
                14. Jonathan ________________ what time it is.
                15. I ________________ if the Reishes are coming.
                16. Donna ________________ the card in the mail.
                17. Jonathan ________________ Maelynn flowers for Valentine’s Day.
                18. The dogs picked up the ________________ of the drugs.
                19. Did she get the email I ________________ her?
                20. The  ________________ of the candle filled the room.
                21. After church, he explained that concept ________________ .
                22. The  ________________ we go, the more lost we are!
                23. We can discuss the matter  ________________ when everyone gets here.
                24. I believe the store is  ________________ down the street.
                25. That restaurant is  ________________ than this one.
                26. I hope we don’t see a  ________________ while walking the trails.
                27. She gave her sister a stuffed  ________________ for Christmas.
                28. You should put sunscreen on your  ________________ skin.
                 29. The   ________________ slept in the warm sun after his hibernation.
                 30. My  ________________ feet are dirty from walking in the strawberry patch.


Answer Key:

    1.  They’re  meeting us for lunch.
    2. We are going to wander to the nursing home to sing.
    3.  They’re  rarely on time.
    4.  Their  lake is just ahead.
    5. When we get  there , we will eat.
    6. We do not know what  they’re  going to sing.
    7. Ray and Donna parked  their  car in the parking garage.
    8. We should be there after lunch.
    9. Maelynn thinks she left her keys there .
                  10. They’re going to drop off the food at noon.
                  11. I wonder what time it is.
                  12. Please don’t wander around the woods too far.
                  13. We could wander all day without a map.
                  14. Jonathan wonder what time it is.
                  15. I wonder if the Reishes are coming.
                  16. Donna sent the card in the mail.
                  17. Jonathan sent Maelynn flowers for Valentine’s Day.
                  18. The dogs picked up the scent of the drugs.
                  19. Did she get the email I sent her?
                  20. The  scent of the candle filled the room.
                  21. After church, he explained that concept further .
                  22. The  farther we go, the more lost we are!
                  23. We can discuss the matter  further when everyone gets here.
                  24. I believe the store is  farther down the street.
                  25. That restaurant is  farther than this one.
                  26. I hope we don’t see a  bear while walking the trails.
                  27. She gave her sister a stuffed  bear for Christmas.
                  28. You should put sunscreen on your  bare skin.
                  29. The  bear slept in the warm sun after his hibernation.
                  30. My  bare feet are dirty from walking in the strawberry patch.

WORDY WEDNESDAY--Homophone Tips

 "Homophone, homophones, homophones...homophones!" (Veggie Tales)

Adults and children alike make homophone errors. They are probably some of the most common grammatical errors. We like to teach our students little tricks to help them remember which word to use in which situation. Below you will find some tricks--followed by a quiz! Smile...


Here are some serious and some funny tips to help you remember some homophones:
           a. their—heir is in it; their shows ownership; heir shows ownership too
           b. there—here is in it; here and there; use for there are and there is
           c. they’re—contraction they are; say contracted words uncontracted to be sure that you are             
              using the correct word for the job
           d. wandering—you wander in an area; you wander around
           e. wonder—you ponder when you wonder
           f. scent—cats have a certain scent when their litter box needs cleaned
           g. sent—envelopes are sent
           h. farther—farther refers to area (has root far)
           i. further—further refers to understanding                                                                       
            j. bear—a bear is a creature                                                                                             
          k. bare—ends in an e; when we bare something, we expose it


Part of being a good learner and a good student is knowing how you learn—and working in those areas. For example, the author of CQLA loves mnemonics and tricks. (Can you tell?) Other people are distracted by that type of learning.

What kind of learner are you? What helps you learn homophones the best? What helps you learn to spell difficult words? Work in those areas to help you learn better, faster, and more thoroughly.

Wordy Wednesday: Homo (same); phone (sound)

We tell our students all the time that you know more than you think you know! And that if you take what you already know and apply it to what you do not know, you will soon know even more!

Take the word homophone, for instance.

Homo—means same

Phone—means sound

Thus, homophones sound the same what you hear them. Homophones are words like their, they’re, and there and to, too, and two—words that sound the same when they are spoken but only look different when written. 

I tell my students that homophones "sound" the "same" when you are talking on the phone (and all you can do is hear--you can't see the words written--either how they are spelled or in context).

We will do a lot of “word dissecting” on LL 365! That is something we begin teaching early in our curricula as it can unlock the meanings of so many words—and helps everybody learn to take what they already know and add it to what they are trying to learn.

Wordy Wednesday--Wacky Words!

 In my language arts series for grades two through twelve, I have a weekly lesson called "Wacky Words." (Yeah, I'm all about alliteration. Um, Language Lady??!!) Anyway, the title fits a little better than calling them homophone lessons because not all confusing word are true homophones. Some are just, well, confusing--and wacky!

Here are some tricks and tips I have used recently in a  Wacky Word lesson. Maybe some of these will help you remember which word is which (not witch!).  Smile...


  1. Hear—There is an ear in hear.
  2. Here—There is not an ear in here.
  3. There—It is here and there. There is a here in there!
  4. Their—The word heir, which can mean ownership, is in the    word their, and their is a pronoun that shows ownership!
  5. See—Do you see two eyes in the word see ?
  6. Boar--Boar has an a and is an animal.
  7. Then--Then has an e and means next. According to one of my students (Isaac!), then means when.
  8. Isle-- Isle is like the word island.
  9. Chord--Chord has an h like chorus (both musical).
10. Compliment--Compliment has an i--I like compliments.
11. Sensor--Sensor relates to the senses.
12. Herd—Herd of deer—almost the same letters in a different order!
13. Heard—Heard has the word ear in it
14. Through---It is rough when you go through hard times
15. Threw— He threw a new screw.
16. Pair—Love is in the air for this loving pair.
17. Pare—After he caught it, he was gong to pare the hare.
18. Pear—A pear half looks like an ear—and has the word ear in it.
19. Desert—has one s and you only want to be stuck in the desert one time!
20. Dessert—has two s’—and you want two desserts!
21. Main—The main (for first) murderer was Cain—both spelled ain.
22. Mane—The lion has a mane and is not tame!
23. Its—pronoun that shows ownership—never use an apostrophe to show ownership to a pronoun; that makes a contraction.
24. It’s—always say the two words uncontracted---if you say it is when you see this word, you will never use it’s for possession—the dog lost it’s (it is!?) collar—WRONG.
25. Sense— He was tense, so he lost his sense.
26. Cents—There are one hundred cents in a dollar and one hundred years in a century.
27. Since— Since the prince was tense he began to wince.
28. Presence— Can you think of a trick?
29. Present—have you ever heard the saying that “the present is a true present”?

day 114: spelling wednesday part ii of ii

So what can you do if you have difficulty spelling Wednesday? Try any of the methods above.

Or try our combination syllabication/tricky trick of syllabicating it AND pronouncing each syllable (including the “silent letters” of the word) as you write it:

Wed/nes/day

Be sure to pronounce it like the following sounds as you spell it (not the way it really sounds):

1. Wed
2. Nes (short e like ness)
3. Day

Happy Wednesday!

day 112: lightning vs lightening

Another Wacky Word pair for you!

With all of the storms in the US over the past month, I have seen my share of lightning/lightening used incorrectly. So, let's get it right before the next bout of bad weather! :)

Lightning

1. This is the electricity in the sky!

2. It's light + ning

Lightening

1. This is when something is lightened or made lighter.

2. It comes from the base word lighten--This will lighten my load.

3. Lighten+ing

If you think of the base word of each, you will not mistaken them for each other so easily--light (for lightning) and lighten (for lightening).

I hope the amount of lightning (and thunder and tornadoes!) starts to lighten (lessen) soon!

day 108: weary vs wary

The other day as I was reading aloud to my sons out of a book about Clara Barton, I came across a sentence that i read, then re-read, then re-read again. It was about Clara Barton, the founder of the US Red Cross during the Civil War, becoming weary on the battle front. I was sure that the author had misused the word weary--and really needed wary. It was then and there that I decided that the concept of weary and wary warranted its own "Tricky Trick to Help It Stick"!

Weary is a word that means tired or overwhelmed from something, such as too much work, no rest, difficult circumstances, etc.

Wary is a word that means to be paranoid or suspicious.

Both words are adjectives, meaning they describe nouns (or sometimes pronouns, in the case of predicate adjectives: I am weary.).

So, what can we use for a Tricky Trick?

Well, I will propose one that has worked for me since my Clara Barton encounter--see if it helps you as well:


1. The day was dreary, so she grew weary--just remember that the spellings are the same--dreary and weary (dreary weather makes you tired or weary!).

2. The  salesman was scary, so the buyers were wary--just remember that the spellings are the same--scary and wary (a scary saleperson makes you wary or suspicious/paranoid).

Now, I hope you don't get weary in your grammar studies--or wary when you write a sentence using weary/wary! 

day 104: another thing that bugs me---who wore it best?

I was flipping through a magazine at the beauty shop the other day and came upon another of my pet peeves---the “who wore it best” feature of a celebrity magazine. The pet peeve of this stems from the fact that there are two gals wearing the outfit—but the question asked is “Who wore it best?” If only two people are being compared, it would definitely be “Who wore it better?”

The rule for this is the comparative and superlative forms of words—

Comparative words are used to compare two things or one thing to one other thing:

1. better, worse, more
2. She wore it better than the other gal.
3. He is taller than she.

Superlative words are used to compare one thing to many:

1. best, worst, most
2. She wore it best out of all of the celebrities.
3. He is the tallest in the room (of many).

Oftentimes, it is not clear what comparison is being made—and it can be tricky (and even subjective) to determine whether the comparative or superlative should be used. However, in cases where it is extremely clear (two people or things being compared), it should not be that difficult to do it properly.

So….the first article—with two gals wearing the same dress—should ask “Who wore it better?” but the next page—with three girls wearing the dress—was correct to ask “Who wore it best?” J

day 103: wacky words---breathe and breath

Another Wacky Word pair that trips people up is that of breathe and breath. (The latest sign I saw of this had to do with helping people to "breath clean air"!)

This pair is tricky, along with all of the ea pairs, because ea says short e and long e--all by itself. For example:

1. Today I will read the book.
2. The leaf fell to the ground.
3. The thief is going to steal the diamond.

The key to knowing whether to use breath or breathe is to consider the pairs that do have e at the end--it is there to show that, that word is the long e one (not the short e one).

For example:

1. Take a deep breath (breth--short e).
2. Breathe deeply (long e).

3.  He took great pleasure in it (short e--plezz).
4. They want to please him (long e).

While there isn't a fullproof trick (like their/there and affect/effect), it does help to keep in mind that if one of the set has an e at the end of it, it is there for a reason--in these cases, to make the first vowel say its long sound--breathe (long e) vs. breath (short e).

day 99: lie and lay

Sit and rise have I's--and lie does too.
"Coz these are things that I, all by myself, can do.
Set, raise, and lay are words that you choose
When each one has an object after it to use.

Here we are at the end of our Wacky Word pair—lie and lay.

Remember these lie and lay tips:

1. Lie has an I—and I alone can do it (it is not done TO something else).
1. I lie in bed at midnight wide awake.
2. Yesterday I lay awake half the night.
3. Before that I had lain down when the cat jumped on me.

2. Lie means to stretch out in a flat position—anybody or anything can lie, as long as it does it by itself (i.e. it is NOT laid)
1. She lies down with a headache every day.
2. The sun is lying low.
3. She has lain down for a nap.

3. Lay must have an object following it—something that it is being laid down.
1. Lay your book on the table.
2. He laid his money down.
3. She has laid the towels in the sun.

Okay…the tenses for the three:

1. Lie

            a. Base form: lie—Tomorrow I will lie down early. (Remember—no object; down is an adverb; early is an adverb here, not an object.

            b. Past simple: lay—Yesterday I lay in the sun. (Tricky part: past tense of lie is lay; lay is also the present tense of lay—to lay something down!)

            b. Past participle: lain—They have lain low ever since then.

            d. Third person singular: lies—The dog just lies under the tree all day long.

            e. Present participle/gerund: lying—The sun was lying on the horizon for so long today.

2. Lay

1. Base form: lay—I lay the kids’ clothes out every day. (Tricky: lay is the base form of lay (to put something down; it is also the past tense of lie—to stretch out by yourself or itself.)
2. Past simple: laid—Yesterday I laid the pink pants out for Jon.
3. Past participle: laid—Before the dog came in, I had already laid his bones out.
4. Third person singular: lays—He lays the book down every night at ten.
5. Present participle/gerund: laying—I am laying the swim suits out to dry.

Tricky Tricks to Help It Stick

1. Again, do sit/set first (all same base word for tenses of set!) or rise/raise (since many people get this pair correct even if they do not know sit/set and lie/lay very well).
2. Do rise/raise after sit/set or sit/set after rise/raise (saving lie/lay for last).
3. Memorize acronym/rhyme to cement the fact that all three with I’s are the ones that are done by someone or something (not to something).
4. When you get to lie and lay, to lie first all by itself until it is memorized. Then do lay. (I am starting to wait a week between the two with lots of practice on lie during that week before moving on to lay.)

I’m officially done with sit/set; rise/raise; and lie/lay! Time to move on. I feel that I have risen to the occasion and am glad that I did not sit idly by and lay these tricky ones aside. Glad I did not let people lie in agony over these Wacky Words. I would like for all of us to set our grammar burdens aside and raise a toast in honor of sit/set; rise/raise; and lie/lay! J (Last time for a while, honest!)

day 99: rise and raise

Sit and rise have I's--and lie does too.
"Coz these are things that I, all by myself, can do.
Set, raise, and lay are words that you choose
When each one has an object after it to use.

I like to start with the simplest Wacky Word pair—sit and set. Then I like to move onto rise and raise. (And leave the “wackiest” pair, lie/lay, for the end.)

Remember these rise and raise tips:

1. Rise has an I—and I alone can do it (it is not done TO something else).
1. I rise around seven a.m.
2. Yesterday I rose at dawn yesterday. (Not really!)
3. Before that I had risen when the cat jumped on me.

2. Rise means to come up to a higher position—anybody or anything can rise, as long as it does it by itself (i.e. it is NOT raised)
1. She rose to greet us.
2. The sun is rising late.
3. Our grades have risen lately. (Technically, grades are raised by someone (“I raised my GPA”)—but if you do not state who raised them, they would be rising by themselves—which we know doesn’t really happen!)

3. Raise does have an i—but not only an I like rise—raise is done to something.
4. Raise must have an object following it—something that it is being raised.
1. Raise your glass for a toast.
2. He raised his children well.
3. The children are raising their hands in class now.

Okay…the tenses for the two:

1. Rise

            a. Base form: rise—Tomorrow I will rise early. (Remember—no object; early is an adverb here, not an object.

            b. Past simple: rose—Yesterday I rose late.

            b. Past participle: risen—They have risen to the task.

            d. Third person singular: rises—The sun rises early now.

            e. Present participle/gerund: rising—The sun was rising later in the day before.

2. Raise

1. Base form: raise—Today I raise my voice in song. (Object—voice)
2. Past simple: raised—Yesterday I raised the log and found a mole.
3. Past participle: raised—Before I put the binoculars down, I raised them up and looked through them in the distance.
4. Third person singular: raises—She always raises her voice when she is angry.
5. Present participle/gerund: raising—I am raising the bar in that class!

Tomorrow is quiz day…so be ready! J

day 94: sit and set pop quiz!

Sit and rise have I's--and lie does too.
"Coz these are things that I, all by myself, can do.
Set, raise, and lay are words that you choose
When each one has an object after it to use.

Fill in the blanks below with the correct forms/tenses of sit/set.

1. She _________ down and wept when she heard the news.
2. They _______ down.
3. They _______ the plants out.
4. They will be _______ the clothes out beforehand.
5. Yesterday, he ________ down to rest.
6. They will ________ the clothes out to dry.
7. He _________ down.
8. He is ____________ down.
9. They will be _________ the clothes out beforehand.
10. She has _________ the clothes out beforehand.
11. They have __________ down.
12. He has ____________ down.
13. They __________ the trap to catch the bear.
14. They are __________ down.
15. They will ________ the tent up at noon.