UNIT X 186 | UNIT 5 EXPLORE AND LEARN Instructional Routine: Grammar p. Txxix Grammar in Action: Verbs • Categorize singular and plural nouns Review singular and plural nouns from Unit 1. Ask: What is a noun? (a person, place, or thing) What is a noun we learned in this unit? (plant, flower, seed, etc.) Write plant and plants on the board. Point to plant and ask: How many? (one) Point to plants and ask: How many? (more than one). • Use singular and plural nouns with matching verbsWrite example sentences on the board: 1) The plant is healthy. 2) The plants are healthy. Ask: What is different about these sentences? Elicit that sentence 1 is about one plant, and sentence 2 is about more than one plant. Ask: What is the verb? (is/ are) Explain that is and are have the same meaning, but we use is for singular nouns and are for plural nouns. • Repeat this procedure with has and have. Write on the board: 1) The plant has leaves. 2) The plants have leaves. Ask: What is the verb? (has/have) Explain that has and have have the same meaning, but we use has for singular nouns and have for plural nouns. Explain that all nouns and verbs work together this way and that this is called subject-verb agreement. The verb changes for singular and plural nouns. • Use high frequency words Ask children to find is, are, has, and have on their list of high frequency words. Tell children that they use these words all the time. Provide and elicit usage examples with classroom items; for example: Mia is a girl. Mia and Ava are girls. Luke has a lunchbox. Luke and Daniel have lunchboxes. • Teacher modeling. Direct children to the Student Book. Read aloud the explanation of verbs while children follow along. Write the examples on the board. • Critical viewingAsk children to look closely at the picture and find the illustrations of the example sentences. Read aloud each sentence. Have children repeat the sentence and point to the picture of it. Ask children to form more sentences with is, are, has, and have based on the picture. Write them on the board. DIFFERENTIATED INSTRUCTION Scaffold Offer additional practice with is, are, has, and have before children move on to the practice activities. Label two index cards with a singular subject (e.g., the boy, the tree) and two index cards with a plural subject (e.g., the girls, the birds) and four index cards with a verb: is, are, has, or have. Pass the cards out to eight children. The children move around looking for a matching subject and verb. When they find a match, they use their own ideas to complete the sentence. Amplify Challenge children to look out the window or, if possible, go outside in nature and write four more sentences with is, are, have, and has about what they see. Have them exchange sentences with a classmate and see if they can find the things they wrote about. Use is to tell about one person, place, or thing. Use are to tell about more than one person, place, or thing. Snow is on the mountain. Leaves are on the trees. Use has to tell about one person, place, or thing. Use have to tell about more than one person, place, or thing. The rabbit has big ears. The ducks have feathers. Verbs Grammar in Action Look, Dad! A rabbit is in the grass. The rabbit has brown fur. CONNECT TO Grammar UNIT 5 186 Tutorial CON22_1_SE_U05_184-187_CG.indd 186 30/10/2020 11:50 UNIT 5 / CONNECT TO GRAMMAR
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