UNIT x UNIT 4 | 143 GRAMMAR: Correlative Conjunctions • Understand correlative conjunctions Review the text and example conjunctions. Elicit that both shows similarity, either signals a choice, and not only adds an idea. • Use critical thinking Tell students to use critical thinking to find two rules for using correlative conjunctions in the example sentences. (join same part of speech; use first word to introduce first idea and second word to introduce second idea) Say: Correlative conjunctions join equal ideas: two names of things, two descriptions, or two actions. A • Identify correlative conjunctions Echo read the sentences. Have students put their fingers on parts of correlative conjunctions when they find them. • Apply knowledge of correlative conjunctions Read aloud the words in the box and item 1. Model identifying the conjunction word in the sentence then matching to an example in Activity A to identify the missing part. Have students write answers independently then discuss in pairs. ANSWERS 1. and; 2. but; 3. either; 4. or; 5. not; 6. both B Identify part of speech Have one student read their sentences and the other identify the parts of speech they hear and label them N (nouns), V (verbs), or A (adjectives). ANSWERS 1. soybeans, almonds/N; 2. protein, fiber/N; 3. soybeans, almonds/N; 4. love, hate/V; 5. healthy, delicious/A; 6. almonds, walnuts/N C Make connections Have students brainstorm ideas before completing the sentences. ANSWERS Sample answers: 1. do homework, ride my bike; 2. cucumbers, carrots; 3. delicious, healthy D Exchange ideas Have students share and discuss sentences. ANSWERS Sample answer: I completed sentence 1 with verbs, 2 with nouns, and 3 with adjectives. Practice Book pp. 77–78 Assessment Program p. 65 EXPLORE AND LEARN PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Support students in joining ideas with correlative conjunctions. Provide extra practice by working with students to identify correlative conjunctions in familiar texts. Guide students to highlight both parts of conjunctions and identify items they join and their parts of speech. Amplify Have students brainstorm things kids love or hate and write sentences about them. Direct students to use both/and, either/or, and not only/but also. Write: Correlative Conjunctions Circle the correct word for the correlative conjunction. I like (not only/both) oranges and bananas. The apples will be (either/or) red or green. (Not only/Both) are eggs proteins, they are also delicious. Write a sentence using a correlative conjunction. UNIT 4 / CONNECT TO GRAMMAR A Rewrite the sentences with a correlative conjunction. Use the words in the box. 1. Both soybeans almonds are high in protein. 2. Almonds contain not only protein, also fiber. 3. Milk can be made from soybeans or almonds. 4. People either love hate tofu. 5. Almonds are only healthy, but they’re also delicious. 6. People can be allergic to almonds and walnuts. B Underline the words you connected with a correlative conjunction in Activity A. What part of speech are the words? In the first sentence, the words soybeans and almonds are nouns. C Complete the sentences with your own ideas. 1. After school, I either or . 2. Both and are delicious. 3. Apples are not only , but they’re also . D Share your sentences with a classmate. Did you complete the sentences with nouns, verbs, or adjectives? GRAMMAR Correlative Conjunctions Correlative conjunctions are pairs of words. both . . . and either . . . or not only . . . but also The words before and after a correlative conjunction are the same part of speech. Both eggs and yogurt are high in protein. They either love them or hate them! Soybeans are not only important in the United States, but they’re also popular all over the world. or either both but and not UNIT 4 143
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