UNIT X UNIT 5 | 185 FORMATIVE ASSESSMENT Write: Adverbs Write two regular adverbs and two irregular adverbs. Use one regular adverb in a sentence and one irregular adverb in a sentence. DIFFERENTIATED INSTRUCTION Scaffold Write well, fast, hard, late, early, speedily, quickly, and loudly on index cards and have students create illustrations of the terms on the other side of each card. Point to the word then to the image, pronouncing the word and having students repeat. Amplify Extend a challenge to students to create additional sentences for Activity B for the characters in the myths they have read. Have students use the irregular adverbs straight, wrong, daily, late, hard, fast, well, and early and base the sentences on the texts or use their imaginations. GRAMMAR: Adverbs • Understand adverbs Direct students’ attention to the Grammar box. Review the explanatory text and example sentences with students. Have students choral read the irregular adverbs in the box, and use visuals and examples to support students’ understanding of the terms. To check comprehension, list a mix of adverbs on the board and ask volunteers to sort regular from irregular adverbs. Then write example sentences with the adverbs, having students identify the verbs they modify. • Recognize location of adverbs Point to the example sentences in the text. Ask: What do you notice about the location of the adverbs? (They are after the verb.) Clarify that adverbs may come in three locations after a verb: directly after, after objects, or after other kinds of phrases. Use additional examples to illustrate (She walked quickly across the street. / She walked home very quickly. / He wanted to call his parents late in the afternoon.) Explain that adverbs can also come at the end of a quotation (for example, “I won!” said Raphael proudly.). A Identify adverbs Read the directions aloud. Ask students to echo read the adverbs in the word box. Have students work independently to choose the correct adverbs and identify the verbs they modify. Ask volunteers to share their answers with the class. ANSWERS 1. magically; 2. clearly; 3. quickly; 4. loudly; 5. boldly; 6. lightly B Use adverbs in writing Before writing, brainstorm activities, situations, or dialogues where the manner or condition of actions can be described. Use the example sentence as a model. Then have students complete Activity B independently. Have students share their work with a partner. ANSWERS Sample answers: I can see clearly when I wear my glasses. I was late, so I ran home quickly. “I don’t like tomatoes,” I said boldly. Practice Book pp. 100–101 Assessment Program p. 85 Proficiency Assessment: Mid-Unit Exam PRACTICE COMMUNICATE EXPLORE AND LEARN UNIT 5 / CONNECT TO GRAMMAR A Complete the sentences with adverbs in the box. Use the texts to help you. Then, identify the verbs they describe. The Northern Lights in Mythology 1. The northern lights dance in the sky. 2. They used the torches to see in the dark. 3. The fox moved its tail across the snow. The Story of Arachne 4. “I don’t care,” Arachne said . 5. “Could you do better?” asked Arachne, . 6. She tapped Arachne on the shoulder. B Choose adverbs and write sentences. I can see well when I wear my glasses. GRAMMAR Adverbs Adverbs are words that describe verbs. They tell how something is done. For example, the adverb speedily shows that something happens fast. Just before morning, she raced speedily across the sky. Adverbs often end in -ly. Other adverbs are irregular. “How will we get to the river fast?” the brothers asked. IRREGULAR ADVERBS well fast hard late early daily straight wrong quickly lightly clearly magically boldly loudly 185 UNIT 5
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