ctives Writing LANGUAGE & LITERACY The verb be A sentence also has a verb. One verb is be. Look at the forms of be. What do you notice? be I am Olivia. I’m Olivia. You are Juan. You’re Juan. Mr. Lee is a teacher. Mr. Lee‘s a teacher. Emily is a girl. Emily’s a girl. OR 1 Match the sentences and the pictures. 2 Choose a word from A, B, and C. Write five sentences. EXAMPLE: 1. 2. 3. 4. 5. PUNCTUATION NOTE ’ = apostrophe a. Pedro is a boy. d. I’m Mr. Flores. b. Mrs. Johnson is a teacher. e. You’re Pearl. c. Sophie’s a girl. f. You are a teacher. A B C I Mr. _____ You Maria Tom am are is a student an English teacher a boy a man a woman a girl I am a woman. ______ e 3. ______ EXAMPLE: 4. ______ 1. ______ 5. ______ 2. ______ Good morning. I am your English teacher. My name is Mrs. Carter. What’s your name? Unit 1 | twenty-three 23 Unit 1 | 23 ectives Writing . I I is ‘s is a girl. ’s a girl. : ’ f. I is a girl : | Discover and pre-teach vocabulary Use the vocabulary routine to teach the words verb, contraction, and apostrophe. Write these words on the academic word wall. The verb be Grammar chart • Employ increasingly complex grammatical structures Say: We know that sentences have subjects. Subjects are often nouns. The verb is another important part of a sentence. • Have students notice that the verb changes with the subject. Have students point to the verb in bold in the left column. • Say: Look at the bold word on the other side of the chart. I am now says I’m. What letter is missing? (a) This is a contraction. To speak more quickly and be less formal, some words can be contracted (made shorter). We write an apostrophe where we removed the letter. Punctuation note Point out the apostrophe (’). Explain that it shows that letters have been removed. • Teacher modeling Use meta-modeling to make your thinking visible. Say: I know sentence a is not a match; it says boy. I know sentence d is not a match; it says Mr. Flores. In the picture, I see one girl pointing, so sentence e, You’re Pearl, is a match. ANSWERS 1. a; 2. b; 3. d; 4. c; 5. f Guide students through constructing the example sentence. Say: I need a word from column A as my subject. I need a verb from column B. Write I am on the board. Say: I need to finish my sentence with words from column C. Add the words a woman to finish the sentence and read the new sentence. Practice Book pp. 15–18 Assessment Program Quiz: Connect to Grammar: The verb be EXPLORE AND LEARN PRACTICE 1 2 UNIT 1 / CONNECT TO GRAMMAR DIFFERENTIATED INSTRUCTION Scaffold Offer additional practice using the verb be before doing Activities 1 and 2. Label four index cards with subjects and four index cards with forms of be. Pass them out to eight students. Start with the subjects (I, Juan, you, Emily). Then pass out forms of the verb be (am, are, is, is). These students should find a subject that matches their verb form. When all four pairs are formed, have students say the sentences aloud. Redistribute the cards and repeat. When pairs read their sentences aloud, challenge them to use a contraction. Students should view the chart in the book as a resource. Amplify For students who finish quickly and can be challenged to write more, have them create additional sentences about themselves or their classmates using the sentence patterns from the chart. Invite them to discuss the sentence structure and see if there is a translation for the verb be in their home language(s). 53
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