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Grade 5 Unit 7: Adverbs and Prepositions Teaching Support

Multisensory Grammar ActivitiesAdverbs

Objective The student will identify anduse adverbs that tell how, when, and where.

Materials White and blue chalk; blue marker, pen, orpencil; notebook paper

1. On the chalkboard, list adverbs that tellhow, when, and where. (See chart.)

2. Ask students to name additional adverbs.Add them to the chart. Then ask studentsto copy the chart into a notebook.(VISUAL; KINESTHETIC)

3. On the chalkboard, write three phrasesusing the same verb and a different ad-verb. Draw a blue arrow from each ad-verb to the verb it describes. (VISUAL)

4. Ask students to write on their papersfive phrases using the same verb and adifferent adverb. (KINESTHETIC)

5. Invite volunteers to share their phraseswith the group. Display the phrases.(AUDITORY; VISUAL)

Objective The student will identify andcorrect double negatives.

MaterialsPrepared worksheet for each student show-ing sentences with double negatives (seesample), pencils

1. Write the first sentence twice on theboard and ask a student to read it aloud.(VISUAL; AUDITORY)

2. Have the student circle the words in thesentences that are negative (don’t, noth-ing) and write the letter N above eachone. (VISUAL; AUDITORY; KINESTHETIC)

3. Ask the student to cross out don’t in thefirst sentence and nothing in the secondsentence. (VISUAL; KINESTHETIC)

4. Point out that the first sentence is nowcorrect. Have the student read it aloud.

Then ask what word could replace noth-ing to correct the second sentence. (any-thing) Have the student make thecorrection and read the sentence aloud.(AUDITORY; VISUAL; KINESTHETIC)

5. On their worksheets, have students cir-cle both negatives in each sentence, andthen write two corrected versions of thesentence.

Negatives

AdverbsHow When Wheresafely often outsidewell suddenly nowhere

happened safely

happened often

happened outside

1. They don’t need nothing. 2. Didn’t nobody hear me? 3. I haven’t never played hockey.4 There isn’t no cereal left. 5. We aren’t going nowhere.

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Teaching Support Grade 5 Unit 7: Adverbs and Prepositions

Ideas for Multisensory Grammar Activities continued

Objective The student will identify prepo-sitions and their objects.

Materials• Prepared overhead transparency and work-

sheets with sentences containing preposi-tional phrases (See sample shown. Leavespace between sentences. Do not add un-derlining and initials.)

• Red, blue, and black transparency marker;red, blue, and black pencils for each student

1. Display the transparency, and pass outthe worksheets. Ask a volunteer to readthe first sentence aloud. (VISUAL;AUDITORY)

2. Ask the volunteer which word in the sen-tence is a preposition. (across) Write ared P above across, and have students dothe same on their worksheets. (VISUAL;AUDITORY; KINESTHETIC)

3. Remind students that a preposition is al-ways followed by an object, and that anobject is always a noun or pronoun. Askthe volunteer which word in the sentenceis the object of the preposition. (pool)Write a blue O above pool, and have stu-dents do the same. (VISUAL; AUDITORY;KINESTHETIC)

4. Remind students that a prepositionalphrase begins with a preposition and

ends with its object. Ask the volunteer toread aloud the entire prepositionalphrase. (across the pool) Underline thephrase in black, and have students do thesame. (VISUAL; AUDITORY; KINESTHETIC)

5. Repeat steps 1–4 with the remainingsentences. (For sentence 5, remind stu-dents that a preposition can have morethan one object.)

Prepositional Phrases

1. Joe tossed the beach ballacross the pool.

2. Our old house in Texas had a bigyard.

3. Near the tree, a squirrelgathered nuts.

4. That movie about skydivers isterrific!

5. The tourists traveled by car andtrain.

6. The package on the table arrivedtoday.

P O

OP

OP

OP

OP

OP