Grammar activities gr 3-5

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  • 1.Grammar Activities That Really Grab Em Sarah Glasscock, Scholastic Teaching Resources That Really Grades 35SARAH GLASSCOCKSARAH GLASSCOCK New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong Buenos Aires

2. Grammar Activities That Really Grab Em Sarah Glasscock, Scholastic Teaching ResourcesScholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of thispublication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission,write to Scholastic Inc., 557 Broadway, New York, NY 10012.Editor: Sarah LonghiCopy editor: Jeannie HutchinsCover design: Maria LiljaInterior design: Melinda BelterISBN-13: 978-0-545-11265-9ISBN-10: 0-545-11265-6Copyright 2009 by Sarah Glasscock.All rights reserved. Published by Scholastic.Printed in the U.S.A.1 2 3 4 5 6 7 8 9 10 40 16 15 14 13 12 11 10 3. Contents Introduction . .............................................4 All About Nouns ............................................5 All About Pronouns . ........................................11 All About Verbs . ........................................... 17Grammar Activities That Really Grab Em Sarah Glasscock, Scholastic Teaching Resources All About Adjectives and Adverbs . ........................... 23 All About Prepositions . ....................................29 All About Singular and Plural Nouns and Verbs .................. 35 All About Subjects and Predicates . ........................... 41 All About Phrases and Clauses . .............................. 47 All About Elaboration . .....................................53 All About Sentences . ...................................... 59 4. IntroductionIt can be hard to convince students that grammar is a living, breathing thing that reflectsnot only the history of our language but also how language and its rules change in ourcontemporary lives. For example, today we try to use language more precisely to reflect thechanges in our society by replacing policeman or fireman with police officer or firefighter. (Werestill grappling with the wordiness of pairing everyone with the possessive pronouns his andher.) Grammar is simply a set of rules that helps us write and speak clearly so that others canunderstand what we mean. The aim of this book is to present an overview of major topics thatwill give your students tools to become better writers and speakers.How to Use This BookThe book contains a mini-lesson for ten important grammar topics: Grammar Activities That Really Grab Em Sarah Glasscock, Scholastic Teaching Resources Nouns Singular and Plural Nouns and Verbs Pronouns Subjects and Predicates Verbs Phrases and Clauses Adjectives and Adverbs Elaboration Prepositions SentencesEach mini-lesson contains the following elements to support your teaching: 4 A teaching page that focuses on introducing and defining the topic, teaching it in conjunction with a model passage, and applying it. A quote related to the topic begins each lesson and can be used as a springboard for introducing, discussing, or applying the grammar topic. 4 A short model passage that shows important aspects of the grammar topic in action. You may want to display the passage onscreen to introduce or review the featured grammar points. Students can also keep this page in their notebooks or writing portfolios to guide them in their own writing. 4 Two writing prompts that encourage students to write and share their work. You can photocopy the prompts on card stock and then cut them apart for students, write the prompts on the board, or display them onscreen. With the Rest of the Class tips help students extend their thinking by sharing their work with their peers. 4 Three activities for the whole class, small group, pairs, or individuals that give students hands-on practice with the grammar topic. These activities require minimal preparation and appeal to a variety of learning styles; for example, students may play games, chant, or write ads and plays. Use the discussion tip With the Class to invite students to discuss the topic further. 4 A reproducible activity sheet that goes with the activity featured in the Apply section of each teaching page. Youll find some overlapping of topics. Its impossible, for example, to talk about subjects andpredicates without talking about nouns, pronouns, and verbs, and its impossible to talk aboutsentences without talking about all the other grammar topics in the book. Immerse your students in an overview of each grammar topic or dive more deeply into oneaspect. I hope this book encourages your students to see the powerful effect that grammar hason our wordsand the effect we all have on our language.4 5. All About Nouns ] The adjective hasnt been built that can pull a weak or inaccurate noun out of a tight place. William Strunk, Jr. and E. B. White You could say that a sentence revolves around its nouns. They tell the who or the what of a sentence. This mini-lesson focuses on the following aspects of nouns: singular and plural nouns common and proper nounsGrammar Activities That Really Grab Em Sarah Glasscock, Scholastic Teaching Resources possessive nouns descriptive nouns Introduction Begin the mini-lesson by writing a short definition and example of a noun on the board, for example, A noun names a person,Ruby, a ruby-throated hummingbiflowers cau rd, darted animal, place, thing, or idea: Chester is a poodle. He loves the ght her atte1 throughntion. Wit the garden Then, wit h her slen. The sag hout looder bill, Rube bushes king, they sipped red Ouch! Outiny birdthe nectar2 zoomed out of thech! OUCH backward! Zeke, and ran SM flowers.Sooo sorthe bumACK into freedom of chasing butterflies in the wheat field behind hisry, the hum3blebee, buma bumblemingbirdbled. Wbee.a nearby hummed.atch where tree caught Then twoyoure goi her attentio bird feeder ng! Yellow pla n. One was in stic owerss lled wit decoratedh red sug doghouse. one of the the feederar water.owers to . The birddrink the slipped her Zeke lan4 sugar wabill throughded on theter. owers feeder, toopetals we. He tried 5 re too harto suck thePlastic! d. They wenectar outthe bum re so har of a yellow blebee spa d that theower. The Zeke slidt. Then he y bent his Grammarhis long tasted the stinger and Teach tongue throsugar wamade it cro Suddenly,ugh the ter on his oked. the bum center of tongue. Activitiesblebee hea the plasticVery caredown toower andfully,the grass.6 rd an ang drank dee Above him ry hum, ply. felt a sha That Reall to thieves, the humrp pain in, Ruby mingbirdhis side, hummed.ew around and tum7 the feeder bledZeke buzy Grab Em!, zed in ang . Thats er. He hadwhat hapFighting as much pens for his turnright to drin Distribute copies of the model passage The Bumblebird andat the fee k from the the bee fou der seeme Grades 35d only fair feeder asght. Finally. Poking,that ighty 8, they hit pushing, bird did.each oth prodding,er so harthe bird d that the 2010 by That hur y both fell and ts! the beeto the gro8 the Hummingbee on page 7 to students. Ask them to followlooked at hummed.und.each othThat hurer in surprists! the birdSarah Glass Since thae.buzzed. They t day, the bumblebirdtheir foo and the hum cock, Schold with eac 9 along as you read it aloud. Then use the teaching guide on h other.mingbee have alw9ays shared astic Teaching Resou page 6 to discuss how the writer used nouns in rces the passage. (Also see the lessons on pronouns, pages 1116; singular and plural nouns and verbs, pages 3540; and elaboration, pages 5358.) Name ___ ______ _________ ___________________________ ________________Date ___ ______ Apply________Who areyou? Describe yourself. Use as manydifferentnouns as you can. Hand out the Who Are You? reproducible on page 10. After going over the directions, model a few responses that describe yourself, for example, person, teacher, hiker, cook, reader, deejay, and so on. In yourrcesing Resou response, include nouns that will encourage astic Teachcock, Schol students to realize how many different nounsSarah Glass2010 by they can use to describe themselves. Grades 35 y Grab Em!, That Reall Activities Grammar5 6. Singular and Plural NounsA singular noun refers to one person, place, animal, idea, or thing. A plural noun refers tomore than one.KEY POINTS TEACHING WITH THE MODEL PASSAGEegular plural nouns are formed by adding sR4 A sentence can have a combination of singularor es to the end of a singular noun.and plural nouns in it. In this sentence, bird, bill,rregular plural nouns such as children, women,Ione, and water are singular. Only the noun flowersmen, activities, and sheep dont fit this pattern. is plural.ake a class list of the irregular plural nounsM7 Thieves is an irregular noun. The singular formthat students come across in their reading.of this noun is thief. Instead of adding s to the end of thief, you change the final f to v and add es.Common and Proper NounsA common noun doesnt refer to a specific person, place, animal, thing, or idea. A propernoun does.Grammar Activities That Really Grab Em Sarah Glasscock, Scholastic Teaching ResourcesKEY POINTS TEACHING WITH THE MODEL PASSAGEcommon noun is preceded by a definite orA3 The bumblebees name is Zeke, which is aindefinite articlethe, a, an. proper noun. A proper noun is always capitalized. 6 The writer used the common noun bumblebeecommon noun is only capitalized if it beginsAhere, but, for variety, she also could have used thea sentence.proper noun Zeke. 8 These two common nouns are parallel. It would be strange to use one common noun and one proper noun in this sentence.Possessive NounsA possessive noun tells who or what owns something.KEY POINTS TEACHING WITH THE MODEL PASSAGEossessive nouns indicate owne