Grammar Study

Standards:

CCSS.ELA-LITERACY.L.2.1.A Use collective nouns (e.g., group).

CCSS.ELA-LITERACY.L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

CCSS.ELA-LITERACY.L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

CCSS.ELA-LITERACY.L.2.1.F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

CCSS.ELA-LITERACY.L.2.2.A Capitalize holidays, product names, and geographic names.

CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

CCSS.ELA-LITERACY.L.3.1.B Form and use regular and irregular plural nouns.

CCSS.ELA-LITERACY.L.3.1.C Use abstract nouns (e.g., childhood).

CCSS.ELA-LITERACY.L.3.1.D Form and use regular and irregular verbs.

CCSS.ELA-LITERACY.L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

CCSS.ELA-LITERACY.L.3.2.A Capitalize appropriate words in titles.

CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

Objectives:

Students will be able to:

- use and understand common nouns, proper nouns, singular and plural nouns, collective nouns.

- form and use regular and irregular plural nouns.

- use and understand the function of verbs (action), the function of verbs (verbs of being).

- understand and use verb tenses - past, present and future.

- use and understand irregular verbs and active voice.

- use and understand simple sentences.

Activities:

Each lesson utilizes a set plan. Students will be introduced to grammar concepts through a mentor sentence. This sentence might come from a text we are reading together or from another source altogether. Students will be invited to notice ~ what do they notice about the words and patterns the author used? Then, a grammar concept will be directly introduced within the mentor text and it will be examined. Objectives will be written in a student friendly format that is connected to WHY author's choose to use this pattern. We will then compare and contrast an imitation of the original mentor sentence, examining what made it stronger or weaker. Students will then imitate on their own. We will celebrate our learning by creating something together. Finally, they will be asked to apply the skill to some of their own writing - either something fresh or an older piece. We will also edit pieces of writing based on student work.

Assessment:

Students will be assessed during the application phase of the process. How are they applying this to their own writing? Are they able to articulate the focus of the lesson? With some reminders, are they able to apply the skill? Or do they apply independently?