Lesson 1 Ancillary Items: Student Workbook p. WB23 Teacher’s Key p. 25 Jingle Posters 13–14
Jingle 13 The Pronoun Jingle TEACHER INSTRUCTIONS
Collect Writing Assignment 1 from your students’ Final Paper folders. Use the Student and Teacher Assessment Rubrics (pp. 198–199a) to evaluate WA 1 before conference time in Chapter 6, Lesson 1.
These little pronouns, Hangin' around, Can take the place Of any of the nouns.
With a smile and a nod And a twinkle of the eye, Give those pronouns A big high five! Yeah!
The Subject Pronoun Jingle
There are seven Subject pronouns That are easy as can be. SUBJECT PRONOUNS!
r TEACHER INSTRUCTIONS
1. Introduce the Pronoun and Subject Pronoun Jingles. Demonstrate the jingles or use the Jingle CD.
2. Practice the new jingles several times until students can sing or recite them smoothly.
I and We, He and She, It and They and You. Those are the subject pronouns!
Time m a
Pronouns It’s time to learn about pronouns. These handy little words take the place of nouns, so we don’t have to say the same nouns over and over again.
Teacher instructions prompt
the direction and flow of the lessons being taught.
Student objectives are listed for every lesson to facilitate lesson planning.
200 Level 3 | Chapter 5 Level 3 | Chapter 9 363 Q&A Key on pages 363a–b Lesson 1 Student Objectives
Jingle Time: Study Jingle 13 Study Jingle 14
Grammar Time: Discuss Pronouns
Recognize Subject Pronouns Classify Introductory Sentences Recite a Noun Check Identify Singular and Plural Nouns Identify Common and Proper Nouns Study the Noun Chart Identify Six Parts of Speech
200 Level 3 | Chapter 5
Word Study: Discuss How Prepositional Phrases Add Details
Discuss Multiple Meanings of a Word
Writing Connection: Use Details to Make Sentences More Interesting
Discuss Meanings of Common Titles
Writing Time: Turn in WA 1 for Evaluation
Assessment: Complete Classroom Practice 19
Compare Sentence 1 to Sentence 2. The sentences mean basically the same thing, but Sentence 2 is more informative because of the added details. Notice how adjectives, adverbs, and prepositional phrases are used to improve and expand the meaning of the original sentence. Name the words and phrases in Sentence 2 that are used to add more details. When you write, ask yourself this question: Have I used enough adjectives, adverbs, and prepositional phrases to make my sentences interesting and informative? Brainstorm and make a list of interesting adjectives, adverbs, and prepositional phrases that can be used for elaboration.
Classifying Sentences Classify the Introductory Sentences, using the Question and Answer Flow. Classifying these sentences will help you learn helping verbs and interrogative sentences.
Introductory Sentences ORAL PARTICIPATION 1. ______ Your dog is sleeping on my couch.
2. ______ Your muddy dog is sleeping soundly on my new white couch!
3. ______ Is your dog sleeping on my couch? TEACHER INSTRUCTIONS
Classifying Sentences 1. Lead your students through the Question and Answer Flows for Helping Verbs and Interrogative Sentences in Reference 123 again.
2. Display the sentences to be classi- fied on the board.
3. Do a quick vocabulary check to make sure your students under- stand every word in the sentences.
4. Lead your students through the Question and Answer Flow for the sentences.
Strategies To Engage the Mind
For kinesthetic learners and first-year Shurley students:
1. Have students recite the Question and Answer Flows for the first and second sentences again. This time, have students trace the labels on their desks with the four fingers of their writing hand as they classify the sentences.
2. Make Human Sentences with Helping Verbs. (See page Q64 for an explanation of Human Sentences.) Assign certain students to be the “Helping Verbs.” As a group, read the sentences aloud so they can hear why the sentences are not correct without a helping verb. Examples: We are riding in the parade today. Martina is cooking in the kitchen with Mother.
Level 3 | Chapter 9
5 TEACHER INSTRUCTIONS
Read the directions with your students. Review each example with them. Use the following pattern to show students how to think through the process.
Sentence 1: The girl (ride or rides) on her bike.
What is the subject? girl
Is the subject girl singular or plural? singular
Which rule tells you how to choose a singular verb form? Rule 1
Which verb would you choose to agree with the singular subject girl? rides, the verb with the –s or –es ending The verb rides has been underlined as the cor- rect verb choice.
Directions: RULE 1 RULE 2 SUBJECT girl girls
hat, shoes I
For each sentence, do three things: (1) Write the subject. (2) Write S and 1 if the subject is singular. Write P and 2 if the subject is plural. (3) Underline the correct verb in parentheses.
A singular subject uses a singular verb that ends in –s or –es. (Exception: I is labeled S with Rule 2.)
A plural subject, a compound subject, and the pronouns you and I use a plural verb with no –s or –es ending.
S or P RULE # S P P S
1 2 2 2
1. The girl (ride, rides) on her bike. 2. The girls (ride, rides) on their bikes. 3. Your hat and shoes (is, are) in the closet. 4. I (help helps) Mom cook dinner.
rides re help, helps 2. Modification ideas
Review: Parts of Speech Now, you will review the parts of speech you have studied. REMEMBER: How a word is used in a sentence determines its part of speech. What are the six parts of speech you have studied so far?
What are the labels for these six parts of speech? noun, verb, adjective, adverb, preposition, pronoun
N for noun, V for verb, Adj for adjective, Adv for adverb, P for preposition, Pro for pronoun (SP for subject pronoun, PPA for possessive pronoun adjective)
help meet individual student needs.
224 Level 3 | Chapter 5 Strategies To Engage the Mind
Repetition may help students hear the subject-verb agreement for each form. Write the two lists on the board . Read the first list. Then, have students repeat it with you several times. List 1: rabbit jumps, bird flies, boy runs, child plays.
Next, read the second list. Have students repeat it with you several times. List 2: rabbits jump, birds fly, boys run, children play. Finally, read the first list and have students respond with the second list.
Strategies to Engage the Mind suggest ways of incorporating different learning styles and form stronger connections in students’ minds.
224 Level 3 | Chapter 5
GRAMMAR: Exercise 1:
SN V P1
SN V P1
Classify each sentence. Underline the complete subject once and the complete predicate twice.
A Adj SN P OP V P )/
A small group of hikers hiked through Snake Canyon today. )D ( Stay with your aunt after school ) today. ( ) ( ( / V P PPA OP P OP Adv Use Sentence 1 above to complete the table below.
LIST THE NOUNS USED NOUN JOB SINGULAR or PLURAL
SKILLS: (25 points) Exercise 3:
RULE 1 RULE 2
SN S OP
Snake Canyon OP
COMMON or PROPER
C group C P
MODIFICATION Students with Special Needs:
(1) Write the subject. (2) Write S and 1 if the subject is singular. Write P and 2 if the subject is plural. (3) Underline the correct verb in parenthesis.
A singular subject uses a singular verb form that ends in –s or –es. (Exception: I is labeled S with Rule 2.) A plural subject, a compound subject, and the pronouns you and I use a plural verb form with no –s or –es ending.
Jill, Jenny puppy I
or 3 1 (8 points)
Marty, Lexi, and I helped my mom cook Thanksgiving dinner on Thursday. Exercise 4:
2 2 2 4 4 1 Level 3 | Chapter 5 225 Q&A Key on page 225a
Write the capitalization and punctuation rule numbers for each correction in bold. Use References 7 and 9 on pages 24 and 30–31.
S or P RULE # S P P P S S
1 2 2 2 1 2
1. Have a parent, aide, or student helper assist in reading the directions, the questions, and the answer choices for anyone needing extra help.
2. Assign fewer items on the practice page.
1. The juice in this glass (taste, tastes) bad. 2. (Do, Does) you snowboard during the winter? 3. The schools (is, are) closed for the summer. 4. Jill and Jenny (iis
re s,, are) twins. re
5. The puppy (bark, barks) loudly at night. 6. I (have,ave, has) the same color shirt as Megan.
3. For students who lack confidence, challenge them (privately) like this: If you feel like you can’t handle the whole page, you may choose to do only the even questions or the odd questions. Just read through the page to decide which group you think is easier for you to do. (Hint: The brain loves challenge. The student will actually accomplish even more success with the page by having to read through the entire page in order to determine which ones will be easier. Often, students will figure out that doing the whole page is the best plan; confidence is the result.)
OP Imp Adv
Classroom Practice 21 Name: ________________________________________________________________ Date:_______________ TEACHER INSTRUCTIONS
Classroom Practice 21: Go over the directions for the classroom practice with students.
Check and discuss the practice as a group when everyone has finished.
Level 3 | Chapter 5
Sentence Booklet: Extra Practice Key
The Sentence Booklet Key is a companion product to the Shurley English Sentence Booklet. The answer keys from the Sentence Booklet have been conveniently placed together in a full-size, softcover book, making it easy to check student pages.
This booklet covers multiple grade levels and is cross compatible with all editions of Shurley English.
Sound Cards Jingle Time CD
This audio CD may be used to demonstrate the jingles for the students, or it may be used as a resource for the teacher.
Set 5 Ee Ee
Card 21 © 2013 Shurley Instructional Materials, Inc. www.shurley.com
Become an expert phonemic awareness instructor. Each card features the phoneme on the front side and teaching instructions and hints on the back. These 8.5 x 11 visual aids are printed on card stock, just the right size for your whole class to see from any - where in the room.
Start Lesson 1
End Lesson 3
Directions: Show the front of Card 7 to the students. Then, use the information below to introduce and review Card 7.
Teacher: I say it; then, you say it. Sound: /b/
NOTE: Always require students to watch your lips when you make this sound. is B-Verse /b/ The Other Lip Popper!
NOTE: /b/ is called a Lip Popper because you make its sound by popping your lips apart with a burst of air.
1. B is a symbol for a consonant and makes one sound: /b/. 2. Its letter name is B.
3. The sound of b is voiced. NOTE: Have students check for “vibration” or “no vibration.” Visual Cue: Use the hand shapes for the letters b and d and say: Put b and d to bed!
Set 2 Bb Card 7 © 2013 Shurley Instructional Materials, Inc. www.shurley.com
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