5 shared reading speech doc by Y1b5w6


									Shared Reading Lessons for Parts of Speech

                       Continuous lessons over several days!

   Read A Lime, a Mime, a Pool of Slime: More about Nouns ( Words are
    Categorical), by Brian P. Cleary and Brian Gable and A Mink, a Fink, a Skating
    Rink: What is a Noun? (Words are Categorical), by Brian P. Cleary and Jenya
    Prosmitsky, using the document camera so that all students have access to the

   Have students “Harvest” the nouns from the texts and categorize them on a
   Use the resources listed in Parts of Speech Resources for NOUNS.
   Divide students into small groups of four, assign them a type of nouns to locate
    (collective, irregular plural, etc.), give each group a different text about the
    content you are studying, and have them find all of their nouns types in the text
    as they read together.
       o The two of the group will read the text together
       o One person in each group should be asked to be a scribe, who will write
             down all the nouns
       o One person will record information about the content
   The information recorded will be set aside and saved for additional activities

Read the texts If You Were a Verb, (Word Fun) by Dahl, Michael, Gray, and Sara and
Verbs, Verbs, Verbs, by Marvin Terban and Pamela Hobbs, using the document
camera so all students have access to the text.

As a class, compare and contrast the two texts.

Pay attention to:
    The definitions of verbs
    The author’s purpose and style
    The verbs they use

Create a list of the verbs from both texts on a three-column chart
       Put a sticker or star by the verbs that appeared in both books
       Divide the students into small groups
       Assign each group 5 or 6 verbs
       Have student write three sentences for each of their verbs, showing the past,
        present, and future tenses
       Ask them to underline the verb in each sentence

                       Past                           Present                            Future
               I ran all the way home.         We are all running fast.          I want to run in a race.
             I really liked that brownie     I like the brownie very much.   I hope I will like the new recipe.

Use Parts of Speech Resources games and lesson ideas


Read the text I and You and Don’t Forget Who: What is a Pronoun? by Brian P.
Cleary & Brian Gable

   Prepare several sentences, some correctly written and some with indefinite
   Make sure there are two or more nouns in each sentence
   Write the sentences on sentence strips and post them one at a time
   Read the sentences together.
   Identify the noun(s) and the pronoun(s)
   Underline each noun with a different color
   Identify the pronoun(s) and determine which noun(s) it is connected to
   If it is vague and you cannot tell which noun it goes to, it is called an indefinite
   With the students, re-write the sentence to eliminate the indefinite pronoun!

Review the other types of pronouns
Read Mine, All Mine: A book about Pronouns, by Ruth Heller using the document
      Discuss possessive forms of pronouns

      Read the portions of the text Planet without Pronouns, (Grammar Tales) by
       Justin McCory Martin, using the document camera, to illustrate Personal and
       Reflexive Pronouns
      Use Parts of Speech Resources games and lesson ideas

Before Reading the following text, use small sticky notes to cover the adjectives in
the text.

Review that an adjective describes or gives more information about the noun.

Read Hairy, Scary, Ordinary What is an Adjective? by Brian P. Cleary, using the
document camera.

      While you read, have the students supply adjectives that could fit to describe
       the nouns
      Write the words that the students supply on the sticky notes
      On the second read, read the words on the sticky notes and then remove
       them and see what the word in the text is.
           o Is it the same?
           o If different, how does it change the meaning of the sentence?
      Use Parts of Speech Resources games and lesson ideas


Review that an adverb gives more detailed information about the verb in the text.

Read If You Were an Adverb, by Michael Dahl, using the document camera.

      Give the students a graphic organizer and ask them to be looking for the
       verbs and adverbs and record them
      Let a few students share out one of the verb and adverb combinations they
      Re-read the text and stop at each verb/adverb in the text.
      Record them on a larger graphic organizer and ask student s check their
       organizer to see if they found each one
      After this reading, go back to the class list
      Think of different adverbs that could be used
      Re-read the sentences that the verb/adverb appear in with the new adverb
      Discuss the changes in meaning

Use Parts of Speech Resources games and lesson ideas


1. Finding parts of speech in print:
      Provide students access to an article, poem, page out of a text, etc., that can
       be marked up.
      Have student identify nouns in the text by marking them in one color,
       pronouns in a second color, and verbs in a third color, on their own text.
      Go back in to the text and find the adjectives and adverbs and mark them
       with the same color as the noun or verb they describe or modify.

2. Definition Charts
      Divide students into 5 small groups
      Give each group one part of speech (nouns, pronouns, verbs, adjectives,
      Provide them with information (some of the online resources printed off or
       available on a computer would be good)
      Instruct students to work everything for their poster out on pieces of paper
       before putting information on the poster so they can revise and edit before
       the final format
      Have them work together to:
           o   determine the definition of the part of speech
           o list the different types or tenses that go with the part of speech (e.g.
               possessive, collective)
           o make a list a few words that are examples of that part of speech (and
               for types)
           o decide on an illustration to represent the part of speech
       o write information on a large poster (poster board or butcher paper)
   Have the small groups share their posters with the class
   Post the definition posters in the room or in the hallways

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