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Grammer usage. Nouns, adjectives and verbs.

My learning center was created for students in 3rd, 4th, and 5th grade that includes students eight through twelve years old. These students are in a !"# classroom. Most students have cognitive im$airments and learning disabilities. The subject area of my learning center is %nglish &anguage 'rts. # am focusing on grammer usage( Nouns, adjectives and verbs. G&)%s* Grammer and usage +.G,.-4.-., in the conte/t of writing, correctly use sim$le and com$ound sentences0 direct and indirect objects0 $re$ositional $hrases0 adjectives0 common and $ro$er nouns as subjects and objects0 $ronouns as antecedents0 regular and irregular verbs0 hy$hens between syllables0 a$ostro$hes in contractions0 and commas in salutations to set off words0 $hrases and dialogue0 1uotation mar2s or italics to identify titles or names. +.G,.-3.-. in the conte/t of writing, correctly use subjects and verbs that are in agreement0 verb tenses0 nouns and $ossessives0 commas in a series0 and begin use of 1uotation mar2s and ca$itali3ation in dialogue. +.G,.-4.-. in the conte/t of writing, correctly use more com$le/ com$lete sentences, nouns and verbs, commas 5in a series, in a letter, and with dates6, contractions, colons to denote time, and ca$itali3ation of $ro$er nouns. #n the centers, the students are concentrating on the basics. They are $racticing nouns, verbs, and adjectives to ma2e more com$le/ sentences. #t7s something all of them are struggling with. There is no detail in their writing. Most of my students have the #% goal of adding detail to their sentences rather than leaving them sim$le sentences. 8$ecifically, the #% 7s state 9 student will use at least 4 s$ecific descri$tive words and details to add interest to his writing.: 8tudents are learning the different ty$es of nouns, adjectives and verbs. 8ome #% 7s $in $oint categori3ation as a goal. 8tudents will learn to categori3e items in their correct location. %very day during writing $eriod, we $rom$t them to use as much detail as $ossible. +hen # lead the instruction, # give $ennies;rewards for every detailed sentence. +e com$lete a gra$hic organi3er before writing. They strictly write sim$le sentences. 9This wee2end, # went to my grandma7s house. <irst, we $layed a game. Then, we ate dinner. Ne/t, we watched a movie. #t was fun.: <or detail, # want to read what game they $layed, what they had for dinner, and what movie they watched for describing words. =escri$tion* Noun )enter* Given several $hotos, the student will be able to identify whether the $hoto is a $erson, $lace, thing, animal, trans$ortation or food. 8tudents will lay out the words, 9 erson:, 9 lace:, 9'nimal:, 9Thing:, 9Trans$ortation:, and 9<ood:. !ne by one, they will $ull out; lay down $hotos under the correct category. hotos include $eo$le, buildings, $ublic $laces, animals, random things, things $eo$le trans$ort in, and several different ty$es of food. The students will be able to write down nouns in each category by loo2ing at their sorted $ictures. They write it down on a wor2sheet $rovided for them. The assessment for this center includes the students being able to identify nouns in a given sentence by circling it when given a wor2sheet.

'djective )enter* Given several $hotos, students will be able to match the adjective word with it7s $icture. Given the words* furry, red, friendly, round , soft, small, big, hot, cold, bright, dar2, slimy, funny, angry(students will be able to $lace given $ictures under the correct categories. The $ictures include a dog, a$$le, children, ball, $illow, mouse, ele$hant, fire, snowfla2e, sun, moon, sna2e, $eo$le laughing, and an angry man. 'fter they have categori3ed their $ictures, students will be able to write down the adjective word and the noun that7s being described on a wor2sheet. <or instance* <urry dog, red a$$le, friendly $eo$le, round ball, soft $illow, small mouse, big ele$hant, hot fire, cold snowfla2e, bright sun, dar2 night, slimy sna2e, funny $eo$le, angry man. The assessment for this center includes being able to identify adjectives in a given sentence by circling it when given a wor2sheet. >erb )enter* 8tudents will be able to match the verb to it7s a$$ro$riate $icture. The words are* jum$, ho$, 2ic2, swim, run, row, crawl, read, sing, dance, eat. The $ictures include a boy jum$ing, a frog ho$$ing, a girl swimming, $eo$le rowing, a baby crawling, $eo$le reading, $eo$le singing, a girl dancing and $eo$le eating. 8tudents will be able to write what the $eo$le are =!#NG on a wor2sheet given to them. <or e/am$le* 9The boy jum$ed;is jum$ing.: The assessment for this center includes the students being able to identify which words are verbs in a sentence by circling it. The assessment of each activity includes the wor2sheets. They will wor2 on these individually. #ndividual accountability for center activities includes wor2ing well together to ma2e sure the matches are correct so that their following activities are correct. #ndividuals must chec2 each other to ma2e sure they are matching items correctly. #f they disagree with their $artners, they are accountable to s$ea2 u$ so that their wor2sheet following the matching is correct. 'da$tations for individual activities* ?ecause there are three of us (teachers( in the classroom, each of us will be stationed at a center for su$$ort and monitoring. There are three envelo$es in each center. The activities slightly increase in difficulty. 8ome students might achieve envelo$e one and struggle with the the other two, but these centers can be $racticed. %nvelo$e 3 can be twea2ed to challenge other students in all three centers. The individual activity is the 7assessment7( the wor2sheet that they will wor2 on. # want them to wor2 on envelo$e three by themselves so # can see how much they really understood by the centers, rather than co$ying each other. ' $lan for teaching your center activities* 8te$ one* Match the word to the $icture. lace red jum$

8te$ two* write down the matches that you found Noun center There will be an e/am$le at their center. The first grou$ing will be done for them already. @nder 9$erson:, they will see a girl. @nder $lace, they will see a cafeteria. @nder thing, they will see a buc2et. @nder animal, they will see a giraffe. @nder trans$ortation, they will see an air$lane. @nder food, they will see a coo2ie. Answers: erson (boy (doctor (friends (artist etc. lace (house (church (hos$ital ($ar2 etc. Thing ($um$2in (buc2et (ball (boo2 etc. 'nimal (ele$hant (cat (dog (giraffe etc. Trans$ortation (air$lane (bi2e (bus (helico$ter etc. <ood ($ie (tur2ey (a$$le (banana etc.

'djective center There will be an e/am$le at their center. The first grou$ will be done for them already. They will see* sad girl, blue jeans, and curly hair. The $ictures will include a girl with a sad face, jeans;$ants that are blue and a $icture of hair that is curly. The words include 9sad:, 9blue:, and 9curly.: Answers: furry dog, red a$$le, friendly $eo$le, round ball, soft $illow, small mouse, big ele$hant, hot fire, cold snowfla2e, bright sun, dar2 night, slimy sna2e, funny $eo$le, angry man. >erb center There will be an e/am$le at their center. The first grou$ing will be done for them already. They will see* a girl crying, a boy sitting, and a child swinging. The $ictures will include a girl that is crying, a boy that is sitting and a child that is swinging. The words will include, 9cry:, 9sit:, and 9swing:. Answers: The boy jum$ed;is jum$ing. The frog ho$$ed;is ho$$ing. The boy 2ic2ed;is 2ic2ing. The girl swam;is swimming. The girl ran;is running. The $eo$le are rowing. The baby crawled;is crawling. The 2ids read;are reading. The $eo$le sang;are singing. The girl danced;is dancing. The 2ids ate;are eating. 8te$ three* )om$lete the wor2sheet by identifying the noun, adjective and verb. The first two sentences of the wor2sheets in each grou$ will be done for them already. Noun center* ,ead the sentences and circle the nouns in that sentence. 'djective center* ,ead the sentences and circle the adjectives in that sentence. >erb center* ,ead the sentences and circle the verbs in that sentence.

Noun )enter. %nvelo$e one. Given several $hotos, the student will be able to identify whether the $hoto is a $erson, $lace, thing, animal, trans$ortation or food. eo$le lace Thing 'nimal Trans$ortation <ood

8tudents will lay out the words, 9 erson:, 9 lace:, 9'nimal:, 9Thing:, 9Trans$ortation:, and 9<ood:. !ne by one, they will $ull out; lay down $hotos under the correct category. %nvelo$e two. The students will be able to write down nouns in each category by loo2ing at their sorted $ictures. erson (boy (doctor (teacher (ninja etc. lace (house (church (school ($ar2 etc. Thing ($um$2in (bottle (ball (boo2 etc. 'nimal (ele$hant (cat (dog ($ig etc. Trans$ortation (air$lane (car (bus (helico$ter etc. <ood ($ie (tur2ey (a$$le (banana etc.

%nvelo$e three. The students will be able to identify nouns in a given sentence by circling it. The ice bro2e. The house is on the left. The teacher told her to. The tiger growled, but the lion did not. The banana is yellow and the a$$le is red. ?rad fell into the water and ?en saved him. %tc.

NameAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

=ateAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

=irections* )ircle the nouns of the sentence. Then write the noun on the line. Hint: There may be more than 1 noun in a sentence.

The #ce bro2e. Noun5s6*AAAAAAAAAAAAAAAAAA. The house is on the left. Noun5s6* AAAAAAAAAAAAAAAAAAAA. The teacher told her to sto$. Noun5s6* AAAAAAAAAAAAAAAAAAAAA. The tiger growled, but the lion did not. Noun5s6* AAAAAAAAAAAAAAAAA. The banana is yellow and the a$$le is red. Noun5s6* AAAAAAAAAAAAAAAAAAAA. ?rad fell into the water and ?en saved him. Noun5s6* AAAAAAAAAAAAAAAAAAAAA.

'djective )enter %nvelo$e one. Given several $hotos, students will be able to match the adjective word with it7s $icture. furry, red, friendly, round , soft, small, big, hot, cold, bright, dar2, slimy, funny, angry,

%nvelo$e two. 8tudents will be able to write down the adjective word and the noun that7s being described. <urry dog, red a$$le, friendly $eo$le, round ball, soft $illow, small mouse, big ele$hant, hot fire, cold snowfla2e, bright sun, dar2 night, slimy sna2e, funny $eo$le, angry man. %nvelo$e Three. The students will be able to identify adjectives by circling them in a sentence. # saw a slimy, green frog by the $ond. # watched a scary movie last night. 8andy ate a yellow banana and a red strawberry. #7m wearing my $in2 and blue soc2s today. %tc.

NameAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

=ateAAAAAAAAAAAAAAAAAAAAAAAAAAAA

=irections* )ircle the adjectives in the sentences. Then write the adjectives on the line. "int* There may be more than one adjective in the sentences. # saw a slimy, green frog by the $ond. 'djective5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA # watched a scary movie last night. 'djective5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA 8andy ate hot fudge and ?eth hate fro3en strawberry and chocolate ice cream. 'djective5s6* AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA # am wearing my $in2 and blue soc2s today. 'djective5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAA # have a blac2 mar2 on my $a$er. 'djective5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA The angry man was shouting at the big micro$hone. 'djective5s6AAAAAAAAAAAAAAAAAAAAAAAA Their funny jo2es made me laugh. 'djective5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA My mom is wearing a fur coat. 'djective5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

>erb )enter %nvelo$e one. 8tudents will be able to match the verb to it7s a$$ro$riate $icture. Bum$, ho$, 2ic2, swim, run, row, crawl, read, sing, dance, eat

%nvelo$e two. 8tudents will be able to write what the $eo$le are =!#NG. The boy jum$ed;is jum$ing The frog ho$$ed;is ho$$ing The boy 2ic2ed;is 2ic2ing The girl swam;is swimming the girl ran;is running The $eo$le are rowing. The baby crawled;is crawling The 2ids read;are reading The $eo$le sang;are singing The girl danced;is dancing The 2ids ate;are eating %nvelo$e Three. Given a wor2sheet, the students will be able to identify which words are verbs in a sentence. The boy cried when he fell. My dad brought me to school. My mom sang in the car. My brother reads fast and my sister reads slow. +e rode our bi2es. # sle$t on the couch. +e $layed a game and then watched a movie.

NameAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

=ateAAAAAAAAAAAAAAAAAAAAAAA

=irections* )ircle the verbs in the sentence. Then write the verbs on the line. "int* There may be more than one verb in a sentence. The boy cried when he fell. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA My dad brought me to school. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA My mom sang in the car. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA My brother reads fast and my sister reads slow. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAA +e rode our bi2es. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA # sle$t on the couch. >erb5s6* AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA +e $layed a game and then watched a movie. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAAA +e ate dinner late. >erb5s6*AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA