ptsSpch parts of speech parts of speech

Capitalization

B Y

N E W

Y O R K

M E X I C O

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C I T Y

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A R E N

T O R O N T O

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E L L A H E R

L O N D O N

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A U C K L A N D K O N G

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S Y D N E Y

B U E N O S

Writing Skills Made Fun: Parts of Speech © Karen Kellaher, Scholastic Teaching Resources

A I R E S

Capitalization

To Mary Kellaher, my dear mother-in-law, and in loving memory of Donald Kellaher

Scholastic Inc. grants teachers permission to photocopy the activity pages in this book for classroom use. No other part of this publication 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 Professional Books, 555 Broadway, New York, NY 10012. Cover and interior art by Mike Moran Front cover and interior design by Kathy Massaro ISBN: 0-439-22268-0 Copyright © 2001 by Karen Kellaher. Published by Scholastic Inc. All rights reserved. Printed in the U.S.A.


Capitalization

Contents Introduction ..............................................................................4

Adjectives Adjectives ....................................................................31

Teaching With the Poem: “The Parts-of-Speech Rap” ............................................6

DJECTIVE W ORKSHOP ORKSHOP ................................................31 A DJECTIVE CTIVITIES A CTIVITIES Stamp Out “Very” ......................................................32 Adjective Art Mobile ................................................32 All-About-Me All-About-Me Adjective Banner ..........................33 Lights, Camera, Adjectives! ....................................33 Kids’ Pages (Reproducibles) ..........................34–36

Nouns ....................................................................................8 NOUN W ORKSHOP ORKSHOP ............................................................8 CTIVITIES A CTIVITIES The Noun Name Game ............................................9 Noun Alphabet Quilt ..................................................9 Nouns Go to School ................................................10 Melvin’s Amazing Noun Multiplying Machine ........................................11 Compound Words Lift-the-Flap Book ............12 Presto Change-o!: A Proper Noun Pop-Up Book ..........................................................13 Kids’ Pages (Reproducibles) ..........................14–18

Adverbs Adverbs ............................................................................37 A DVERB DVERB W ORKSHOP ORKSHOP ......................................................37 CTIVITIES A CTIVITIES Identifying Adverbs....................................................38 Spin-an-Adverb Spin-an-Adverb Wheel ............................................39 Adverb Action Game ................................................40 Kids’ Pages (Reproducibles) ..........................41–43

Pronouns ........................................................................19

Review ..............................................................................44

ORKSHOP ..................................................19 PRONOUN W ORKSHOP CTIVITIES A CTIVITIES The Pronoun Sisters’ Tongue Twister Mini-Book ..............................................................20 Pick-a-Pronoun Word Search ................................20 Kids’ Pages (Reproducibles) ..........................21–23

My Favorite Food: A Fill-in-the-Blanks Partner Story ............................................................44 Parts of Speech in the News ..................................44 Parts-of-Speech Match-Ups....................................45 Kids’ Pages (Reproducibles) ..........................46–47

Verbs Verbs ....................................................................................24

Additional Resources ..........................................................48 Answers ......................................................................................48

V ERB ERB W ORKSHOP ORKSHOP ............................................................24 CTIVITIES A CTIVITIES Verb Charades ..............................................................25 Sound-Verbs Story Starters ....................................25 It’s All in the Past Crossword Puzzle ................26 Kate’s Vacation ............................................................26 My Day at the Zoo: A Fill-in-the-Blanks Partner Story ............................................................26 Kids’ Pages (Reproducibles) ..........................27–30


n o i i t c u d o r r n t I n Writing Writing Skills Made Fun: About the Series

A

s a writer and editor in the field of educational publishing, I frequently talk with language-arts teachers about the kinds of tools they need most. I also spend a lot of time browsing in bookstores and paging through teacher catalogs, checking out what is currently available. One thing I noticed over the past several years is that when it came to nitty-gritty writing skills, second- and third-grade teachers’ needs were simply not being met. Sure, there were plenty of grammar and writing resources available to teachers of grades 5, 6 and above. But I saw very little quality material that was just right for the early elementary grades. I wrote this series to fill that “grammar gap”— and to assist you in your all-important mission of teaching the rules of writing. As you are well aware, your job is cut out for you. According to state and national standards, by the time students enter second grade, they are expected to know and understand the basic rules of English grammar—and to consistently apply those rules to their own writing. Just take a look at some of the standards nationwide:

*

ALIFORNIA : Second-graders must be able to distinguish between complete C ALIFORNIA and incomplete sentences, use commas and quotation marks, and know when to capitalize capitalize letters. Third-graders Third-graders in the Golden State State must be able to use all four types of sentences, identify subjects and verbs, understand agreement and verb tenses, and identify and use all parts of speech. ILLINOIS: By the third grade, students should be able to construct complete sentences that demonstrate subject-verb agreement, use punctuation and capitalization properly, properly, know and use the parts of speech, and demonstrate focus and organization when writing paragraphs. TEXAS: State standards dictate that by grade 3, “Students will recognize and demonstrate appropriate use of standard English: usage, mechanics, spelling, and sentence structure.”

* *

As you know, know, with tough standards come tough tests. Almost all major standardized tests for third-graders include sections on usage and mechanics. And many tests include open-ended writing sections that require students to demonstrate a working knowledge of the basic rules of grammar. grammar. This book series, Writing Skills Made Fun is one way to help you meet these curriculum demands and make grammar fun. The series includes three books: Parts of Speech ; Capitalization, Punctuation & Spelling ; and Sentences and Paragraphs .

4 Writing Skills Made Fun: Parts of Speech © Karen Kellaher, Scholastic Teaching Resources

Introduction

Parts of Speech Many teachers remember the Schoolhouse Rock grammar skits that aired on Saturday morning TV during the 1970s and ’80s. An entire generation of children grew up singing “A noun is a person, place or thing” and “Lolly, Lolly, Lolly, get your adverbs here!” Why did the learning come so easily? Unlike pedantic instruction, sentence diagramming, and dull drill sheets, these skits made learning the parts of speech entertaining and memorable. Like Schoolhouse Rock, this book aims to make learning the parts of speech fun. You will find mini-books to make and share, innovative lesson plans, cards, board games, spinners and other manipulatives, and top-notch reproducibles. In addition, the book spells out all the grammar rules related to parts of speech, so you won’t have to look elsewhere for pertinent information. By the end of this hands-on unit, your students should be able to name and give examples of most of the major parts of speech—nouns, verbs, adjectives, adverbs, and pronouns. They will understand that these parts of speech are the building blocks of language—and they’ll be able to make the most of these building blocks in their own writing. You can use the activities and mini-lessons in any order you like. Just check the label at the top of each lesson to see which major concepts are being explored. Other teaching tips follow.

*

Distribute copies of the grammar Workshop pages (found at the beginning of each chapter) for students to refer to as they complete the activities in this book. Students can bind these pages together and add a cover to make a handy mini grammar reference book.

* * *

Have students work on some of the activities in collaborative groups. Students will learn from and build on one another’s ideas. Use the poem lesson on page 6 as the centerpiece of an exciting parts-of-speech bulletin board or learning corner. Provide plenty of opportunities for students to share their work with classmates, parents, and others. For example, after you have played a game of Verb Charades at school, encourage students to play a round at home. (Include a note explaining the purpose of the game.) Or invite another class to visit and create parts-of-speech partner stories together. With many of these activities, repetition is the key to learning. Students won’t want to put their games and creations aside!


Introduction

Teaching With the Poe: “The Parts-of-Speech Rap”

The

Make grammar the main attraction in your classroom by displaying this poem. Parts-of-Speech Rap It features an original rhyme called “The Parts-of-Speech Rap.” The poem is designed A NOUN names a person, a place, or a thing: Runner , Rhode Island, raft, or ring. to assist students in remembering the main parts A VERB, I’ve heard, is an action word: of speech. Its lively beat and rhyme scheme will See, sing, stop, smiled, or stirred. These nouns and verbs are the stars, have your students rapping all day long. But they’re not the only words by far. Display the poem in a spot where students can An ADJECTIVE describes a noun: A tasty cake, a silly clown. see it from their seats. Recite the poem several And an ADVERB tells about a verb, you see: She worked hard; he ran quickly. times together, and then explore it with your These parts of speech are important, all right. class. Point out that the words in italics are You need them when you speak or write! examples of the part of speech being described. Invite students to name other examples of nouns, verbs, adjectives, and adverbs, and list them in columns on the chalkboard or on chart paper. To make the most of the poem, give students individual copies (see page 7). If you are using the two companion books in this series (Capitalization, Punctuation & Spelling and Sentences and Paragraphs ), distribute copies of the poems in those books as well. Have students make a grammar poem book by binding the rhymes together and adding a cover. Chances are, your class is not the only one in your school studying or reviewing the parts of speech. Consider having your students perform “The Parts-of-Speech Rap” for another class or for the whole school. Students can wear costumes and act out the examples named in the poem. For example, one student might dress as a runner and carry the Rhode Island flag. Another might mime the verb stirred by stirring a spoon in a bowl. Even if you can’t organize an audience, have students record their performance on video or audiotape. ILLUSTRATIONBY MIKE MORAN

Poemcopyright©2001 byKarenKe llaher

WritingSkillsMadeFun: PartsofSpeech

ScholasticProfessionalBooks


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7

Nouns

No u n Wo r ks ho p A noun is a word that names a person, place, or thing. Nouns can be common or proper. A common noun does not name a particular person, place, or thing and does not begin with a capital letter.

student aunt leader

store state park

holiday car game

A proper noun names a particular person, place, or thing, and always begins with a capital letter:

Martin Aunt Betty George Washington

QuickShop Iowa Elmwood Park

Thanksgiving Honda Candyland

Nouns can be singular or plural. There are several rules for making a singular noun plural: 3 3

3

3

3

3

Add -s to the end of most nouns. For example: cat/cats, umbrella/umbrellas. Add -es to the end of a noun ending in ch, s, sh, x, or z . For example: church/churches, loss/losses. Drop the -y and add -ies to to a noun ending in a consonant followed by -y . For example: penny/pennies, candy/candies. Change f to v and add -es to many nouns ending in f or fe . For example: knife/knives, thief/thieves. Some nouns change in unpredictable ways when they become plural. For example, child/children, foot/feet . Some nouns do not change when they become plural. For example, deer/deer , sheep/sheep .

Some nouns are made up of two or more words put together. These are called compound nouns or compound words. Examples include:

thunderstorm sunshine firefighter

teardrop dishwasher baseball

bumblebee daydream sunset


Nouns

No u n Ac t iv i t ies Name

People

The Noun Name Game Once you’ve reviewed different types of nouns with students, let them practice coming up with examples. A fun way to do this is the Noun Name Game. On the chalkboard, copy the grid format, right. Provide students with pencils and paper and instruct them to copy the chart. Then direct students’ attention to the column of blank lines under the heading “Name.” Tell students to write each letter in their first name on these lines. If a student has an especially long name, suggest that he or she use a middle or last name or even his or her initials. Once students have filled in their names, invite them to fill in the grid with people, places, and things that begin with the letters in their name. Remind students that they can—and may well need to— use both common and proper nouns. Here’s an example of a completed grid: Name

People

Places

Things

C

child

closet

cat

A

Anna

Alabama

apple

R

Ryan

Rhode Island

rope

A

aunt

attic

alligator

To challenge students, set a timer for two or three minutes and have them stop writing when the timer goes off. Then review the students’ answers by going through the alphabet. For example, say, “Who has an a in his or her name? What nouns did you come up with?” Make a list of all the nouns students name for each letter. Your list will show students’ imaginations at work. Consider saving the list and using it as a reference when you make the Noun Alphabet Quilt (see activity below).

Noun Alphabet Quilt A student-created noun quilt makes a colorful decoration for your classroom and serves as an instant reminder of what nouns do. This activity is designed for classes with 26 or more students but can be easily adapted for smaller groups. You Will Need

sheet of posterboard * a30standard-size construction-paper squares, 4 by 4 inches each * markers or crayons * 9 Writing Skills Made Fun: Parts of Speech © Karen Kellaher, Scholastic Teaching Resources

Places

Things

Nouns

What to Do

1

Distribute one square to each student. Assign each student a letter of the alphabet. If you have fewer than 26 students, ask some students to work on two letters. If you have more than 26 students, have students work in pairs.

2

Each student should write his or her letter in the square, followed by a noun that begins with that letter. Students should also illustrate their nouns in the squares. Remind students that they can use all kinds of nouns: common, proper, singular, and plural.

3

Assemble the quilt by pasting the letters in alphabetical order on the posterboard. You should fit five squares across and six squares down, with a bit of room to spare. Because there are 30 squares and only 26 letters, you will have four extra squares. I recommend labeling these squares “Our Noun Quilt” and placing them at the top or in the center of the quilt.

4

Display the quilt for the whole school to admire!

Nouns Go to School To help students begin to realize just how many different nouns there are in the English language, have them label all the nouns they can find in your classroom or school. Provide sticky notes in three different colors: one for people, one for places, and one for things. Then divide the class into small groups and assign each group a section of your school or classroom. Students should label the nouns they see. Examples include:

This activity also works well with magazine and book illustrations. Simply have students label the nouns they find in the pictures.

DESK COAT CHAIR FLOOR WINDOW

BATHROOM CAFETERIA COATROOM CLASSROOM READING CORNER

SAMUEL TEACHER PRINCIPAL FOURTH-GRADER ROSITA

Have each group tell the class about the nouns they found. Award a prize to the group with the most nouns.


Capitalization Nouns

Melvin’s Amazing Noun Multiplying Machine (Use with Kids’ Page 14.) This “slider” manipulative lets children explore the rules for forming plurals in a fun and relaxing way. Best of all, constructing the slider requires just a few snips of the scissors!

M el v in ’ s Ama zi ng N ou n M ul ti p l y i n g M ac h i ne My machi ne c an t urn any si ngul ar noun i nto a plur al noun. Just pul l t he tab t o t he r ig ht and se e !

In

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copy of page 14 for each student * ascissors * markers or crayons * tape or glue stick *

W ri tin g S ki lls M a de F u n: P a rt

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What to Do

1 Provide each student with a copy of the reproducible. Direct them to cut 2 out the two panels—the multiplying machine and the noun strip. Also have them cut out the two rectangular tabs and set them aside. Discuss the rules for forming plurals and write some examples on the board.

3

Tell students to carefully cut along the two vertical dotted lines on the multiplying machine to make two slits. Students may need your help with this step. (An easy way to cut the slits is to fold the paper at a right angle to the dotted cut lines. Then snip along the lines from the crease of the fold inward.)

4

Model how to slide the noun strip through the left hand slit on the multiplying machine and under the machine. Then slide the noun strip back up through the right hand slit.

5

To keep the noun strip from sliding out of the machine, students can tape or glue one tab to each end of the noun strip.

6

To use the machine, students pull the left side of the noun strip all the way to the left. They will see all of the singular nouns in a row, about to enter the machine. When they pull the noun strip to the right, they can watch as each singular noun magically becomes plural! 11 Writing Skills Made Fun: Parts of Speech © Karen Kellaher, Scholastic Teaching Resources

.

Nouns

Compound Words Lift-the-Flap Book (Use with Kids’ Page 15–16.)

When students begin to read and write multisyllable words, they are often delighted to discover that two nouns can sometimes be put together to make one compound noun. For example, tear plus drop becomes teardrop ; sun plus burn becomes sunburn . Help students understand this concept by making and sharing the “lift the flap” book on pages 15–16. You Will Need

copy of pages 15–16 for each student * double-sided markers or crayons * scissors * What to Do

1 Share some examples of compound nouns, and invite students to name the 2 two smaller words that make up each noun: sunset , baseball , firefighter , and so on. Provide each student with a copy of the reproducible.

3

Have students cut out the pattern along the outer dotted lines and place Side B faceup. Fold the right and left edges of the page in along the solid vertical lines. The two edges should meet in the middle. Crease well.

4 Together, read the two nouns on the front of the 5 book, then open the flaps to reveal the compound noun inside. Repeat with each compound noun. Cut along the dotted lines to create doors, or flaps.

For the last set of words on the page, foot and ball , invite students to name the noun that is formed when the two words are put together. Have them lift the flaps and then write and illustrate the word inside.

6


Nouns

Presto Change-o!: A Proper Noun Pop-Up Book (Use with Kids’ Pages 17–18) This hands-on activity will help students distinguish between common and proper nouns. You Will Need

* * * *

a double-sided copy of pages 17–18 for each student scissors glue or tape markers or crayons

P re sto C ha n ge-o !

A c ommon nou n name s an y p e r son, pl ac e , or A pr ope r nou t hi ng. n name s a or t hi ng. R ea d e ac h se nt s p ec i f i c pe r son, pl ac e, e nc e . T he n l i ft t t he c ommon h e f l ap t o nouns c hange i nt o pr ope r one se e s!

i

i

T he boy f ed t he d og.

T he f ami ly d r ov e t he ir c ar t o t he mount ai ns.

My unc le l iv es i n t he c it y .

What to Do

1 Cut out the pattern along the outer dotted lines * on page 17. along the four dotted lines on Side A to * Cut create five flaps. the pattern in half along the center * Fold horizontal line. Crease the fold well. To keep the

Provide each student with a copy of the double-sided reproducible. Then guide them in following these instructions:

page folded, put a drop of glue or a bit of tape toward the top of each side. Do not glue or tape the flaps you have cut.

2

Invite students to color the page. Then tell them to read the sentence on the front of each flap, open the flap, and read the sentence inside. Presto Change-o! Common nouns are transformed into proper nouns, right before their eyes!

3

Challenge students to perform their own magic on the last two sentences by changing the common nouns to proper nouns.


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T he c hi ld w al ke d t o t he sc hool .

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Tape tab here. 14 Writing Skills Made Fun: Parts of Speech © Karen Kellaher, Scholastic Teaching Resources

Compound Nouns

board

key

box

mail

room

bed

lid

eye

ball

foot


Side A

Compound Nouns

Side B

Compound nouns are made up of two smaller nouns.

keyboard

mailbox bedroom

eyelid I t ’s your turn!

Put the two nouns together to make a compound noun.


Presto Change-o! A Proper Noun Pop-Up Book

Side A

Presto Change-o! A common noun names any person, place, or thing. A proper noun names a specific person, place, or thing. Read each sentence. Then lift the flap to see the common nouns change into proper ones!

The boy fed the dog.

The family drove their car to the mountains.

My uncle lives in the city.

The teacher took three children to the zoo.


The child walked to the school.

Presto Change-o! A Proper Noun Pop-Up Book

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. s n u o n r e p o r p g n i s u e c n e t n e s e h t e t i r w e R ! n r u t r u o Y

Side B

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Pronouns

P ro no u n Wo r ks ho p A pronoun is a word that takes the place of a noun in naming a person, place, or thing. There are several types of pronouns, but personal pronouns are the most commonly used. The personal pronouns are: I me my mine

you your yours

it its

he him his she her hers

we us our ours

they them their theirs

Here are some examples of personal pronouns in action: I went to the store with Pedro. I went to the store with him. You and Baxter sing well together. You and he sing well together. Tina gave Kai a birthday present. She gave him a birthday present. My family gave Tina a gift, too. We gave her a gift, too. This is the Cranes’ house. This is their house.


P ro no u n Ac t iv i t ies Page 6

The Pronoun Sisters’ Tongue Twister Mini-Book (Use with Kids’ Pages 21–22.)

Page 3 Page 4

Page 8

Page 1 Page 2

This activity provides a humorous context in which to explore the role of personal pronouns. Children construct a book of tongue twisters, then use their grammar smarts to replace the nouns in each with appropriate pronouns. After the grammar exercise has been completed, your students will have a fun keepsake—a book of their own to share with family and friends. You Will Need

Page 6

Page 3

Page 8

Page 1

copy of pages 21 –22 for each student * double-sided or crayons * markers pencils * scissors * What to Do

1 out the patterns along the outer dotted lines. * Cut Cut along the dotted horizontal line to make two rectangular panels. * Fold each panel in half along the solid center line. Nestle the folded pages * inside one another so that the pages go in order from 1 to 8. Staple the Tell students to place page 21 faceup on the desk. Then guide them in following these directions:

Page 1

Page 1

left edge of the book to bind it. Find the dotted vertical lines on pages 2, 4, 6, and 8. Fold in along these lines (fold to the left).

* As students read the book, they can lift the folded edges of the pages to see 2 how each tongue twister would read if its nouns were replaced with pronouns. Point out to students that modifiers for the nouns, such as adjectives and articles, have also been replaced. On Mini-Book page 7, students provide the necessary pronouns.

Pag e 1

Page 2

N am e _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

P ick -a -P r on o u

Pick-a-Pronoun Word Search (Use with Kids’ Page 23.) Page 1

Let children tackle a puzzle while learning about pronouns. Have children fill in the missing pronoun in each sentence. Then invite them to find and circle the pronouns in the word-search puzzle.

I y ou he she it w e y ou the y me him he r s us t he m

_ _ _ _ _ _ _ _ _ _ _

W or d Sea r

ch R e ad e a c h se t of se nte nc es . F ill in the bl ank w i n the puz zl e . it h a pr onoun W ord s can go f rom t he box . T acr oss or dow he n fi nd y our ans n. w er s

Pronoun Box

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_ _ on t he f loor.

4 . T he stud e nts c a n’t w

ai t f or lunch.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ can’t w ai t for lu

5 . T hat bik e is


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m r e e s h h u t y u e o e e i m h w y t m h u e o e h t I y h s i Fold here.


6

The Pronoun Sisters’ Tongue Twister Mini-Book

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e t h b t e a t y B b b u y r n b o k u u e g g r g h s t . y

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22


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s m r u e u y e e e e m i e s h o e h t o h I y h s i w y t m h h u t


Verbs

Ve r b Wo r ks ho p A verb is a word that shows action or a state of being. An action verb is a verb that shows physical or mental action. You can usually find the action verb in a sentence by asking “What did the person, place, or thing do ?”

smile run call

taste read paint

grow like fly

A linking verb is a verb that shows a state of being. It does not show action. Linking verbs link the subject to other words in a sentence. Here are some examples:

Leonard is my best friend. Pandas are endangered.

I am happy. The sky seems dark.

The tense of a verb tells the reader or listener when the action or state of being takes place. The present tense expresses an action that takes place in the present. For example:

The store is open.

I write poems.

The sun shines on us.

The past tense expresses an action that has already taken place. Most verbs are regular: To form the past tense - d or -ed is added. For example:

Hannah skipped down the block.

We danced together.

Other verbs are irregular: To form the past tense, their spelling changes in unpredictable ways.

Lily wore a blue hat. Patrick was late for school. We won the game last Saturday. The future tense expresses an action that will take place in the future. It has not happened yet. For example:

Chris will watch the movie. We will walk home together. It will rain tomorrow.


Verbs

Ve r b Ac t iv i t ies Verb Charades To help convey to students that many verbs express an action, play a rousing game of verb charades. Write each of the words listed below on a small slip of paper. Fold the slips of paper and put them in a bowl or hat. Invite one student at a time to take a verb from the hat and act it out for the rest of the class. Just as in traditional charades, the student cannot give spoken hints. The trick to this version of the game, however, is that students must give the answer in verb form. For example, if the verb is paint , then the words painter and paintbrush are not acceptable answers. climb

read

give

throw

whisper

erase

laugh

clean

dig

swim

paint

write

think

carry

pack

play

grow

call

share

ride

count

cook

wake

turn

Have students write their own verbs to put in the hat!

Sound-Verbs Story Starters (Use with Kids’ Page 27.)

N am e _ _ _ _ _ _ _ _ __

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _

D at e _ _ _ _ _ _ _ _ _ _

An effectively-written story engages all of the reader’s senses. Carefully chosen words help the reader experience the story as if he or she were really there. An enjoyable way to convey this writing rule to second- and third-grade writers is to explore what I call “sound verbs.” The meaning of these verbs is conveyed through the way they sound. For example, the verb cackle sounds a lot like a cackle. The verb hoot sounds like something hooting. Have students use page 27 to practice using these verbs. Students should pick one of three story starters and write a short story using some of the sound verbs in the box. You’ll be amazed at the different stories kids come up with—and students will begin to understand the power of a well-chosen verb!

U sin g So un d V er bs

Y ou c an gue s s t he me ani ng of some v er b v er b gr oan sound s j ust by l i s s j ust l ik e a gr t en i ng t o how t of t he v er b oan! P ic k one he y sound . F or e s f ro m t he box . of the st or y st a xa mpl e, t he r te r s be low . W r i te a st or y usi n g some

V er bs hoot

c ra s h

r oa r

g ro a n

c ac k l e

moo

s hr i ek

g ul p

w hi st l e

s ig h

hi ss

s ni ff

r i ng

s qu ea k

s izzl e

r at t l e

s k o o B l a n o i s s e f r o P c t i s a l o h c S

ec h pe o fS ras t :n P u F a e d M s l ki n g S i r t i W


c hir p

p lop

Y ou ar e c ampi ng in t he w ood s w it h y our fami ly . Y ou tak e a w al k t o f in d w ood f or the c ampf ir e . 2 I t’ s y our bi rt hd ay . Y ou ar e loo k i ng f or w ar d t o a spe c ial d ay , but e ve ry th i ng st ar ts t o go w ro ng! 3 A hot -ai r ball oon land s in y our sc hool y ar d. A f amou s pe rs on st ep s out and say s he ll o .

1

S tory S tarters

27

Name ___________________________________________ Date _____________________________________________

Using Sound Verbs You can guess the meaning of some verbs just by listening to how they sound. For example, the verb groan sounds just like a groan! Pick one of the story starters below. Write a story using some of the verbs from the box.

Verbs hoot

crash

roar

cackle

shriek

whistle

groan

moo

gulp

sigh

hiss

sniff

rattle

chirp

plop

ring

squeak

sizzle

S tor y S tar ter s

1

You are camping in the woods with your family. You take a walk to find wood for the campfire.

2

It’s your birthday. You are looking forward to a special day, but everything starts to go wrong!

3

A hot-air balloon lands in your school yard. A famous person steps out and says hello.


Name ___________________________________________ Date _____________________________________________

It’s All in the Past Crossword Puzzle Put each underlined verb in the past tense. Write your answers in the puzzle.

DOWN

ACROSS

1. Today I bake cookies.

3. I walk down the street now.

Yesterday I _________________ cookies.

I _________________ down the street yesterday.

2. Today I smile at you.

5. I fill the sugar bowl all the time.

Yesterday I _________________ at you.

I _________________ the sugar bowl yesterday.

4. Today we dance.

7. Today some leaves fall.

Yesterday we _________________ .

Yesterday some leaves _________________ .

6. Today he leads the parade.

Yesterday he ____________ the parade.

8. The game ends today.

The game _________________ yesterday.

1

2

4

3

5

6

7

8


Name ___________________________________________ Date _____________________________________________

Kate’s Vacation Kate is going on a trip next week. She wrote about her plans in her diary. Since Kate’s trip will happen in the future, make sure her verbs are in the future tense. Underline the correct verb in each sentence.

Dear Diary, I (left, will leave) for the beach next Monday. I am so excited! I (will play, played) in the ocean. I (eat, will eat) ice cream on the beach. I (will build, built) sand castles, too! At night I (will watch, watched) the sun set. Then I (rode, will ride) the giant roller coaster. I (will take, took) pictures of everything to show my friends back home. I (buy, will buy) a treat to share with them, too!


Name ___________________________________________ Date _____________________________________________

My Day at the Zoo Work with a partner on this story. Do not let your partner see the story until it is done! Ask your partner for these words:

1 Your partner’s name _________________

5 Another past-tense verb _________________

2 A present-tense verb _________________

6 Another past-tense verb _________________

3 Another present-tense verb _____________

7 A future-tense verb ____________________

4 A past-tense verb ___________________

8 Another future-tense verb ________________

Match the numbers to the numbers in the story. Write the words in the blanks. Then read the story aloud.

Hi! Let me tell you about myself. My name is _______________________. 1

I like to _______________________ and _______________________ . But my 2

3

favorite thing is to visit the zoo! The last time I went to the zoo, I _______________________ when I saw 4

the polar bears. I _______________________ when I saw the gorilla. And I 5

_______________________ when I saw the snakes! It was an exciting day. 6

My next trip to the zoo will be even better. I _______________________ 7

the whole time! I _______________________ , too! 8


Adjectives

jec t ive Ad p o h s k r o W

An adjective is a word that describes a noun or pronoun. Some adjectives answer the question How many ? ten apples

many people

four sisters

Some adjectives answer the question Which one (or ones)? this pencil

those sneakers

Some adjectives answer the question What kind ? a blue sweater a kind neighbor

heavy boxes an awful day

Swiss cheese the tired children

Adjectives can be used to compare things. Here’s how: Some adjectives describe only one thing: It is a hot day Hannah’s story is interesting.

Some adjectives are used when two things are being compared. These adjectives end in -er or use the word more . Today is hotter than yesterday. Hannah’s story is more interesting than the first one I read.

Some adjectives are used when three or more things are being compared. They end in -est or use the word most . Today is the hottest day of the summer. Hannah’s story is the most interesting of all.


jec t ive Ad Ac t iv i t ies Stamp Out “Very” (Use with Kids’ Page 34.)

__ _ _ _ _ _ __ _ _ _ _ _ __ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Da te _ __ _

_ _ _ _ _ Na me _ __

Ve r y ” S ta mp O u t “ ds in t he lace t he dar k wor

Tired of reading students’ stories filled with the word very ? Use this reproducible to help kids come up with more colorful and specific adjectives. Point out to students that although the word very is perfectly acceptable, overusing it can make our writing boring. Give some examples:

he page. Rep he bo ttom o f t adjec ti ves a t t le t ter. hen cu t ou t the y be long in t he Read t he le t ter. T t ives w here t he ing these adjec bo xes b y pas t

y E llen, Dear Aun t Mar camp. The time a t summer ver y good I am ha v ing a . The camp is arm y w ver n wea ther has bee ll k inds o f th ings and there a ll a ver y bi g ch. I t is go to the bea we imes t e to do. Som s tor ies e t imes we t e ll Som . t y t ver y pre y ! t’s ver y scar Tha ire. f p around a cam y ta s t y . f ood is ver The ime. lt I e ven l ike mea sen t las t e package you Thanks f or th . I ver y happ y saw it, I was week. When I m y o ther g ir ls in ea ts w i th the am shar ing t he tr a super aun t! y you mus t be bunk. The y sa l Lo ve, Ca i t yn

spin e tin g lin g exci ted

de licio us u l bea u ti f

ho t h u ge

u l wonder f

34

S pe ec h ad e Fu n: P ar ts of k s W r i ti ng S k il ls M l Boo ssiona Sc ho la stic Profe

* * *

What sounds better: a very big ice cream cone OR a humongous ice cream cone? Which sounds worse: a very bad day OR a terrible day? Which would you rather be: very smart OR brilliant ?

Then invite students to try the activity on page 34. Students read the letter, then paste an adjective from the box above each boldface phrase. Remind students to read the entire letter and all adjectives before starting to paste.

short wide skinny wet colorful icy hot striped happy upside down flying dark light round

Adjective Art Mobile The descriptive nature of adjectives will be more apparent to students when they draw words and decorate them to look like their meanings. On the chalkboard, copy the adjectives tall and fast , as shown below. Then ask students to describe what they notice about the way the words are written. ( The word tall is written long and narrow to look as if the word itself were tall. The motion lines on the word fast and its slant make it look like it’s going somewhere in a hurry. ) Invite students to think of other adjectives they could illustrate in this fashion. (Some suggestions are given in the word box, left). Then go for it! Once students have created a rough draft, pass out colored paper and have them produce final versions to display in the classroom. You can make mobiles out of the adjectives by punching holes in them and using yarn to attach them to clothes hangers.

tall 32 Writing Skills Made Fun: Parts of Speech © Karen Kellaher, Scholastic Teaching Resources

Adjectives

All-About-Me Adjective Banner (Use with Kids’ Page 35.) What better way to explore adjectives than to use them to describe oneself? Have each student think of four adjectives that describe him or her. Then distribute the reproducible and tell students to write their names in the center of the figure. Next, have them write their adjectives on the arms and legs. If they’d like, students can add facial features and yarn hair to their figures. Finally, let them cut out their figures and hang them in a row along the top of your chalkboard or around the edge of your bulletin board.

N am e _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _

D a te _ _ _ _ _ _ _ _

Al l Ab o ut M e

W ri te y our name i n the c en t er of t he bod W ri t e t he m on t h y. T he n t hi nk of e ar ms and l e four ad gs. C ol or t he f i j ec t i ve s t hat d gur e to l ook l ik es c ri be y ou. e y ou.

s k o o B l a n o i s s e f o r P c t i s a l o h c S

h eec p o fS r s t a P u n: F a e d M s l l i k g S tn ii r W

35

Lights, Camera, Adjectives!

N a me _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _

D at e __ _ _ _ _ _ _ _

Ligh ts, C a m er a , Ad j ectiv es!

(Use with Kids’ Page 36.)

P re t e n d y ou ar e mak i ng a ne w mo ad j ec t i ve f ro v ie . F ir s t , w ri t e a m t he box es mov ie t i tl e by c h be l ow . oosing one noun and one

T al e o f t

h e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ! In this activity your students will have a ball using adjectives and nouns to create makebelieve movie titles. The activity is an ideal way to show how adjectives and nouns work together to paint a vivid, specific image. It’s also a great creative writing exercise that students will beg to do again and again! Have students follow the directions on the reproducible to come up with an original movie title. Then instruct them to write a short summary of the movie’s plot in the space provided. If students need a little guidance in writing the summary, invite them to consider the following questions: Ad je c ti ve

Noun

Ad jec tiv es

N ou ns

s l ip pe r y

t we l ve

n ew

g r een

t in y

q uiet

c ut e

g i an t

s hi n y

c ar

a pp l es

f or ks

p ig s

p en ci l

p i ll ow s

f l ow er s

k it te n

c it y

Now t el l w hat ha ppe ns i n y our m I f y ou ne ed ov i e. W ri te a f e mor e spac e w se nt en c es about y , use t he bac our mov ie on k of t hi s page . the l ine s.

_ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ _ __ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ _ _ _ _ _ __ _ _ _ 36

W r i t i n g S k i l s M a d e F u n : a P r t o s f S p e e c h

S c h o l a s t i c P r o f e s s i o n a l B o o k s

kind of movie is it (funny, scary, and so on)? * What happens in the movie? * What does your movie take place? * Where Who are the main characters in the movie? * How does the movie end? *


Encourage students to create movie posters for their films. Each poster should include the title of the movie and an illustration of an interesting or important scene. Some children may want to add a brief “teaser” to get people excited about the film. An example of a teaser is “You won’t believe your eyes” or “The funniest movie in years.”

Name ___________________________________________ Date _____________________________________________

Stamp Out “Very” Read the letter. Then cut out the adjectives at the bottom of the page. Replace the dark words in the boxes by pasting these adjectives where they belong in the letter.

Dear Aunt Mary Ellen, I am having a

time at summer camp. The

very good

weather has been

. The camp is

very warm

and there all all kinds of things

very big

to do. Sometimes we go to the beach. It is . Sometimes we tell stories

very pretty

around a campfire. That’s

very scary

I even like mealtime. The food is

very tasty

! .

Thanks for the package you sent last week. When I saw it, I was

very happy

.I

am sharing the treats with the other girls in my bunk. They say you must be a super aunt! Love, Caitlyn

spine tingling

hot

delicious

excited

huge

beautiful

wonderful


Name ___________________________________________ Date _____________________________________________

All About Me Write your name in the center of the body. Then think of four adjectives that describe you. Write them on the arms and legs. Color the figure to look like you.


Name ___________________________________________ Date _____________________________________________

Lights, Camera, Adjectives! Pretend you are making a new movie. First, write a movie title by choosing one noun and one adjective from the boxes below.

Tale of the ______________ ______________ ! Adjective

Noun

Adjectives

Nouns

slippery

twelve

new

car

apples

forks

green

tiny

quiet

pigs

pencil

flowers

cute

giant

shiny

pillows

kitten

city

Now tell what happens in your movie. Write a few sentences about your movie on the lines. If you need more space, use the back of this page.

_________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________


Adverbs

ve r b Ad Wo r ks ho p

An adverb is a word that tells more about a verb. Some adverbs answer the question How ?

The boy cried loudly.

The dog ran quickly.

He worked hard on the sign.

Some adverbs answer the question When?

I’ll finish my snack later.

The students lined up immediately.

Some adverbs answer the question Where ?

Please sit here.

We looked everywhere.

Many adverbs end in -ly . But remember that not all adverbs do. See the sentences above for some examples. The adverbs very , so , and too are also examples of commonly used adverbs that do not end in - ly . These adverbs are used to describe other adverbs, for example, very hard .

Adverbs can be used to compare verbs. Here’s how: Some adverbs describe only one action.

Sheila ran fast.

The ride went smoothly.

Some adverbs compare two actions. These adverbs end in -er or use the word more .

Sheila ran faster than Fred.

This ride went more smoothly than the last one.

Some adverbs are used when comparing three or more actions. These adverbs end in -est or use the word most .

Of all six runners, Sheila ran fastest. This ride went most smoothly of the three we tried.


ve r b Ad Ac t iv i t ies Identifying Adverbs Many young students have a hard time identifying adverbs. Even those who have sailed through your lessons on nouns, verbs, and adjectives may stumble when you reach this part of your unit. (One 8-year-old I know told me she was learning about adjectives and proverbs at school!) One of the easiest ways to help students remember the functions of adverbs is to explain that adverbs answer the questions How? Where? and When? Then write the following sentences on the chalkboard, and have students practice finding the adverbs. crawled slowly. * The baby (Ask: did the baby crawl?) stood straight. * Madeline (Ask: did Madeline stand?) there for an hour. * I waited (Ask: did I wait?) * I’ll see(Ask:you later.will I see you?) * Please(Ask:sit here now!should you sit? How

How

Where

When

When should you sit?)

Where

Afterward, invite students to find some adverbs in a classroom periodical, textbook, or other printed material. Remind students that they are looking for single words that tell how, where, and when. Otherwise, students may find prepositional phrases functioning as adverbs (for example, The mayor went to city hall ). Though an important part of grammar, such phrases are better saved for the upper-elementary grades. If your students are just beginning to learn about grammar and you are concerned that they might become overwhelmed, focus on the question How? and have students look only for adverbs that answer that question. That way, they are less likely to come up with prepositional phrases functioning as adverbs.


Adverbs

Spin-an-Adverb Wheel (Use with Kids’ Pages 41 and 42.)

Sp in -a n -Ad ve r b W h eel T op W h eel

Many adjectives can be made into adverbs by adding the letters -ly . Explore this concept with kids by making these paper wheels. The manipulative is easy to construct and will help students remember how to form and identify various adverbs.

+ l y = Cu t ou t

s k o o B l a n s o i s e f o r P c i st a l o h c S

You Will Need

* * * *

Cu t ou t

copies of each reproducible brass fasteners markers or crayons scissors

n ad

n a

r T u

h ec pe fS s ot ar : P u n F a e d M s l i k g S tn ii r W

j ec t

i n t o

i v e

a n ad v e r b !

41

r b Spi n -a n -Ad ve W heel

What to Do

l Bo t to m W hee

1 Help each student cut out the two small windows on the . 2 To cut, poke the tip of the scissors

Distribute the reproducibles. Invite students to color the cut out the two wheels.

TOP WHEEL

and u ic k q

d u o l

TOP WHEEL

u ic k l y q y l d u o l

k i n d l y

k i n d

q

u y i l e t m l r y a w y h a p l i p m r a w

through the paper, or fold the paper at the window.

h a p p y

42

3

Put the TOP WHEEL on top of the BOTTOM WHEEL and and poke a brass fastener through the center of the wheels to fasten them together.

4

Rotate the wheel until an adjective appears in the top window. Consult the bottom window to see the adverb that is formed from that adjective.


q u i e t

W r i it n g S k i ll s M dae Fu n P : a r st o S f e e p ch S c h o l a st ic P r o ef s i s o n a l B o o k s

Adverbs

Adverb Action Game (Use with Kids’ Page 43.)

__ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Da te _ __ _

_ _ _ _ _ Na me _ __

One of my older daughter’s favorite activities is a board game that requires players to spin their arms, do sit-ups and push-ups, and perform other physical activities. Chances are, you have a few kids in your class who, like my daughter, learn best by doing and moving. Here’s a grammar game that taps into their endless energy and enthusiasm. With each turn, students practice putting verbs and adverbs together and then physically demonstrate the meaning of each verbadverb pair. Here’s how to play:

n Spi n ne rs Ad ve r b Ac tio m idd le il t hroug h t he

s k o o B l a n o i s s e f o r P c i t s a l o h c S

h c e e p S f o s t r a P : n u F e d a M s l i k S g n i t i r W

ou t. Po ke a penc d. T hen cu t them ! es on to card boar verb Ac t ion game G lue these squar t hese sp inners to p la y t he Ad e. Use o f eac h squar s b r V e r v e b s d A b s

r V e

s b r e V

w l a k

V e r b s

t d s f n u o a m L b r u L o A e v y d , n h n c i a a w s s e b b o r r o T t . e e v t n x i e e p h ! V n s t s k u f b c o o r e y L e v h L c b d r A a e n a v i e t d p h u P a s t

d r b n a r i o c e t e r v c o d A c A S

s l o w y l

y l k c i u q

m a r c h

p a l c

A d v e r b s

l happ i y

s ta nd

s b r e v d A

n a y l i r g

h c d k p r n l a a a a l t m s w c

43

s b r e v d A

A d v e r b s

y y l y y i l l i r k c p l g i p w o n u a l q h s a

You Will Need

* * * *

copies of page 43 cardboard or posterboard glue sticks pencils

Get Ready to Play

1 Have each group glue the two squares on the reproducible (the verb 2 spinner and the adverb spinner) to posterboard. Then, they cut out the spinner squares. Divide the class into groups of three or four. Distribute the top half of page 43 to each group.

3

Students then poke a pencil through the center of each square to make a spinner.

How to Play

1 Distribute a copy of the bottom half of page 43 (the scorecard) to each 2 student. The first player spins both spinners. (The student should twirl the pencil 3 between his or her fingers as if spinning a top.) He or she notes which word on each spinner lands “faceup” (the word opposite the one that touches

Think of a fair way to decide who will go first (the person whose birthday is coming up next, for example).

the desk). The player then does what the two spinners direct him or her to do. For example, if the spinner displays the verb stand and the adverb slowly , he must stand up slowly. If the spinner displays the verb clap and the adverb happily , he or she must clap hands with a smile on his or her face.

4

With each turn, players record on the scorecard the verb and adverb they spin. The first player to spin all the verbs and all the adverbs wins.


Spin-an-Adverb Wheel Top Wheel

Cut out

+ ly = Cut out

r n

T u

j

ad e c t i v a n

i n t o

e

! b r v e

a n a d


Spin-an-Adverb Wheel Bottom Wheel

quick

d u o l

quickly k i n d l y

y l d u o l

q y u l i e m t r l a y m w y r l i p p a h a w

y p p a h


k i n d

q u i e t

Name ___________________________________________ Date _____________________________________________

Adverb Action Spinners Glue these squares onto cardboard. Then cut them out. Poke a pencil through the middle of each square. Use these spinners to play the Adverb Action game!

b s r V e

stand

p a l c

s b r e V

d r b n a r o c i e e v t r d c o A A c S

k l a w

d t s n u f a m o L b r u L e o A v y , d h n c i n a w a e s o b o t T r t . e x i n v e p e n s h t ! k u f s c o o b r e e h y L v c b L d A r a e a n e t v i u d p P a s h t

s b r e V

V e r b s

b s r e v A d

m a r c h

y l k c i u q

eV r s b

s b r e v d A

h d k c n l p r a a l a a t s w c m

happily

A d v e r b s

s l o w l y

y l i r g n a

s b r e v d A

dA v e r b s

y l y y l i y l i l p r k c p w g i o n u a l h s a q


Re v ie w

W

rap up your unit on the parts of speech by engaging students in activities that use the parts of speech in combination. The activities in this section demonstrate that the parts of speech do not function in isolation; we must put them all together to express ideas.

My Favorite Food: A Fill-in-the-Blanks Partner Story (Use with Kids’ Page 46.)

__ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Da te _

_ _ _ _ _ Na me _ __

Food M y Fa vo ri te

done! s tor y un ti l i t is partner see t he Do no t le t your er on th is s tory. Wor k w i th a partn h: c spee f o t s pa r f t he f o llo w i ng rd f o r ea c h o _ _ _ _ _ _ r to n a me o ne wo _ _ _ _ _ _ _ _ _ _ _ A sk yo u r pa r t ne _ _ _ _ n oun _ __ 6 S in gu l a r _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ten s e v e r b _ __ t v e t i s en c e j e P r d A 7 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ ) _ _ a l _ r _ lu _ p _ r _ o _ r _ e ( gu l a 8 A d j e c ti v _ 2 N oun sin _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ rb _ __ _ _ _ _ _ __ _ re s en t-t en s e v e P _ 9 _ _ 3 A d j e c t iv e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ 10 A d v e r b _ 4 P lu r a l n oun _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ s. 5 A d j e c t iv e nk la he b n t rd s i to r y. W r ite t he wo m be r s in t he s be r s to t he n u Ma t c h t he n u m to r y a lo ud. T he n read t he s

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ine is _ __ 1 vor ite food ? M W ha t’s your fa _ gra vy. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ co vered in 3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ are a fe w 2 v y, a ll you need o ma ke the gra t hard to ma ke. T no ’s it and . _ _ I t’s de lic ious, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 6 _ _ _ _ and a _ __ _ _ _ _ _ _ 5 _ _ _ _ _ __ _ _ _ ti l the _ __ the pan un _ _ _ _ _ 4 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T hen 7 those in a pan. S tar t b y pu t ting en gra b a for a m inu te, th . Le t it coo l _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __ _ _ _ 8 _ ingred ien ts are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ as _ __ ture ix m t he 10 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ spoon and _ _ 9

y! as you can. Enjo 46

W ri nit g Sk i l s M a d e F u :n Pa r t s o f S e p e c h S c h o

la s t i c P r o f e s s io n a l B o o k s

Students have had some practice with this type of activity (see page 26 of the Verbs section). Now it’s time to throw all the parts of speech together and see what happens! To begin, divide the class into pairs and designate one student in each group to be the writer. The other student is the word-giver. Distribute a copy of the reproducible to each writer—but don’t let the word-giver catch a glimpse or the surprise will be spoiled! To begin, the writer will ask the word-giver to name ten words. Some will be nouns, some will be verbs, some will be adjectives, and some will be adverbs. When students have completed their stories, invite each pair to share its funny story with the class. To give all students practice in naming the parts of speech, have students switch roles for another round!

Parts of Speech in the News Ask students to bring in articles from newspapers or magazines. Provide highlighters or crayons in five different colors, then create a color key for the parts of speech you have studied. For example:

* * * * *

Yellow: Pink: Orange: Blue: Green:

Nouns Pronouns Verbs Adjectives Adverbs

Have students use the color key to underline or highlight the parts of speech they find in their article.


Review

Parts-of-Speech Match-Ups (Use with Kids’ Page 47.) Use this kid-friendly card game to review the five parts of speech you have studied and encourage students to boost their powers of concentration. Play the game with groups of two to four students. You Will Need

copy of page 47 for each group * one scissors * What to Do

1 Students then place the cards facedown on the desk, floor, or table, and 2 arrange them in rows. Have students take turns drawing two cards. Students should read the two 3 words aloud and name the part of speech each represents. If the two words are the same part of speech, the student gets to keep the cards and take another Have students cut out the cards and shuffle them.

turn. If the parts of speech do not match, the student must put the cards facedown in the same spots. It’s important that all players get a look at the cards before they are returned to the table.

4

Stroll around the room as students play, and offer assistance as needed. The game ends when all cards have been drawn. The student with the most matches is the winner.

s m i led d e s k

s o ft l y


Name ___________________________________________ Date _____________________________________________

My Favorite Food Work with a partner on this story. Do not let your partner see the story until it is done! Ask your partner to name one word for each of the following parts of speech: 1 Adjective ________________________

6 Singular noun ________________________

2 Noun (singular or plural) ______________

7 Present-tense verb _____________________

3 Adjective ________________________

8 Adjective ___________________________

4 Plural noun _______________________

9 Present-tense verb _____________________

5 Adjective ________________________

10 Adverb _____________________________

Match the numbers to the numbers in the story. Write the words in the blanks. Then read the story aloud.

What’s your favorite food? Mine is ____________________________ 1

_________________________ covered in _________________________ gravy. 2

3

It’s delicious, and it’s not hard to make. To make the gravy, all you need are a few ___________________ and a ___________________ ___________________. 5

4

6

Start by putting those in a pan. Then _______________________ the pan until the 7

ingredients are _______________________. Let it cool for a minute, then grab a 8

spoon and ______________________ the mixture as ______________________ 9

10

as you can. Enjoy!


Parts-of-Speech Match-Ups

k s e d

g i p

d e l i m s

l r i g

n a r

n o w

e t u c

e e s

y v a e h

t i

y e h t

e h s

e u l b

y l d u o r p

y l d a s

s i h

y l t f o s

y l l u f y a l p

k o o b

d l o


ptsSpch parts of speech parts of speech

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