Adjectives. -describe a noun or pronoun telling which one, what kind, or how many. Which Which one? What kind? How many? one?
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1 Adjectives -describe a noun or pronoun telling which one, what kind, or how many Which Which one? one? What kind? What kind? How many? How many? S. George and A. Thelen, 2012
2 Nouns -name a: Person Place Thing Idea S. George and A. Thelen, 2012
3 Pronouns -replace nouns I You He She It We You all They S. George and A. Thelen, 2012
4 Verbs -show: Physical Action Mental Action State of Being S. George and A. Thelen, 2012
5 Adverbs -describe a verb, an adjective or another adverb. It usually ends in -ly, it's easy to identify. S. George and A. Thelen, 2012
6 Prepositions -combine with a noun or a pronoun to show location or time. S. George and A. Thelen, 2012
7 Conjunctions -connect more than one idea and: but: or: S. George and A. Thelen, 2012
8 Interjections -express strong emotion S. George and A. Thelen, 2012
9 S. George and A. Thelen, 2012 Pictures for nouns and verbs
10 Adjective subheadings Which one? Articles Demonstrative How many? Definite S. George and A. Thelen 2012
11 Adjective subheadings Which one? Articles Demonstrative How many? Definite S. George and A. Thelen 2012
12 Adjective subheadings Which one? Articles Demonstrative How many? Definite S. George and A. Thelen 2012
13 Adjective subheadings Indefinite Number What kind? Observation or Quality Size S. George and A. Thelen 2012
14 Adjective subheadings Age Color Origin Material Qualifier S. George and A. Thelen 2012
15 Adjective subheadings Comparative Superlative Shape Texture Taste S. George and A. Thelen 2012
16 Adjective subheadings Smell Touch Sound Sight S. George and A. Thelen 2012
17 Noun subheadings Common Person Place Thing Idea (Abstract) S. George and A. Thelen 2012
18 Noun subheadings Singular Plural Irregular Possessive Collective S. George and A. Thelen 2012
19 Noun subheadings Proper Compound Non-Count Gerund S. George and A. Thelen 2012
20 Pronoun subheadings Subject before verb Object after verb Possessive before noun alone S. George and A. Thelen 2012
21 Pronoun subheadings Reflexive Indefinite person place thing Demonstrative Reciprocal S. George and A. Thelen 2012
22 Pronoun subheadings Reflexive Indefinite person place thing Demonstrative Reciprocal S. George and A. Thelen 2012
23 Pronoun subheadings Interrogative Relative S. George and A. Thelen 2012
24 Verb subheadings To Be Modals (Helping) Irregular Linking S. George and A. Thelen 2012
25 Verb subheadings Mental Action Physical Action Phrasal To Have S. George and A. Thelen 2012
26 Adverb subheadings Manner (How) Direction Time Frequency Degree Transitions S. George and A. Thelen 2012
27 Adverb subheadings Conjunctive Addition Emphasis Contrast Cause S. George and A. Thelen 2012
28 Preposition subheadings Location Time Purpose S. George and A. Thelen 2012
29 Conjunction subheadings Coordinating Addition Reason Contrast Choice S. George and A. Thelen 2012
30 Conjunction subheadings Correlative Subordinating Time Reason Contrast S. George and A. Thelen 2012
31 Conjunction subheadings Condition Place S. George and A. Thelen 2012
32 Interjection subheadings Strong Emotion Emphatic Phrase Onomatopoeic Words S. George and A. Thelen 2012
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38 Interjection Bubbles Grab Bag Grammar Sort Busted! Grammar Games and Centers Contributors: Sara Egli, SarahBeth George, Cheryl Groen, Jennifer Hughey, Stephanie Lamb, Alissa Thelen, and many other fabulous teachers we ve met along the way! Game Notes Prepare craft sticks. They may have: o specific parts of speech o cloze sentences that require a specific part of speech (ex: Fill in an appropriate adjective: My dog likes to play.) Write BUSTED! on several sticks. Put all the sticks into a cup or can. Students pull 1 stick out. If it has a word or sentence, the student reads it aloud and uses it correctly in a sentence. If it has a sentence, the student fills in the blank. All other students show thumbs up or thumbs down to agree to disagree. If the student is correct s/he keeps the stick. If s/he is incorrect, the other students help to correct, and the stick is put back into the cup. When any student pulls a BUSTED! stick, everyone puts all their sticks back, and the game continues. Noun Sort magazine pictures or photos sorted as person, place or thing Verb Sort pictures/words sorted as mental action or physical action Noun/Verb Sort pictures/words sorted as noun or verb Punctuation Teacher provides sentences. Students sort sentences into categories based on which type of ending punctuation they would get Pronoun Sort sort of magazine pictures of people (or pictures of your students at work!) into categories such as him / her, he / she / they, etc. Adjective/Adverb Sort pictures/words sorted as adjective or adverb Check out for free picture cards. Teacher places index cards in a bag. Cards can have: o Various types of punctuation to direct the type of sentence that is written (.?!) o Various pronouns to be included in the sentence o Forms of to be o Adjectives o Directives (ex: Write a sentence with a plural noun. ) Students grab one card without looking and use that card to write a sentence on paper or white boards. After writing 1 sentence as indicated on the card, student puts the card back in the bag and chooses another. Make this fun by adding stickers or pictures to the cards and awarding a prize for the most descriptive sentence. Teacher copies pages with characters from favorite class read alouds. Teacher pastes speech bubbles onto each page. Students select pages, write interjections/emphatic phrases in the speech bubbles, and share with partners.
39 Index Card Games Tally Race Which one doesn t belong? Silly Sentences Teacher labels cups with parts of speech. (ex: 1 cup for nouns, 1 for adjectives, 1 for verbs) Teacher writes many example words for each cup on craft sticks. For the younger grades, be sure to color code the words and cups to match the grammar wall. Students pull one stick from each cup and create a sentence. Students record the sentence and illustrate. Teacher creates large index cards with 3 words/pictures from the same part of speech and 1 word from a different part of speech. Students read the words or describe the pictures aloud, find the part of speech that doesn t belong, and explain why. If their neighbor agrees, they get to keep the card. If not, the neighbor explains the correct answer and gets to keep the card. Tip: To make this a never-ending center game, shuffle in some silly pictures on index cards and place pictures and word cards face-down. When a picture card is pulled, all students put their cards back into the pile. Funny directions (ex: Make a silly face, Switch seats, Do 5 jumping jacks, can also be added to keep students engaged.) Teacher selects sets of pictures that will allow students to find a bunch of adjectives, nouns, verbs, adverbs, or prepositions. Students have a timer and a pile of face-down mystery pictures. Option 1 (oral practice): o Student 1: States the type of speech Student 2 will look for. Flips a picture over and starts the timer. o Student 2: States as many adjectives/nouns/verbs as s/he can within the time limit. o Student 1: Tallies or counts the number of correct words Student 2 states. o Students switch roles and continue with a new picture. The student with the largest number wins. Option 2 (written practice) o Similar to the above procedure, but both students write the target words at the same time. This will require more time on the timer. Teacher uses index cards to create game cards. Teachers write types of verbs/adjectives/nouns/adverbs/prepositions and include a corresponding picture. Whenever a card is used/played/selected, students must use the picture prompt to state a sentence with the word used correctly. Their team must agree before the next student plays. They can be used for the following games: o Memory or concentration (2 cards for each word must be made) o o Go Fish! (2 cards for each word must be made) Board Games (Chutes and Ladders, Candy Land, etc) A pile of word cards are put in the center Students play the game as normal Each time they roll or spin they read the number of word cards as the number of spaces they will move
40 Want more? Conjunction Cup Run and Fill Teacher labels bags or bins with a part of speech and places them at the finish line. At the starting line, students have a mystery pile of words/pictures that are classified as 1 part of speech. Students work in teams to turn a card over, decide which part of speech it is, and run to fill the corresponding bag/bin. Extensions: o Each student creates 3 word cards. Students must tell the teacher what part of speech their card is before they run to fill the bag/bin. o Rather than sort parts of speech, students can sort by subcategories: nouns: singular/plural nouns nouns: people/places/things/ideas pronouns: subject/object/possessive verbs: mental/physical actions verbs: regular/irregular adverbs: manner/frequency Teacher labels a Conjunction Cup. Teacher writes or/and/but on the ends of craft sticks. Students work in partners. o Student 1: Reads a passage aloud. o Student 2: Listens for conjunctions. Each time s/he hears a conjunction s/he places the corresponding stick in the Conjunction Cup. o Student 2: Rereads passage aloud. o Student 1: Listens for the conjunctions and removes the corresponding conjunctions from the cup. By the end of the passage, all sticks should have been removed from the cup. Repeat with a new passage and/or highlight the conjunctions in the passage. Grammar Games and Activities that Boost Writing Skills by Immacula A. Rhodes (Scholastic Inc, 2008) Writing Skills Made Fun: Parts of Speech by Karen Kellaher(Scholastic Inc, 2001) Grammar Manipulatives Kids Love! by Nancy I. Sanders (Scholastic Inc, 2004)
41 My Action Plan Action Step Date of Implementation or Completion Accountability Partner Resources Assistance Needed
42 Noun Tally Race Partner 1: Person Place Thing Idea Partner 2: Noun Tally Race Partner 1: Person Place Thing Idea Partner 2:
43 Adjective A word used to describe a noun or pronoun telling what kind, which one, or how many is an adjective. Examples: (what kind) red small (which one) this that (how many) some two
44 Noun A word that names a person, place, thing or idea is a noun. Examples: person: teacher place: school thing: turtle idea: joy
45 Pronoun A word that is used in place of a noun is a pronoun. Examples: I you he she it me us
46 Verb A word that shows physical or mental action, being, or state of being is a verb. Examples: play run learn think imagine
47 Adverb A word that is used to describe a verb, an adjective, or another adverb. It tells where, how or when, and many adverbs in English end in- ly. Examples: playfully often quickly quite early
48 Preposition A word that shows the relationship of a noun or pronoun to another word is a preposition. Examples: above under in before at on
49 Conjunction A word that joins/connects words or groups of words is a conjunction. Examples: and but or because since
50 Interjection A word or phrase that is used to express strong emotion is an interjection. Examples: Oh! Wow! No! Ouch! Yes!
51 Adjective A word that tells: how many nouns what kind of noun which noun adjective + noun noun + linking verb + adjective
52 Noun A word that names a: person place thing idea noun + verb subject + verb + noun
53 Pronoun A word that takes the place of a noun. noun pronoun
54 Verb A word that shows action noun/pronoun + verb
55 Adverb A word that tells how the action happens verb + adverb adverb + verb
56 Preposition A word that goes everywhere with his best friend, Noun, to tell when or where preposition + noun
57 Conjunction A word used to join words together, like glue word + conjunction + word (subject + verb) + conjunction + (subject + verb_)
58 Interjection A word used to show strong feeling or emotion
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