Teacher Resources for Instructional Planning


Grade 4, Language Arts Language Mechanics: Identify correctly applied grammar - nouns, pronouns, verbs (action/ being), subject-verb agreement (simple subject), adjectives, adverbs, appropriate tenses (past/ present/ future), and special usage problems (double negatives) (COS 23/ SAT10)

Lesson Plans: Dynamic Diamante Poetry In this lesson, students review nouns, adjectives, and verbs and learn about gerunds. They then practice using them as new vocabulary words by composing structured diamante poems as a class and independently using an online interactive tool. Delicious, Tasty, Yummy: Enriching Writing with Adjectives and Synonyms This lesson teaches students what adjectives are and then uses a webbing strategy to help them develop lists of adjectives and their synonyms. Students' vocabulary is expanded and their writing is enriched when they are encouraged to use a variety of adjectives so that readers can "see, taste, and feel" what they write. Be the Sentence: An Interactive Language Arts Activity Students take on the roles of different words and punctuation and work collaboratively to create a complete sentence using correct parts of speech, word order, and punctuation.

Resources: Fantastic Pictures: This activity gives students the opportunity to review nouns and adjectives while creating imaginative works of art. Sentence Puzzles: Choose the skill you want to work on and play the game. It asks you to register for free, but you can click "maybe later" and skip that step. Grammar Quest: This activity helps student develop an understanding of the parts of speech and how to distinguish between them. Proofreading Makes Perfect: This interactive tool provides students with tools on what to look for when they proofread. Scripts for Grammar This is a free site dedicated to answering *specific* grammar, composition, or formatting questions. Online and printable grammar activities for all ages Suggestions for English Language Learners: (E/B=Entering/Beginning, D=Developing, E=Expanding) (E/B) Students point to words that represent the target parts of speech. (E/B, D) Students manipulate word cards to create sentences and correct punctuation. (E/B, D) Students repeat and rehearse the target parts of speech after the teacher pronounces them. (E/B, D, E) Students locate and highlight as many of the target parts of speech (nouns, verbs, etc.) as possible in a newspaper article or other reading passage. They can then copy the words onto a list. Intermediate and transitional students may then define the words. (D) Students work in small groups to create sentences that have subject-verb agreement. (D, E) Students keep a writing log for which the teacher provides sentences that are incorrect which students then correct independently or with peers. (See www.greatsource.com for daily correction exercise resources.)
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