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Introduction to Capitalization .................................................................................................................... 4

Capitalizing Brand Names ............................................................................................................................ 6

Capitalizing the word I ................................................................................................................................... 7

Capitalizing geographical locations. ........................................................................................................ 9

Capitalizing proper nouns .......................................................................................................................... 10

Capitalizing the days of the week ........................................................................................................... 11

Abbreviation to the months of the year ............................................................................................... 13

Introduction to Compound Words ............................................................................................................ 14

Forming Compound Words ........................................................................................................................... 16

Introduction to Homographs ........................................................................................................................ 17

Introduction to Homophones ....................................................................................................................... 18

Matching to Homophones ............................................................................................................................. 20

Introduction to Prefixes................................................................................................................................. 21

Introduction to Suffixes ................................................................................................................................. 22

Introduction to Antonyms ......................................................................................................................................... 24
Introduction to Synonyms ......................................................................................................................................... 26
Sentences and Phrases ................................................................................................................................... 27

Identifying sentences and phrases............................................................................................................ 29

Introduction to Periods .................................................................................................................................. 30

Identifying sentences and phrases............................................................................................................ 32

Abbreviating the month of the year ....................................................................................................... 33

Abbreviating the days of the week .......................................................................................................... 35

Introduction to Nouns .................................................................................................................................... 39

Nouns in Small Environment.................................................................................................................... 40

Getting to know Articles ................................................................................................................................ 41

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Getting to know adjectives ............................................................................................................................ 42

The Noun Family ............................................................................................................................................. 44

Defining nouns as Person, Place or Thing ........................................................................................... 1

Common and proper nouns........................................................................................................................... 2

Introduction to plural and singular nouns.......................................................................................... 3

Getting to know feminine and Masculine Nouns .............................................................................. 5

Concrete and Abstract Nouns. ...................................................................................................................... 6

Identifying the articles in a small environment ............................................................................... 7

Difference between “A” and “An” ............................................................................................................. 9

Matching Nouns and Adjectives................................................................................................................ 10

Logical agreement of multiple adjectives and nouns ..................................................................... 12

The detective triangle game ......................................................................................................................... 13

Using adjectives in a small environment ............................................................................................. 14

Getting to know verbs ..................................................................................................................................... 15

Matching nouns and verbs logically ...................................................................................................... 17

Past and present ................................................................................................................................................ 18

Verbs with internal energy.......................................................................................................................... 19

Getting to know preposition ........................................................................................................................ 21

Identifying preposition in a small environment ............................................................................. 22

Compound prepositions ................................................................................................................................. 23

Getting to know adverbs ................................................................................................................................ 25

Using adverbs ...................................................................................................................................................... 26

Matching verbs and adverbs logically ................................................................................................... 28

Introduction to pronouns .............................................................................................................................. 29

Introduction to personal pronouns .......................................................................................................... 31

Singular and plural pronouns ................................................................................................................. 33

Introduction to Conjunction ....................................................................................................................... 34

Introduction to interjections ....................................................................................................................... 37

Working with Interjection ............................................................................................................................ 38

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................................................................................................................................................................................... 42
Introduction to sentence analysis ............................................................................................................. 42

Box A1 chart 1 .............................................................................................................................................. 42

Introduction to the term (subject-predicate) ...................................................................................... 44

Box A2.................................................................................................................................................................... 44

Understanding the term indirect object ................................................................................................ 46

Box B1 .................................................................................................................................................................... 46

Introduction to Adverbial extensions part 1 ...................................................................................... 48

A a
Introduction to Capitalization

Lessons beforehand

 Intensive work with the moveable alphabets .

Materials Needed

 Printed Lower and upper case alphabets. (Capitalization in

resources)
 “Lower Case” heading.
 “Upper case” heading.
 Language Art Journal.

Presentation

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 1. Invite the children to the lesson.
2. “Today we are going to know more about Upper case and lower case letters.”
Announce to students.
3. Mix the 26 lower case letters, and distribute between the students.
4. Have the students lay out he lower case letters in alphabetical order.
5. Announce that these are called lower case letters, and put the label “lower
case” on the left side of it.
6. Do the same for the upper case letters, explaining, “Upper case can also be
called Capital.”
7. After upper and lower case letters are laid out with the headings on the left,
explain to students” we have two versions of each letter in the alphabets, one
upper case and one lower case.”
8. Ask the students to put each lower case letter, next to its corresponding capital
letter.”
9. Ask the students to write the upper, and lower case form of the alphabets in
their journal.

Control of Error-

The guide

Follow-up Work

Children can play the memory game to match the capital and lower
case form of the letters.
(Students put all letter cards face down, and each one will get a turn to
turn the card and match upper and lower case letters.)

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 Capitalizing Brand Names

Lessons beforehand

 Introduction to capitalization
 Capitalizing names.
 Capitalizing proper nouns
 Capitalizing the word I
 Capitalizing days of the week, and months
 Capitalizing the geographical Locations

Materials Needed

 Heading that reads,” Names of brands are always capitalized.

 Sips of white paper.
 Red coloring pencil.
 pencil
 English Journal.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn something new about Capitalization,” Explain to
the students.
3. Discuss the meaning of brand names, and what popular brands you have in
the country.
4. Ask one of the students, “what is your favorite chocolate brand?”
5. On a slip of paper, write the first letter of the brand in red, and capitalized,
and the rest of the word in pencil.
6. Place the slip on the mat.
7. Ask another student, “What is your favorite toy brand?”
8. Do the same for this brand name.

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 9. Ask another student, and do the same for the brand name.
10. Arrange all slips of paper in one column.
11. Place the heading that says, “All brand names are always capitalized,” While
reading it aloud.

Control of Error-

Control of error chart.

Follow-up Work

Children can come up with different brands and write it in their language art
journal.
Children can make their own products and create a brand name for it, while
capitalizing the first letter.

Capitalizing the word I

Lessons beforehand

 Introduction to capitalization
 Capitalizing names
 Capitalizing Proper Nouns

Materials Needed

1. Three different cards, with a familiar nursery rhyme. Ex: “Ding

dong l, Pussy’s in the well, who put her in? “
2. Riddle- typed questions based on the Nursery Rhyme Ex: I am in a
well, who am I?
3. Sentence with the character’s name in it. I’m Pussy.

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 4. Heading that reads the word I is always capitalized.
5. Language Art Journals and pencils.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn more about capitalization,” announce to
the students.
3. Give out each nursery rhyme to three different students.
4. Invite the students to read the Nursery rhyme, and place them in a
row on top of the mat.
5. Present a riddle to each of the students.
6. Invite the students to read the riddle, and place them in a column
along the left side of the mat beneath the nursery rhyme.
7. Present a sentence card that names the character in the nursery
rhyme or tongue twister.
8. Invite the students to place the character’s name to the correct riddle,
while reading it aloud.
9. Remind the students that the word I is always capitalized, place the
heading and read it aloud.
10. Invite the students to write different sentences about themselves,
and share it with others.

Control of Error-

Control of error chart with answers and the guide.

Follow-up Work

Children can draw themselves on a large card board, and write

sentences to describe themselves ex: I wear a blue jacket, I have small
mouth, etc.

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 Capitalizing Geographical Locations.

Lessons beforehand

 Introduction to capitalization
 Capitalizing names
 Capitalizing the word I
 Capitalizing proper nouns.
 Capitalizing the week, and months.

Materials Needed

 Heading that says, “The names of the continents are always capitalized.
 Slips of paper.
 Red coloring pencil.
 Pencil
 Language arts and journals.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn capitalization to geographical locations,” Explain
to the students.
3. Ask one of the students where she/he was born?
4. Print the first letter of the continent on a slip of paper, in uppercase, the
remainder of the word in pencil, and place it on the mat.
5. Invite the students to name other continents, and do the same for each
continent.
6. Put the continents in a column.
7. Place the heading that says “names of continents are always capitalized,” at
the top of the column, reading it aloud as you do so.

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 8. Invite the students to write the name of the continents in their journal.

Control of Error-

The slips of paper with the continents.

Follow-up Work

Draw a world map and label each continent, and some of the countries
in each continents, and their capital cities.

Extension:
Combine all the geographical locations, and add the labels for each ex:
“All counties are capitalized,” “All cities are always capitalized,” etc.…

Capitalizing proper nouns

Lessons beforehand

 Introduction to capitalization
 Capitalizing names.

Materials Needed

 Sentence slips with blank for names to be put, e.g. my mom’s name
is……..(Capitalization set 3).
 Heading with the set.
 Sips of white paper.
 Red coloring pencil.
 English Journal.

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Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn something new about Capitalization,” Explain to
the students.
3. Divide the sentence labels among the students.
4. Invite each student to read the labels aloud, placing them in one column.
5. Ask a student, “What’s your name?” “Noah”
6. Print the Name “Noah” with capital N in red.
7. Ask another student” what’s your friend’s name?” Print the Name with capital
first letter in red.
8. Do the same for all the labels.
9. Place the heading on top of the mat, and read it aloud,” Particular names are
always capitalized.”
10. Explain to the students that particular names of people, places, things, are
always capitalized.

Control of Error-

The guide and control of error chart.

Follow-up Work

Children can pick 3-4 sentence label to write in their journal while
changing the names.

Capitalizing the days of the week

Lessons beforehand

 Introduction to capitalization
 Capitalizing names.

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  Capitalizing the proper nouns.
 Capitalizing the word I

Materials Needed

 Two headings, “Days of the week are always capitalized, ” “The

months of the year are always capitalized.”
 Slips of white paper.
 Red coloring pencil and a pencil.
 Language art journal.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn something new about Capitalization,” Explain to
the students.
3. Invite the students to name the days of the week, beginning with Sunday.
4. Write the first letter of Sunday in a slip on paper using the red pencil.
5. Show the slip of paper to the students and exclaim which day begins with that
letter.
6. Ask one of the students to print the rest of the worst on the slip.
7. Place the label on the mat, while reading it.
8. Do the same for the rest of the days, and place them in one column to the left.
9. Place the heading that says, “the days of the week are always capitalized,”
10. Have the students write the days of the week in their journal, while
capitalizing the first letter.
11. Do the same for the months of the year.

Control of Error-

The Cards written the days of the week on it.

Follow-up Work

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 Children can write their weekly plan while using capitalization for
each day of the week.

Abbreviation to the months of the year

Lessons beforehand:
● Capitalization.
● periods
● sentence and phrases

Materials needed:
● Heading that says” Abbreviation”
● twelve labels, one for each month of the year.
● red coloring pencil.
● pencil
● slips of paper
● scissors
● language art journals

Presentation:
1. Invite the child to the lesson.
2. Announce to the student that today they’re going to learn about new way to
use a period.
3. Encourage the students to recite the months of the year.
4. Distribute the months’ labels among the students.
5. invite each student to read the months each has.
6. ask the students to put the labels in order in one column.
7. on a blank slip of paper, print the word January in pencil
8. ask one of the students to read it aloud.
9. Explain to the students that some words can be shortened.
10. Using scissors, cut the slip of paper between letters, N and U put the
second half of the word away.
11. in red coloring pencil, draw a period after the letter n.

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12. explain to the students that the period abbreviates the word January
and takes the place of the letters u,a,r and y.
13. invite the student to place the label “Jan” to the right of the label that
says January.
14. repeat for all other months.
15. place above the abbreviated months, the heading that says, “
abbreviations”
16. explain to the student that the shortened form of the word, we call it
abbreviations.

Control of Error:
The guide.

Follow up work:
Students can copy the abbreviated months into their journal.

Introduction to Compound Words

Lessons beforehand

 Reading Pink, blue. and green series

Materials Needed

 Rattle
 Rubber snake model
 Rattle snake picture
 Labels (root, root, compound, rattle, snake, rattlesnake)
 Different root word cards, along with the compound words cards.
o (Labels are found in resources, Introduction to Compound words
labels)

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Presentation

1. Invite small group of children to the lesson.

2. Explain to the
children (today we
are going to learn
how to put two
words together to
form a new word).
3. Put the rattle on
the left side of the rug, and put the snake on the right side of the rug.
4. Put the rattle label under the rattle, while reading it, Put the snake
label under the snake.
5. Slide the rattle and the snake closer to each other, and the labels
closer to each other until they touch.
6. Ask a student to read the new word formed.
7. Put the picture of a rattle snake, along with the rattlesnake label
under it.
8. Explain that rattlesnake is the compound word that formed from two
different words.
9. Put the compound word label on top of the rattlesnake label.
10. Encourage the students to search for more compound words.

Control of Error-

The Cards with new compound words in different color.

Follow-up Work

Children can come up with different compound words, and write it in

their journals.
Play the memory game with the other root words cards.

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 Forming Compound Words

Lessons beforehand

 Introduction to compound words.

Materials Needed

 Root words labels, ten in each pile e.g. star, fish. (in resources, Forming
compound words file).
 Control of error cards ( in resources, Forming compound words file).
 Three headings; root, root, compound.
 English Journal.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to explore new
compound words.”
3. Ask each child to read one of the
first ten root words and put them
under first root label.
4. Ask each child to read one of the
second ten root words and put them under second root label.
5. Ask one of the children to pick a word from the first column and read
it aloud.
6. Ask the child to match the selected word to a word from the second
column to make a compound word.
7. Have each child take a turn to
match all the words to make
compound words.

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 8. Remove the root headings and place it with the heading that says
compound word.
9. Encourage the children to read the compound words they made.

Control of Error-

The Cards with new compound words in different color.

Follow-up Work

Children can come up with different compound words, and write it in

their journals.

Introduction to Homographs

Lessons beforehand

 Introduction to compound words.

Materials Needed

 Six Homograph labels. (Homograph in resources)

 Six definitions for the Homograph.
 Lesson heading.
 Language Journal.

Presentation

1. Invite the children to the lesson.

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 2. Announce to the students that they will learn about tricky words, they
spelled the same but pronounced and mean differently.
3. Distribute the labels among the students.
4. Invite a student to read aloud the definitions, and place it on the mat.
5. Do the same for the other definitions.
6. On a small different mat, place the homograph labels.
7. Invite a student to take one word and match it with its definition on
the other mat.
8. Put the word next to its definition; have the student read the word and
its definition.
9. Do the same for the other homographs.
10. Explain to the students that some words are used as a verb in a
sentence and a noun in another sentence.
11. Explain to the students the term Homograph, and read the
definition.

Control of Error-

The card and the definition of each homograph.

The guide.

Follow-up Work

Children have different homograph sets. They can guess each

homograph meaning and put it in different sentences.

Introduction to Homophones

Lessons beforehand

Ability to read and intensive work with Pink, blue, and green series.

Materials Needed

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  Sack of Flour, or flour in a bowl.
 Flower
 Pear Fresh.
 Pair of socks.
 Hare
 Strands of hair taped to a card.
 Labels for each of the above objects, and for the lesson’s name.(in
resources)

Presentation

1. Invite the children to the lesson.

2. Explain to the students” Today we are going to learn about words that
sound the same, but have different meanings and spelling.”
3. Place the object in two columns, and the
labels on a different column.
4. Put the flower in the middle of the mat,
say “Flower”
5. Ask one of the students to hand you the
flower label, and put it beneath the
flower.
6. Take the bowl of flour, and put it next to the flower, say “flour”. Ask
one of the students to hand you the Flour label.
7. Do the same for the rest of the objects.
8. Explain to the lessons,” some words sound the same but have different
meanings and spelling, we call these words, homophones.”
9. Place the heading of the lesson on top of the mat.

Control of Error-

The guide and control of error chart with the answers

Follow-up Work

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 Children can play the memory game using the homophone cards (in
resources).
Children can write the definition in their journal, and different
homophones.

Matching to Homophones

Lessons beforehand

 Introduction to Homophones.

Materials Needed

 Pairs of Homophones cards. (resources)

 Language Art Journal.

Presentation

1. Invite the children to the lesson.

2. Announce that today we will learn more about Homophones.
3. Remind the children with homophones by reading the definition.
4. Lay out the cards in two different columns.
5. Ask the students to match the Homophones from one column with
another in the other column.
6. Ask a student to use the homophone word they pick in a sentence.
7. Ask another student to do the same.
8. Encourage the students to write it in their journal.

Control of Error-

The guide and control of error chart

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Follow-up Work

The students can match the homophones with the definition cards.
The students can make guessing the word game.
Write a sentence for the homophone word in their journal.

Introduction to Prefixes

Lessons beforehand

 Introduction to compound words.

 Students should be familiar with root word.

Materials Needed

 Labels (tie) printed in black (un, re) printed in blue (prefix) printed in
blue.(resources)
 Shoe with laces untied.
 Definition of Prefix.

Presentation

1. Invite the children to the lesson.

2. Place the shoe on the mat.
3. Ask some questions from the students, (what is this- what color it is)
4. Ask the student, what do we usually do when we wear our shoes?
5. They will probably say, “tie the shoe lace.”
6. Place the label tie below the shoe.
7. Start untying the shoelaces, and ask the students “what did I just do?”
8. They’ll probably say you untied, place the prefix Un next to tie.

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 9. Explain, that’s what we do when we want to take our shoes off.
10. Invite the students to read the word Untie,
11. Take away the prefix un, and put re, so the word is retie.
12. Invite the students to read the new word, start retying the shoe
laces.
13. Remove the prefix re, and put pre, so it becomes pre-tie.
14. Explain that if we pre-tie the shoe laces, it would be hard to put
it on.
15. Place all the other prefixes(un-re)
16. Place the “Prefix” label above the prefixes, and “Root” on top of
tie.
17. Explain to the students that prefixes always come before a root
word, and the part PRE in prefixes means before.

Control of Error-

The guide and control of error chart.

Follow-up Work

The children can write different root words that can be used with any
of the prefixes(un-re-pre)
Play a game of do and undo, (E.G. ask the students to do something and
then undo it, write something and rewrite it, etc)

Introduction to Suffixes

Lessons beforehand

 Prefixes.

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Materials Needed

 Toy tractor that has a detachable trailer.

 Set of root words and their suffixes, with the root words written in
black and suffixes in red.
 Labels that say (Suffix, Root)
 Definition of a suffix label.

Presentation

1. Invite the children to the lesson.

2. Put the toy trailer without the tractor, ask can the trailer move
without the tractor?
3. Explain, “Today we are going to learn some words that are like the
trailer.”
4. Put the label that says suffix, put it on the right side of the student’s
view.
5. Show the tractor and explain that the tractor can move on its own.
6. Put the label that says “Root” below the tractor.
7. The tractor should be on the left side, and the trailer should be on
the right side of the student’s view.
8. Explain to the students, “Today we are going to work with suffix and
root words.”
9. Start placing the root words under root label, and suffix under suffix
label until all labels are laid out.
10. Read the definition or invite any of the students to read the
definition of the suffix.
11. Invite the students to record the new words made in their journal.

Control of Error-

The Cards with the suffixes, as a control of error. ( in resources)

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Follow-up Work

Children can match different suffixes with root words.

Children can work with different suffix sets according to their
understanding to the concept.

Introduction to Antonyms
Lessons beforehand:
 Prefixes
 suffixes

Materials needed:

 Two glasses, one empty and one full.

 Two pencils same color, one short and one long
 Two squares of paper, one white and one black
 Heading that reads “antonyms”
 Slips of white paper
 Pencil
 Scissors
 Language arts journals and pencils

Presentation:
1) Invite the student to the lesson.
2) Announce to the students that today they will learn relation between
words
3) Place the two glasses next to each other on the mat.
4) Encourage the students to say the different between the two glasses.
5) Write on “the empty glass,” “the full glass.” Both on different slip of
paper

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 6) Invite two of the students to read the slips and place them under the
corresponding glass.
7) Do the same with the pencils and the square
sheets.
Part 2
8) Invite one of the students to read the first two
labels.
9) Cut off the parts of the phrase that read the same, and turn them face
down, so that empty and full are the only words visible.
10) Do the same for long and short, and white and black.( opposite
words only need to face up)
11) Invite the students to read the three pairs of the words, “empty,
full/ long, short/ black, white)
12) Ask the students if they notice anything special about these words.
13) The words are opposites.
14) Explain to the students that words that are opposites are called
Antonyms.
15) Place the header Antonyms on top of the mat.
16) Encourage students to come up with more antonyms.
17) Ask the students to record three more antonyms pairs in their
journals.

Control of Error
 The Guide.
 Control of error chart.

Follow up work:

 Antonym puzzles

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 Introduction to Synonyms
Lessons beforehand:
 Antonyms

Materials needed:
 Globe
 Slips of paper
 Pencil
 Heading that reads “Synonyms”

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that today they will learn about words that have
different meaning.
3. Place the globe on the mat and ask the children if they know what it is
called.
4. Some students will say either globe, earth etc, print each response on a slip
of paper.
5. Place the responses below the globe.
6. Invite the students to think of more words that mean the same as globe.
7. Print each response on a different slip of paper.
8. Place responses below the word globe
Part 2
9. Print the world child on a slip of paper.
10. Invite a student to read the word aloud
11. Encourage the students to think of other word that mean the same as
child.
12. Example of words: baby, toddler.
13. Print each response on a slip of paper and place it in a column under
the word child.

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 14. Announce to the students that words that have the same meaning are
called synonyms, and stress on the S sound at the beginning of Same
and synonyms.
15. Place the heading that says Synonyms on top.
16. Invite the students to write the synonyms in two columns in their
language arts journals.

Control of Error
 The guide and control of error chart with answers

Follow up work:
 Synonyms puzzle.
 Synonyms memory game, have words with same meaning, and turn
them face down, each student will take a turn, to turn two cards face
up, if students get two synonym words, they keep it with them, until all
words are taken.

Sentences and Phrases

Lessons beforehand

 Capitalization.

Materials Needed

 Headings that says “this is a sentence.” ‘This is not a sentence” “this is a

phrase.”
 Sentence label that reads. “a bear is a mammal” with lower case a and
no period at the end.
 Phrase labels that says “a bear”
 Slips of paper

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  Red period from the printed alphabet.
 Upper case “A” from the printed moveable alphabets.
 Red coloring pencil
 Pencil
 English Journal.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn different types of sentences.”
3. Define the term (sentence, phrase, period)
4. Show the label that says “a bear” and ask one of the students read it,
put it on the mat.
5. Ask if it makes a complete thought, or gives information.
6. Encourage the student to discuss and say why or why not.
7. Invite another student to read the label that says “ a bear is a mamma”
ask whether this makes a complete thought.
8. Encourage the student to discuss and say why or why not.
9. Place it next to the first label.
10. Discuss the term sentence.
11. Pass the heading that says “this is not a sentence.” To one of the
students and place it in top of the correct label.
12. Pass the heading that says “this is a sentence.” To one of the
students and place it in top of the correct label.
13. Place the third heading that says “this is a phrase” beneath the
heading that says this is not a sentence.
14. Explain to the students that if we have set of words that do not
form a complete thought, it is called a phrase.

Control of Error-

The Guide

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Follow-up Work

Children can come up with different phrases and sentences in their

Language art Journal.

Identifying sentences and phrases

Lessons beforehand

 Capitalization.
 Introduction to Periods

Materials Needed

 Two headings that read “These are sentences.” “These are phrases.”
 Five sentence labels with no capital first letter, or period at the end.
 Five phrase labels.
 Periods from the printed alphabets.
 Uppercase letters from the printed alphabets.
 Language art journals.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn about sentences and phrases.
3. Pass the heading that says “these are sentences” to a student and let
her\him read it.
4. Place it at the top of the mat.
5. Pass the heading that says” these are phrases” to a student and let
her/him read it.
6. Place it next to the other label.

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 7. Revise the terms (sentence, phrases, capital letter, and period)
8. Distribute the ten sentence and phrase labels among the students.
9. Ask each student to read the label he/she has, and put it under the
correct heading.
10. Ask one of the students that had the sentences, what is the
sentence missing.
11. Invite the students to add capital letter and a period.
12. Repeat this action for all sentences.

Control of Error-

The guide and control of error chart.

Follow-up Work
Write the sentences and phrases in their journal, and correcting the
sentences mistakes.
Students can match different phrases together to form sentences.

Introduction to Periods

Lessons beforehand

 Capitalization.

Materials Needed

 Headings that says “this is a sentence.” ‘This is not a sentence” “this is a

phrase.”
 Sentence label that reads. “a bear is a mammal” with lower case a and
no period at the end.

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  Phrase labels that says “a bear”
 Slips of paper
 Red period from the printed alphabet.
 Upper case A from the printed moveable alphabets.
 Red coloring pencil
 Pencil
 English Journal.

Presentation

1. Invite the children to the lesson.

2. “Today we are going to learn a new punctuation mark.”
3. Put the label that says “a bear is a mammal” on the mat, while
reading it.
4. Encourage the students to recall whether this is a phrase or a
sentence.
5. Place the heading that says this is a sentence on top of the label.
6. Put the label that says “a bear” on the left side of the mat, while
reading it.
7. Encourage the students to say whether it’s a sentence or a phrase.
8. Put the label that says this is a phrase on top of the label.
9. Place the red period from the printed alphabets at the end of the
sentence that says “a bear is a mammal”
10. Encourage the student to tell what the dot is.
11. Explain that it is called a period, and that we put it at the end of
a sentence.
12. Explain that It means it is the end of a sentence.
13. Present some more sentences for students, and ask to put a period
at the end.
14. Ask one of the students to read the label that says “a bear is a
mammal.”
15. Ask the students if they notice anything missing in the sentence.
(Provide hints if needed).
16. Explain that all sentences must start with a capital letter.

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 17. Place an upper case “A” on top of the “a“ in the label that says “a
bear is a mammal.”
18. Encourage students to correct the other sentences.

Control of Error-

The Guide and control of error chart

Follow-up Work

Children can correct some of the sentences made up by the guide.

Identifying sentences and phrases

Lessons beforehand

 Capitalization.
 Introduction to Periods

Materials Needed

 Two headings that read “These are sentences.” “These are phrases.”
 Five sentence labels with no capital first letter, or period at the end.
 Five phrase labels.
 Periods from the printed alphabets.
 Uppercase letters from the printed alphabets.
 Language art journals.

Presentation

1. Invite the children to the lesson.

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 2. “Today we are going to learn about sentences and phrases.
3. Pass the heading that says “these are sentences” to a student and let
her\him read it.
4. Place it at the top of the mat.
5. Pass the heading that says” these are phrases” to a student and let
her/him read it.
6. Place it next to the other label.
7. Revise the terms (sentence, phrases, capital letter, and period)
8. Distribute the ten sentence and phrase labels among the students.
9. Ask each student to read the label he/she has, and put it under the
correct heading.
10. Ask one of the students that had the sentences, what is the
sentence missing.
11. Invite the students to add capital letter and a period.
12. Repeat this action for all sentences.

Control of Error-

The guide and control of error chart.

Follow-up Work
Write the sentences and phrases in their journal, and correcting the
sentences mistakes.
Students can match different phrases together to form sentences.

Abbreviating the month of the year

Lessons beforehand:
 Capitalization

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Materials needed:
 Heading that says Abbreviation
 Twelve prepared labels for each month of the year
 Red coloring pencil
 Pencil
 Slips of white paper
 Scissors
 Language arts journals.

Presentation:
1. Invite the child to the lesson.
2. Announce to the students that they will learn another use of the
periods.
3. Invite the students to say the months of the year.
4. Distribute the month’s labels to the students and invite each student to
read each month he got.
5. Put the labels in one column in order.
6. On a piece of paper, print the word January in pencil.
7. Pass the slip of paper to one of the students, and invite him to read it.
8. Announce to the children that some words in English can be shortened.
9. Using the scissors, cut the slip of paper between n and uary, place the
half that says “uary” aside.
10. In red coloring pencil, draw a period after the n in Jan.
11. Explain to the students that the period takes the place of the rest
of the letters in januar.
12. Invite the students to put jan next to the word January.
13. Do the same for the other months of the year.
14. Once all months are abbreviated, place the header that says
abbreviations.

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 15. Explain to the students that any short form of a word is called
abbreviation.
16. Ask the students to copy the words and abbreviation in their
journals.

Control of Error:
Guide amd control of error chart.

Abbreviating the days of the week

Lessons beforehand:
 Abbreviation of months.

Materials needed:
 Heading that says Abbreviation
 Seven prepared labels of the days of the week.
 Red coloring pencil
 Pencil
 Slips of white paper
 Scissors
 Language arts journals.

Presentation:
1. Invite the child to the lesson.
2. Announce to the students that they will learn another use of periods to
abbreviation.

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 3. Invite the students to recite the days of the week.
4. Distribute the days of the week labels among the students.
5. Encourage the students to read the labels one by one.
6. Place the labels in order starting with Monday to Sunday in one
column.
7. Print the word Sunday on a slip of paper.
8. Announce to the students that we are going to abbreviate the word
Sunday.
9. Using the scissors cut between sun and day.
10. Put the paper that says day aside.
11. Using red pencil put a period next to Sun.
12. Announce to the students that the period replaces the rest of the
letters that were put away.
13. Put the abbreviated week next to the word from the other column.
14. Once all weeks are abbreviated, place the header that says
abbreviations.
15. remind to the students that any short form of a word is called
abbreviation.
16. Ask the students to copy the words and abbreviation in their
journals.

Control of Error:
 Guide and control of error chart.

Follow up word:
Have the students create a class calendar an abbreviate the week and months.

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Grammar

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 Introduction to Nouns

Lessons beforehand:
 Moveable alphabets
Reading Pink series
at least.

Materials needed:
 Slips of paper.
 Pencil
 Language arts journals.

Presentation:
1. Invite the children to the lesson.
2. Ask each student to get an object from the classroom to the lesson.
3. On a slip of paper, write the name of the object that each child got.
4. Place the object and its label under it on the mat.
5. Ask the students of each of them have names.
6. Say that each object on the mat has a name as well.
7. Announce that we call the names of objects and people a Noun.
8. Ask the students to name different objects in the classroom.
9. Invite the students to record 5 different nouns in their journal.

Control of Error chart

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Follow up work:
Have each student draw a picture and name every noun in it.

Nouns in Small Environment.

Lessons beforehand:
 Introduction to Nouns

Materials needed:
 Farm animals
 Different objects in a farm
 Basket full of prepared labels for each object in the small environment
 Language arts journal

Presentation:
1. Invite the students to the lesson.
2. Recall the word nouns and what could be a noun in the environment.
3. Introduce to the students the items that make up the environment.
4. Invite the students to work together to arrange the objects in the
environment.
5. Invite each student to pick a label from the basket, read it and put it
under the corresponding object.
6. Do the same for all labels in the basket.
7. Invite the students to record the nouns in their journals.

Control of Error
The object and the labels

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Follow up work:
Repeat with different environment.

Getting to know Articles

Lessons beforehand:
 Identifying nouns in an environment
 Introduction to nouns.

Materials needed:
 Basket of classroom objects
 One of an item (one ruler)
 Several from one item (5 pencils)
 Make sure that all objects begin with consonant, not a vowel
 Prepared article labels with the light blue background
 Language Arts journals.

Presentation:
1. Invite the students to the lesson.
2. Place the objects and labels randomly on the mat.
3. Encourage the students to arrange the objects into groups and keeping
like objects together
4. Invite a student to listen carefully and give you exactly what you ask
for.
5. Ask the student to pass you “a” pencil, emphasize the word a.
6. When the student passes a pencil, return it to the mat and place the
label a beside it.
7. Ask another student to pass you a pencil. Follow the same step as before.
8. Ask another student to pass you the button. Emphasize on The.

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 9. After the student passes the button to you, put it on the mat and place
“the “beside it.
10. Explain to the students that when there is only one object, they
don’t have choice on which object to give you, then they use the Article
“the”.
11. When there is more than one similar object, they have a choice to
which to give you, we use the article a.
12. Invite the students to do the same with other objects.
13. Ask the students to record the articles and nouns in their journals.

Control of Error:
The guide

Follow up work:
Students can do the same work with different objects.

Getting to know adjectives

Lessons beforehand:
 Introduction to nouns
 Introduction to Articles.

Materials needed:
 Pencil
 Dark blue coloring pencil
 Three different colored flowers
 Language arts journals
 White slips of paper

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Presentation:
1. Announce to the students that they will learn a new parts of
speech
2. Review the term nouns and articles
3. Place the flowers on the mat
4. Print the words “the flower” on a slip of paper
5. Pass the slip to a student and ask him to read it aloud then pass
you the flower.
6. Thank the students but explain that this is not the flower you
needed.
7. Let him try one more time, say the same
8. Explain to the students that they didn’t give the right flower,
because you didn’t give enough information.
9. Ask the student to pass you the original slip of paper, and write
the color of the flower that you want with the dark blue coloring
pencil.
10. Cut the paper in two pieces between the two words.
11. Put the slip of paper between the words the, and the flower.
12. Invite the students to read the slip aloud and get you the
flower.
13. When the student gives you the flower, ask how did they
know that this is the flower you wanted.
14. Explain to the students that the word describe a noun is
called adjectives.
15. Repeat with another flower.
16. Ask the students to record the adjectives and nouns in their
journals.

Control of Error
Guide.

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 The Noun Family
Lessons beforehand:
 Introduction to nouns
 Introduction to adjectives
 Introduction to articles

Materials needed:
 Article symbol solid
 Adjective symbol solid
 Noun symbol solid
 Noun family chart (on resources)
 Several phrases containing article adjectives and nouns. (in resources)
 Coloring pencil black dark blue and light blue
 Picture of coal or a piece of it.
 Grammar symbols box

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Presentation:
1. Invite the children to the lesson
2. Announce to the students that they will learn a way to symbolize
nouns, adjectives and articles
3. Say instead of writing articles nouns and adjectives, symbols can
be used.
4. Bring out the black pyramid.
5. Ask if they know why a pyramid is chosen to represent a noun.
6. Explain that old people need to name things, and pyramids are
old, they are among the oldest human made structures still standing)
7. Show the children a piece of coal, emphasize on the color,
explain that coal was used by people all over the world to coal their
homes, some still do).
8. Explain that because pyramids are oldest structure and coal is
very old too is black, a black pyramid is presented to symbolize the
noun.
9. Display the three triangles, and explain that the light blue is the
article, dark blue is the adjectives.
10. Show the noun family chart, explain that the small baby is the
article, and the adjective is sister, the big noun is the mother, explain
that a baby has to always have their mothers, so an article needs to
have a noun with her. Sometimes the sister is with the mother
sometimes it is not there.
11. Display the sentences slip, and have one child read the phrase
aloud, show the noun, and symbolize it.
12. Ask them to identify the article and place the symbol, do the
same for adjectives.
13. Let the students practice some more on phrases and symbolize it.

Control of Error:
The guide and control of error
chart.
Follow up work:
Have the students write the phrases and symbolize it using coloring
pencils for each parts of speech.

Defining nouns as Person, Place or Thing

Lessons beforehand:
 Noun Family and introduction to nouns
Reading at least pink series words

Materials needed:
 Three headings on black construction that says (Person, Place,
Thing)
 Basket containing prepared words for people, places and things
example: (Doctor, school)
 Slips of which paper
 Pencil.
 Language Arts Journals.

Presentation:
1. Invite the children to the lesson.
2. Announce to students that today we will know more about
characteristics of Nouns.
3. Lay three headings that says person, place, thing.
4. Review nouns, explaining that nouns are names of places, people
or things.
5. Invite students to take a word from the basket and place it under
the correct heading.

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 6. Repeat the same with each student until all words are uses.
7. Encourage students to come up with their own nouns and place it
under the correct category.
8. Ask students to write the three main headings with words in
their journal.

Control of Error
The guide and control of error chart.

Follow up work:
Students will make their own book of nouns.

Common and proper nouns

Lessons beforehand:
 Noun family.
 Nouns as person place and a thing.

Materials needed:
 Prepared labels on black construction paper for the following two
types of nouns. (proper and common)
 Example: girl, Haidy, month, January.
 Two prepared headings: common Nouns and Proper Nouns.
 Slips of white paper.
 Symbol for nouns, and proper nouns.
 Pencil
 Language Arts journals.

Presentation:

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 1. Invite the children to the lesson.
2. Announce to the students that you will learn about two different
types of nouns.
3. Place the two headings (proper nouns and common Nouns) across
the mat, reading them aloud.
4. Say that you will place the words in the basket under the correct
heading.
5. Invite the children to watch carefully, and let you know when
they discovered the difference between the two columns.
6. Read the words aloud while placing it under the correct heading.
7. Encourage the students to place different words under the correct
heading.
8. Discuss another difference between common and proper nouns,
like proper nouns are particular names of people, places or things.
9. Invite the students to write different proper and common nouns
on the white slips of paper.
10. Present the new symbol of the proper nouns.
11. Invite the students to copy the two column in their journal.

Control of Error
The guide.
Follow up work:
Ask the students to draw a picture of the family and label it.
Example: Sister: Hana

Introduction to plural and singular nouns

Lessons beforehand:
 Introduction to nouns.
 Noun family.

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Materials needed:
 Two headings (plural, singular)
 Six singular objects and words and their corresponding plural
and words, example: one pen, with the word pen, and three pens
with the word pens.
 Language arts Journals.
Presentation:
1. Invite the students to the lesson.
2. Announce to the students that we will find out how to refer to
nouns that are more than one.
3. Place the basket in the center of the mat.
4. Place the headings Plural and singular at the top of the mat.
5. Take one singular object from the basket and place it under
singular.
6. Explain to the children that Singular means one.
7. Take the corresponding plural objects and place them under
plural.
8. Encourage the student to take an item from the basket and place
it under the correct heading.
9. Ask is this one or more than one.
10. Do the same for all objects.
11. Distribute the words among the students and encourage
them to place it under the correct heading.
12. Have the students record the headings and words in their
Language Arts journal.

Control of Error
The Words printed.
The guide.
Follow up work:
Using the plural and singular triangular sheets, have students label
different items in the class, whether they are plural or singular.

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 Getting to know feminine and Masculine Nouns

Lessons beforehand:
 Introduction to nouns.

Materials needed:
 Prepared headings that says (feminine, Masculine).
 Prepared paper on black construction with different example of
masculine and feminine nouns, example: mother, father.
 Slips of white paper.
 Language Arts journal.

Presentation:
1. Invite the students to the lesson.
2. Place the two headings on top of the mat.
3. Announce to students that you will place words from the basket
under the correct heading
4. Encourage the students to watch carefully and to raise their
hands when they have discovered the different between feminine and
masculine nouns.
5. Place the labels beneath the correct headings, reading aloud
while you are placing them.
6. Once they have discovered the difference, invite them to place the
rest of the labels under the correct column.
7. Invite the students to write different feminine and masculine
nouns on a piece of paper.
8. Ask the students to write the headings with the words in their
language arts journal.

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Control of Error:
The guide.
Follow up work:
Invite the students to create animal feminine and masculine nouns,
example: Cow bull

Concrete and Abstract Nouns.

Lessons beforehand:
 Introduction to Nouns.

Materials needed:
 Labels on black construction paper, with different concrete and
abstract Nouns, 10 each.
 Two headings on black construction paper, that say (concrete
nouns, abstract nouns)
 Symbols for the abstract noun.
 Different classroom objects.

Presentation:
1. Invite the students to the lesson.
2. Announce that they will find out new types of nouns.
3. Invite the students to get certain objects from around the
room.
4. Have each student name the object they brought, Ask: Can I
see the object?
5. Explain that these objects have one thing in common, that
we can see it and feel it.

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 6. Ask one of the students to get kindness and hope, they might
say, I can’t bring these things.
7. Explain that nouns that can be seen or felt through senses
are called concrete, and nouns that cannot be felt or seen is
called abstract.

8. Set out two headings, concrete nouns, and abstract nouns on

top of the rug.
9. Mix the cards with concrete and abstract nouns and
distribute them among the students.
10. Ask each child to plan each label under the correct
column.
11. Present the symbol for the abstract nouns. (black
triangle with blue circle)
12. Encourage students to write the heading and the words
in their journal.

Control of Error
The Guide
Follow up work:
Make booklet of abstract and concrete nouns.

Identifying the articles in a small environment

Lessons beforehand:
 Nouns
 Introduction to Articles.

Materials needed:

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  Items to create small environment preferably farm house.
 Basket with a prepared labelf or each object in the small
environment.
 Article labels that matches each object in the environment.
 Language arts journals.
Presentation:
1. invite the students to the lesson.
2. Announce that they will practice putting words together.
3. Encourage the students to work together to put the objects on the
farm.
4. Invite a student to take a noun label from the basket.
5. Read it aloud to the group, and place the label next to the
corresponding object.
6. Invite another student to do the same.
7. Repeat the same until all students have had a chance to place a
noun label next to an object.
8. Review with the students that the difference between a and the ,
is that a is used for one of several objects that begin with a
consonant, and the is used tor the entire group of similar objects or
when there is only one of an object. The can be used when words
start with vowel or consonant.
9. Invite a student to choose an article label, place it to the left of
the appropriate noun label, and read words aloud.
10. Encourage the other students to do the same.
11. Announce that the small environment will remain in the
classroom for a period of time to enable students to use
independently.
12. Ask the students to record all of the articles and nouns pairs
in their journals, and draw the corresponding symbol above each
word.

Control of Error
The guide.

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Follow up work:
Create an illustration of the children favorite place and label it
appropriately use articles.

Difference between “A” and “An”

Lessons beforehand:
 Abbreviation of months.

Materials needed:

 Heading “Noun” on black construction paper.

 Heading “Article” on a light blue construction paper.
 10 labels with nouns that begin with consonant, 10 nouns that
begin with vowels.
 10 labels with article” a” on a light blue construction paper.
 10 labels with article “an” on a light blue construction paper.
 Language arts journals.

Presentation:
1. Invite the students to the lesson.
2. Announce that the students will have an opportunity to
investigate the difference between “a” and “an.”
3. Place the headings for article and noun across the mat,
reading the words while placing them.
4. Invite a student to place a noun word beneath the noun
heading, reading the word aloud as he places it.
5. Encourage students to take turns placing the noun words
beneath the heading in the same manner.

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 6. Announce to the students that you will place the article
labels to the left of the nouns.
7. Invite the students to watch carefully to see if they can
discover the pattern.
8. Discuss the pattern with the students ( “a” is used before the
consonant sound, and “an” is used before the vowel sound.)
9. Invite the students to take turns placing the correct form of
the article to the left of each of the nouns.
10. Ask the students to copy the article combination into
their journals and draw the appropriate symbol above each word.

Control of Error
The guide.
a control of Error chart with the nouns and their corresponding
vowels.
Follow up work:
Draw a picture and labels it using nouns and articles, example, the hair, a
hand.

Matching Nouns and

Adjectives

Lessons beforehand:
 Noun family
 Introduction to nouns
 Introduction to articles
 Introduction to Adjectives

Materials needed:
 10 nouns labels.

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 10 adjectives
 Nouns and adjectives grammar symbol
 Language Arts journals
Presentation:
1. Invite the student to the lesson.
2. Announce that the students will match nouns to adjectives
3. Review the terms nouns and adjectives with the students
4. Invite the students to pick a noun from the basket, and place it on
the mat.
5. Do the same for all nouns
6. Place all adjectives randomly on the left side of the nouns, a little
farther from the noun column.
7. Ask a student to pick one of the adjective and match with the noun
that it logically describes,
8. Encourage the other students to take turns matching the words in
the same manner.
9. Invite students to take turns placing the appropriate grammar
symbol above each word
10. Ask the students to record the words and symbols in their
journals.

Control of Error
Chart with answers and dictionary

Follow up work:
Children can pick up different items in the class, and describe it using
different adjectives.

Extension to the lesson.

Do the same above, after adjectives are placed randomly, have the students
read the phrases, and ask do all of them make sense, then explain that not
all adjectives work with all nouns.

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 Logical agreement of multiple adjectives and nouns

Lessons beforehand:
 Matching adjectives to nouns.

Materials needed:
 Three nouns mounted on black paper, (person, car, house)
 12 appropriate adjectives mounted on dark blue paper (four
adjectives for each)
 Language arts journals.
Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they
will have an opportunity to explore noun
adjectives logical matching.
3. Present the three nouns to the
students, invite them to lay them beside
each other.
4. Distribute the adjective cards among the students.
5. Invite a student to read aloud one of his adjective cards and
decide which noun it logically matches.
6. Ask the student to play the adjective below the appropriate
noun.
7. Do the same for all adjectives.
8. Encourage the students to verbally say the phrases, example,
fast car.
9. Ask the students to record the phrases in their journals and
to draw the symbol above each word.

Control of Error
The control of error card.

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The guide
Follow up work:
Children can come up with different nouns, and get more than one adjectives
to describe it.

The detective triangle game

Lessons beforehand:
 Introduction to adjectives
 Introduction to types of triangle in Geometry.

Materials needed:
 The Detective game box with 63 triangles.
 Labels that contains types of triangle that you need. Ex: the red,
large, scalene, right angle triangle.

Presentation:
1. Invite the student to the lesson
2. Announce to the students that today that they will solve a
mystery.
3. If needed review types of triangles.
4. Spread the triangles randomly on the mat
5. Explain that you are thinking about one specific triangle on the
mat, and you want the students to find out which is the mystery
triangle.
6. Explain that you are searching for a triangle, if one passes one to
you, say that is not the one you needed.
7. Give another clue, by saying one of the adjectives the red triangle.
8. Because they are looking for a red triangle only, let them remove
the rest of the triangles.

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 9. When he gives you one from the red triangles say that this is not
the one you were looking for.
10. Give another clue, and remove the rest that do not match
the clue.
11. Do the same till you say all adjectives until the students
locate the right triangle, once one student does, congratulate him
on his findings, and how great detective they were.
12. Invite the students to place grammar symbols on top of each
word in the sentence.
13. Have students trace the right triangle in their journal and
writing the clue, and symbolize it.

Control of Error
The guide
Follow up work:
Students can work with the detective triangle game in small groups.

Using adjectives in a small environment

Lessons beforehand:
 Introduction to Adjectives
 Introduction to nouns
 Introduction to articles

Materials needed:

 Farm house with many items in a basket

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  Noun labels that correspond the small environment
 Article labels
 Adjective labels
 Language arts journals

Presentation:
1. Invite the student to the lesson.
2. Announce that the students will have an opportunity to label
items in a small environment.
3. Encourage the students to work together to arrange the farm items
4. Invite the students to take turns reading noun and article labels
loud and placing them near the appropriate object in the
environment
5. Pass an adjective label to a student and invite her to rea it aloud
and place the adjective between the appropriate article and
nouns.
6. Repeat the above process with the other students until all of the
adjective labels are places within small environment
7. Ask the students to record the phrases in their journals and draw
the appropriate grammar symbol above each word in the phrases.

Control of Error
The guide and chart with answers
Follow up work:
Create a list of items you use daily in the classroom, and use adjectives and
corresponding articles for them.

Getting to know verbs

Lessons beforehand:
 Introduction to noun family.

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Materials needed:
 Grammar solid symbol for noun and verbs (black pyramid, red
sphere.)
 Box of grammar symbols
 Different classroom objects
 Red coloring pencil
 Slips of white paper
 Impressionistic verb chart(resources)
 Language arts journals.
Presentation:
1. Invite the student to the lesson.
2. Announce that students will investigate anther parts of speech
3. Arrange the classroom objects on the mat randomly
4. Invite each student to name one object.
5. As the students name the objects print the words in pencil on slips of
paper.
6. Invite the students to take turns matching names to the appropriate
objects
7. Using a red coloring pencil print the word jump on the slip of paper.
8. Invite one of the students to read the word and perform the action
9. Place the slip of paper separately from the objects
10. Repeat the above three steps using a different word each time,
example: march, jump.
11. Ask the students the following questions: where is the ruler?
Students will point at it.
12. Continue asking each of the students to find an object and point
to it on the mat.
13. Ask students the question: where is the jump? The students will
not be able to say or point where jump is.
14. Explain to the students that nouns can be matched to objects on
the mat, but action words cannot be matched to any objects, and
they are things that we do, not hold.

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15. Explain that words that indicate an action is called verb.
16. Give the students opportunity to come up with different verbs.
17. Ask the student what shape is the sun? ball or sphere,
18. Show the students the red sphere let them roll it slowly on the
rug, explain that as the sun as energy, same as verbs they are full of
energy.
19. Present the impressionistic verb chart describe how it shows the
verb radiating energy on the noun family.
20. Explain that because we don’t have enough spheres, we are going
to use the red circle from the grammar box.
21. Invite the students to place the proper symbol above the
corresponding word.
22. Ask the students to record their work in their journals.

Control of Error
The guide.
Follow up work:
Pick a sport like soccer, and ask what kind of action words is used in that
sport, example: run, jump, kick, sprint.

Matching nouns and verbs logically

Lessons beforehand:
 Noun family
 Introduction to verbs

Materials needed:
 Ten verbs mounted on red paper.
 Ten nouns mounted on black paper
 Ten articles mounted on light blue paper.
 Language arts journals

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  Pencils

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will learn more about
agreement between nouns and verbs.
3. Invite the students to take turns reading aloud the words on the red
verb cards and placing cards in a straight column on the mat.
4. Distribute the nouns among the students
5. Read aloud the word on the verb card at the top of the column
6. Encourage the students to think which verb goes with which noun.
7. Encourage the child to place the verb beside the noun card that it
matches logically.
8. Continue doing the same to all verbs
9. Ask each student to read aloud each phrase
10. Ask the students to write different phrases in their journal.

Control of Error
The guide
Control of error chart
Follow up work:
Children can choose different nouns around the class, and figure out with
verb can possibly match it logically.

Past and present

Lessons beforehand:
 Introduction to verbs
 Introduction with noun family

Materials needed:

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  Slips of white paper
 Pencil
 Red coloring pencil
 Language arts journals and pencils

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will explore words that show past
and present
3. On a blank slip of paper write bring a ruler. Use a red coloring pencil
to print the verb.
4. Invite a student to read the command and perform the action.
5. Once the student brought the ruler, ask the student what he did,
6. The students will say, “he brought a ruler.”
7. Explain that while the student was performing the action, we used
present “bring a rule,” however once the action was completed, we used
the past. “he brought a ruler.”
8. Continue the same with different students.
9. Ask the students to divide their language arts journal page into two
columns, one column has present as a heading, the other has past as a
heading.

Control of Error
The guide
Follow up work:
Have each student remember what things they did in the past, and write
different phrases.
Example: I ate my breakfast.

Verbs with internal energy

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Lessons beforehand:
 Introduction to verbs.
 Present and past

Materials needed:
 Slips of white paper
 Pencil
 Language arts album

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will learn a new type of verb
3. Write a command on a slip of paper, example: think of a movie.
4. Ask the student to tell what it was she was thinking of.
5. Explain to the group that the student did two actions, first we
couldn’t see it , which was think, the second we could see it
which was tell.
6. Explain that not all actions are visible, some actions can be
invisible, and those that are invisible we call them verbs with
internal energy.
7. Example: think, imagine, feel, plan.)
8. Invite the group of students to think of other verbs with internal
energy.
9. Have the student record their finding in their Language arts
journal.

Control of Error
The guide
Follow up work:
Students can look up different verbs with internal energy and make
sentences using each verb.

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 Getting to know preposition
Lessons beforehand:
 Parts of speech (nouns, verbs, article, adjectives)

Materials needed:
 Slips of white paper
 Pencil
 Green coloring pencil
 Vase
 Flower
 Gramma box
 Language arts journals and pencils

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will know another parts of
speech
3. Place the vase and the flower on the mat with the flower on the
students left side
4. With pencil, write the phrase the red flower, pass the slip to a
student
5. Invite the student to read the
phrase aloud and place it by the
corresponding object on the mat
6. On another slip of paper, write
the glass vase, and pass the slip to
another student and ask her to put it by
the corresponding object.
7. On a third smaller slip print he word, in with a green coloring
pencil.

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 8. Insert the in, between the two phrases. Example: the red flower in
the glass vase.
9. Invite the student to place the correct grammar symbol above each
word in the sentence except for in
10. Change the preposition and ask the children to perform the
action. Example “the red flower beside the glass vase,” and have a student
change the position of the flower to match the sentence.
11. Keep on changing the preposition and do the action for 4 or 5
different prepositions
12. Put the rest of the preposition under the first one to make a
column.
13. Explain to the students that prepositions show the relationship
between words.
14. Present the symbol for the preposition
15. Invite the student to place the green crescent above each
preposition in the column.
16. Ask students to record the phrases and prepositions in their
journals and draw the grammar symbol above each word.

Control of Error
The guide
Follow up work:
Children can play scavenger hunt, and using different preposition to find the
object.

Identifying preposition in a small environment

Lessons beforehand:
 Introduction to prepositions.

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 Materials needed:
 Farm house and items in it.
 Labels with phrases on it,
 Preposition cards mounted on green paper
 Language arts journals

Presentation:
1. Invite the student to the lesson.
2. Encourage the students to arrange the items in the environment.
3. Place the labels on the mat in two piles, phrases and
prepositions.
4. Invite each child to choose 2 phrase labels and one prepositions,
and put them under the corresponding item.
5. Encourage students to make a sentence with the phrases and
prepositions, and arrange the items on the farm in the same way,
example: the pink pig under the small tree.
6. Invite the students to take turns to repeat the same step above.
7. Encourage the students to record the sentences in their Language
arts journal.

Control of Error
The guide.
Follow up work:
Keep working on the farm items, and arrange items and adding the right
phrases and prepositions.

Compound prepositions
Lessons beforehand:
 Introduction to prepositions
 Parts of speech (nouns, verbs, articles, adjectives).

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 Materials needed:
 Headings the reads: compound.
 Labels with phrases that include article, adjectives, and nouns,)
it should be related to the small environment.
 Labels with compound prepositions written on them and mounted
on green paper, example, in front of, next to, in the corner of).
 Two animals from the farm environment.
 Language arts journal.

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will get to learn new things about
prepositions.
3. Place the two farm animals on the mat.
4. Put out a beginning and an ending phrase, example: the pink pig is,
the black bull.
5. Put the pig next to the bull, and invite the child to finish the phrase
by putting a preposition.
6. Move the pig in front of the bull, and ask another child where is the
pig.
7. The student will answer; the pig is in front of the bull.
8. Bring the compound preposition in front of, and place it between the
beginning and end phrases.
9. Invite a student to read the sentence.
10. Keep moving the pig, and bringing down the right compound
prepositions, and place it under the first compound preposition.
11. Explain to the children that a compound preposition is made up
of several words that indicate the relation of one noun to another.
12. Place the heading compound preposition at the top of the mat
over the compound preposition.

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13. Ask the students to write the sentences in their journals with the
compound prepositions.

Control of Error
The guide.
Follow up work:
Have the children use more objects and use different compound prepositions
to form sentences.

Getting to know adverbs

Lessons beforehand:
 Other parts of speech (nouns, articles, adjectives, verbs,
prepositions.)

Materials needed:
 Slips of white paper
 Orange, and Red coloring pencil
 Grammar box
 Language arts journals and pencils.

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will explore a new part of
speech
3. Give some verbal commands to children, example, walk, walk
quickly, walk slowly.
4. Ask the students why they marched in a different way.
5. Explain that words added after the verb and tells us how to
perform the action is call adverbs.

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 6. Write on three different slips of paper the three commands, for
each command use the red coloring pencil for verb, and orange for the
adverb.
7. Lay the command slips face down on the mat, so that words are
not shown.
8. Invite a student to choose a slip and read it silently and perform
the action.
9. Other students have to guess what the command was.
10. Repeat the same with different students.
11. Have all slips put face up on the mat.
12. Discuss with the students which words told them how to do the
action.
13. Remind the students that these words are called verbs.
14. Present the symbol for the adverb (orange sphere) explain that
since the adverb is usually attached to a verb it has the same shape
only smaller because it is not as important as the verb, and the adverb
is not as bright as the verb, only closer color.
15. Explain to the students that an adverb adds to the meaning of a
verb telling when where or how something happened.
16. Encourage the students to write different verbs and adverbs, using
the right coloring pencil
17. Ask students to record their new phases in their journal, adding
the right symbol.

Control of Error
The guide
Follow up work:
Place an orange felt on the mat, have the student stand in the middle and
act out a command using commands that have verbs and adverbs, example,
talks slowly.

Using adverbs

Lessons beforehand:

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  Introduction to adverbs
 Other parts of speech (nouns, articles, adjectives, verbs,
prepositions.)

Materials needed:
 Slips of paper
 Orange and red coloring pencils
 Red coloring pencil
 Grammar box
 Scissors
 Language arts journals

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will practice using adverbs.
3. Using red coloring pencil, write walk, clap, run, each on a slip
of paper
4. Using the orange coloring pencil, print an adverb such as slowly,
quickly, hurriedly
5. Invite a student to choose one verb and one adverb
6. Invite the child to make up a sentence using the verb and
adverbs.
7. Invite the students to record these and at least three other
sentences using different verbs and adverbs in their journal, and
symbolize the verb and adverb.
Control of Error
The guide.
Follow up work:
Students can play guess the action game by placing the orange felt on top of
the mat, and each child has to perform an action in a specific way, other
students have to guess what adverb it was used.

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 Matching verbs and adverbs logically

Lessons beforehand:
 Other parts of speech (nouns, articles, adjectives, verbs, prepositions.)

Materials needed:
 8 verbs mounted on red paper
 8 adverbs mounted on orange paper
 Language arts journals.

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will match verbs with adverbs.
3. Invite a student to select a verb card, read it aloud, and place it at
the top of the mat.
4. Encourage other student to read aloud a verb card and place it on
the mat beneath the previous card.
5. Invite a different student to put all of the adverb cards in a column
on a separate mat, close to the verb cards.
6. Present the first verb to the student.
7. Ask the student to read the verb aloud and match it with an adverb
that describes how the action should be performed, place the verb to
the left of the adverb.
8. Encourage the student to perform the action,
9. Encourage the other students to take turns matching the words and
performing the action.
10. Once all words have been matched, invite the students to read the
phrases aloud.
11. Ask the students to copy the phrases into their journals.

Control of Error

The guide

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Follow up work:
Students can turn the adverbs face down, while leaving the verbs face up,
and each student has a read a verb, and tries to remember what adverb was
used with it, if he got it right, then he flips the adverb face up.

Introduction to pronouns

Lessons beforehand:
 Other parts of speech (nouns, articles, adjectives, verbs, prepositions.)

Materials needed:

 Two sheets of paper

 Black coloring pencil
 Purple coloring pencil
 Grammar box
 Language arts journals and pencils

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will learn a
new part of speech
3. With a black coloring pencil, write the following
sentence on a piece of paper: carry the rug to an empty space, unroll
the rug carefully, straighten the rug out neatly, and sit down beside
the rug.
4. Invite a student to read the sentence aloud and
perform the commands.
5. Discuss with the students whether or not the
sentence sounded all right.
6. The students will likely notice that the sentence
contained a lot of repetition.

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7. Ask the students, “what could we say instead of repeating the rug so
many times?”
8. If none can get it, help them by explaining that “it” can replace the
word rug.
9. Invite a student to use the purple coloring pencil to cross out the
phrase “the rug” each time it appears in the sentence after the first
sentence. (leave the first sentence, so we know what we are talking
about).
10. Using the purple coloring pencil, print the pronoun “it” over
each crossed out noun.
11. Invite another student to read the new sentences using “it”
12. On a different sheet, write another sentence that has a name of a
person repeated many times.
13. Invite a student to rea the sentence aloud, and decide if it sounds
all right.
14. Ask the students what can we do to make it sound better, or what
can we replace Jenny with?
15. Using the purple coloring pencil, ask a child to cross out the
repeated name, and replace it with he or she.
16. Invite a student to read the new sentences.
17. Explain to the students that the word “she” stands for the proper
noun Jenny.
18. Present the symbol for the pronoun, explain that a word that
replaces a noun is called a pronoun and we give it that symbol, as
it one of the noun family.
19. Ask the students to record both sentences in their journals.

Control of Error
The guide

Follow up work:
Each student can write sentences with repeated proper nouns, example: jenny
walked to the door, jenny took out her pencil, jenny returned to the table.

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Have each child exchange sentences with another child, and replaced the
nouns with pronouns.

Introduction to personal pronouns

Lessons beforehand:
 Parts of speech (nouns, articles, adjectives, verbs, preposition,
pronouns).

Materials needed:

 Set of five personal pronouns impressionistic charts (resources)

 Slips of white paper
 Pencil or market

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will know more about
Pronouns.
3. Explain that the color for “I” is gold, to
show its importance. For example, I am the
person who is talking. I am speaking to
you. Point to the symbol for I and say I am
the first person.
4. Present the chart 2 below chart 1. Cover
“he” say again, I am speaking to you.
5. Explain that “you” is the second person.
6. Uncover “he” from chart 2 and say I can speak to you about
another person. He is the third person.
7. Present chart 3 below chart 2 say I can speak to you about one
person among a hole group, “she” for example, “she is working
with triangles”
8. Explain that “she” is also a third person

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 9. Explain that even a thing can be a third person, write “it” on
two slips of paper and place them beside “he” and “she” on chart
2 and 3.
10. Point to and read aloud, “you, he, she, and, I” on chart 3
explain that these are called singular personal pronouns. Remind
the students about previous noun work with singulars and
plurals.
11. Explain that there are also plural pronouns.
12. Present chart 4 below chart 3 point to the circles
representing “we” and explain that the word “we” is also a group
of people including oneself. Explain that “we” is the first person
plural and it includes “I” among the group
13. Present chart 5 below 4 say I can speak to you about a
group of other people “they” for example, and say “they are
eating lunch together.” explain that “they” is the third person
plural.
14. Explain that when I am part of a group and I am telling
you what all of us are doing. I say “we”
15. Refer to chart 4 again and explain that I am still the one
who is talking, so “we” is the first person plural.
16. point to the small circle indication “you” on chart 5
explain that when we talk to you and you are part of a group of
people we still say “you”, “you” is the second person plural.
17. Review with the student that “I” and “we” are first person,
you and you are second person, “he, she, it” and they are third
person.

Control of Error
The charts.
The guide.

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 Singular and plural pronouns

Lessons beforehand:
 Introduction to pronouns
 Personal pronouns

Materials needed:
 Two headings that read singular and plural
 Three headings that read first person, second person, third person
 Cards that read, (I, we, you, you, they)
 One card that reads (he , she, it) all on one card

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will learn
more about pronouns
3. Review the term singular and plural.
4. Place the pronoun cards randomly
5. Discuss the difference between I, you, he-she-it,
we, you, and they.
6. Help students to come t the conclusion that some pronouns are
talking about one, while other are talking about more than one.
7. Place out the headings singular and plural at the top of the mat

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8. Continue to do this until all students have had a turn and
pronouns are sorted.
9. Place out the headings first person, second person, and third person
in a column along the left side of the pronouns.
10. Explain to the students that they are going to sort the pronouns
without changing them from one column to the other, they are to
sort them according to person.
11. Once all the pronouns are sorted, according to person, they
should look like this

Singular plural

first person I we
second person you you
third person he, she , it they

12. Encourage the students to record their work in their journals.

Control of Error

The guide
Follow up work:
Place the pronouns randomly on the mat face
down, each child will pick a card and decides
whether it is singular or plural, first, second, or
third person.
Prepared sentences with different nouns, the students need to cross out the
noun, and replace with a pronoun.

Introduction to Conjunction
Lessons beforehand:

MontessoriTubeAcademy2019 ©
  Parts of speech (nouns, articles, adjectives, verbs, preposition,
pronouns).

Materials needed:
 Slips of white paper
 Red flower
 Pink flower
 Yellow flower
 Pink ribbon
 Grammar box
 Black coloring pencil
 Pink coloring pencil
 Language arts journal

Presentation:
1. Invite the student to the lesson.
2. Announce to students that they will
learn a new part of speech
3. On a white slip write “the pink flower, the red flower, the yellow
flower.”
4. Lay the three flowers on the mat
5. Invite a student to read the three phrases and place each card above
the corresponding coloring pencil
6. Invite another student to place the correct grammar symbol over each
word except.
7. Bring all flowers together and tie them using the pink ribbon.
8. Announce the student that you will write a word that connects
phrases together, just like this ribbon connected the flower together.
9. Using the pink coloring pencil, write the word and on two slips of
paper
10. Place the word in between each two phrases, so they would be,
the red flower and the pink flower and the yellow flower.

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11. Encourage a student to read the new
phrases that are connected with and.
12. Point at “and” and explain that
these words that connect phrases
together, are called coordinating
conjunctions.
13. Present the symbol for the
conjunction (pink bar) and place it above each and in the phrase.
14. Invite students to create phrases that can be joined together using
and.
15. Remove the conjunction “and” and
announce to the students that you will use
another conjunction.
16. Add or between the phrases instead of and.
17. Encourage another child to read the new
phrase, the red flower or the pink flower, or
the yellow flower.
18. Explain that or is also a coordinating conjunction and it means a
choice between two items
19. Ask the students to write different phrases that can use the
conjunction “and”, or.

Control of Error:
The guide

Follow up work:

Some words go together, like a book and a pencil, a table and a chair,
have the children go around the classroom that find things that
usually go together, and use the conjunction with them.

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 Introduction to interjections

Lessons beforehand:
 Parts of speech (nouns, articles, adjectives, verbs, preposition,
pronouns, and conjunction).

Materials needed:

 White slips of paper

 Black coloring pencil
 Gold coloring pencil
 Gold coloring pencil
 Grammar box
 Language arts journal

Presentation:
1. Invite the student to the lesson
2. Announce to the students that they will learn a new part of
speech
3. In black coloring pencil, print on a blank slips of paper a
sentence such as “I hurt my toe.”
4. Pass the slip of paper to a student and invite her to read it.
5. Then ask a student to act out hurting her tow and give her
the line as though it were really happening. “Ouch! I hurt
my toe.”
6. Ask the students to return the slip of paper to you and with
the gold coloring pencil. Write the word “Ouch!” in front of
the sentence.

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 7. Invite a student to read the words aloud. “Ouch! I hurt my
toe.”
8. Discuss how the sentence now contain more emotions.
9. Point to the word “ouch” and explain that the word in gold
is called an interjection.
10. Explain that an interjection is a word or a group of
words that contain strong emotions, and it usually is
followed by an exclamation mark.
11. Brain storm with the children of instances we would
use interjection.
12. “Help!” that cat stole my food.
13. Present the symbol for the interjection a gold triangle
placed on top of a gold circle.
14. Ask the students to write 5 sentences that include
interjections in their journals.

Control of Error
The guide.

Follow up work:
Create short story that involves lots of interjections.

Working with Interjection

Lessons beforehand:

 Introduction to interjections.

Materials needed:

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  Prepared cards with interjection written on them mounted on
gold paper
 Prepared cards with short sentences written on them
 Grammar box
 Language arts journal
Presentation:
1. Invite the student to the lesson.
2. Announce to the students that they will further work with
interjections.
3. Encourage each student to take turn reading aloud the
interjection cards and place them in a column on the mat
4. Encourage other students to read the sentence cards and place
them away from the interjections cards
5. Encourage a student to choose an interjection card and read it
aloud and match it to the correct sentence. Example, Look out!
A car is coming fast.
6. Encourage a student to place the right symbol on top of each
word.
7. Repeat until all students have had a turn
8. Ask the students to write five interjection and sentence
combination In their journal and draw the symbol above each
word.

Control of Error

Control of error cards.

Follow up work:
Have the students draw a picture and use interjections to make a sentence.

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Sentence Analysis

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 Introduction to sentence
analysis
Box A1 chart 1

Lessons beforehand:
 None.

Materials needed:

 Sentence analysis chart 1

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  Sentence analysis box A1(consists of a box with a red circle, two
black circles and two black arrows with questions on them on
one side only.)
 Prepared simple sentences, written on slips of paper.

Presentation:

1. Invite the student to the lesson.

2. Announce to the students that they are going to learn about how
sentences are put together.
3. Have the chart visible and the closed box, close by.
4. Invite the student to choose and read aloud a prepared sentence.
example: Elina read a book.
5. Ask a student what is the action word in this sentence?
6. The student will likely respond, reads.
7. Invite the student to cut the word eat, and takes out the red circle
from the box, and places the word on top of the circle on the
table.
8. Take out the black arrow with the question: who is it that?
9. Place it to the left of the red circle
10. Ask the question: who is it that reads?
11. The students will respond Elina, invite one student to cut it.
12. Take out the large black circle and place it next to the
arrow and put the word Elina on it.
13. Explain to the students that the noun in this work is a
circle not a triangle.
14. Take out the black arrow that says: what? Whom? And say
Elina reads what?
15. The student will reply a book.
Take out the smaller black circle and invite the student to place the
word a book on top of the small circle.

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Control of Error
The chart.

Follow up work:
Children can write simple sentences in their journal and write the questions
on the arrow and answer it.

Introduction to the term (subject-

predicate)

Box A2

Lessons beforehand:
 Chart 1, box A1

Materials needed:
 Chart 1
 Box A2
 Slips of paper with simple sentences on them
 Scissors

Presentation:
1. Invite the student to the lesson.
2. Announce to the students that today they will
learn more about analyzing sentences.

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 3. Place the chart and the circles and arrows out as the last

4. Invite a student to choose a prepared sentence and read it aloud.

5. Ask the student what is the action word in this sentence?
6. The students will probably say the verb in that sentence, invite
the student to cut of the verb in the.
7. Turn the red circle over so the word predicate is visible.
8. Say, “from now on, we will use the word predicate for the action
in a sentence.
9. Have the student place the predicate on top of the red circle.
10. Point to the arrow to the left of the red circle and ask, who is
that (verb)
If the verb in the sentence is run, like Anna read the book, we would
say “who is it that read”
12. The student will say the name of the person who read.
13. Turn the arrow up, so that the word subject is visible.
14. Explain that from now on, we will call the person who is doing
the action, “subject” of the sentence.
15. Point to the arrow to the right of the red circle and ask, Anna
read what?
16. The students will say the book.
17. Invite on of the student to place the book on top of the other black
circle.
18. Turn over the arrow to show the words “direct object” explain
that from now on the students will call the noun receiving the action, the
“direct object.”
19. Explain that the reason that the circle for the direct object is
smaller than the subject, is because it is less important than the subject

Control of Error
The chart

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Follow up work:
The students can practice on
other prepared sentences.

Extension/ Practice:
Students will practice with
box A3 with the same
concept, however the questions on the arrow will not be there, only the
terms, (subject, object)

Understanding the term indirect object

Box B1
Lessons beforehand:
 Boxes A1,2,3

Materials needed:
 Sentence Analysis box B1 (contains three arrows with questions
on one side, and parts of speech on the other, three black circles,
that are plain, the red circle which is plain on one side and has
the word predicate on the other side.)
 Scissors
 Prepared sentences on slips of paper
 Pencil
 Language arts journals

Presentation:
1. Invite the student to the lesson.

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 2. Make sure that the display is put and ready for the students,
arrows with questions shown, except for the arrow that says indirect
object.
3. Invite the student to choose a sentence from the prepared ones on
the slips of paper.
4. Invite the student to read it aloud to the rest of the students.
Example: The teacher gave the student a pencil.
5. Ask the student what the is action in that sentence.
6. Invite the student to cute the word gave and place it on the red

7. Point to the arrow to the left of the predicate, and ask who is it

8. The student will say “the teacher, “invite the student to place the
word “the teacher,” on the big black circle on the left of the arrow.
9. Point to the arrow on the right side of the predicate, and ask the
teacher gave whom? The students will respond “the student.”
10. Invite one of the students to cut off the word, and place it on the
smaller black circle to the right side of the arrow.
11. Present the new arrow that says to “whom/ what,” and place it
below the red circle pointing off to the right.
12. Announce to the student that you have a new question to ask,
“the teacher gave the student “what?” the students will probably say a
pencil.
13. Bring out the smallest black circle and place it at the end of the
arrow, and invite one of the students to place a pencil on top of the
circle.
14. Ask students, if they recall the name of the part of the sentence
that has the verb.
15. Turn over the red circle to reveal the word predicate.
16. Invite a student to turn over the first arrow to reveal subject.
17. Invite another student to turn over the second arrow to reveal the
word direct object.
18. Finally have a student turn over the last arrow to reveal the term
“indirect object”

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19. Review the terms with the students by inviting them to show you
the predicate, the subject and the direct object and the indirect object.
20. Remind the student that the direct and indirect object are part of
the predicate.
21. Do the same with other sentences that contain direct and indirect
objects.

Control of Error
The chart.

Follow up work:
Student can write different sentences in their journal, that have direct and
indirect objects and write down the questions in the arrow, to analyze the
sentence.

Introduction to Adverbial extensions

part 1
Lessons beforehand:
 Box A,1,2,3
 Box B1

Materials needed:
 Sentence analysis box with extensions. (contains all the same
arrows and circles as box B1, has orange arrows and circles and
blue arrows and triangles.)
 Prepared sentences on slips of paper that has adverbial phrase

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 Ex: the teacher made changes in the classroom yesterday.
 Adverbial extension chart.
 Language Arts journal and pencils

Presentation:
(Materials should be places ahead of the
lesson, with the orange arrows that read,
where, and when)
1. Invite the student to the lesson.
2. Announce to the students that they will learn more about sentence
analysis.
3. Invite one of the students to read one of the sentences aloud, Ex: the
teacher made changes in the classroom yesterday.
4. Do the same as before by asking the students, what is the action, and
read the questions on the black arrows, placing the words on top.
5. Ask the new question the teacher made changes, where?
6. The students will probably say in the classroom. Cut off “in the
classroom,” and place it on top of the circle that follows the arrow
that say where.
7. Ask the next questions, and do the same
with the part of the sentence.
8. Go through the different parts of the
sentence, simple predicate, we call this
subject, we call this predicate, and this is
direct object, then point to the arrow that
says where, and turn it and say “we call that place, do the same for
the next arrow.
9. Present the adverbial extension chart and explain the concept of
adverbial extension.
10. Invite the students to take different sentences with place and time
included.

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Control of Error
The chart.

Follow up work:
Encourage the students to write in her journal at
least two of the analyzed sentences along with the
questions on the arrow.

Extension:
Guide should go through the rest of the adverbial
phrases, taking two at a time, emphasizing on the name of each arrow by
turning it after analyzing the sentence and reading the name.

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