Standard 5: Language Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and communicate effectively.

2.5.R.2 ​​Students will recognize parts of speech in sentences:

• common, proper, and irregular nouns 

• tenses of verbs (i.e., past, present, future)

• the simple subject and simple predicate of a sentence

• descriptive adjectives and articles (i.e., a, an, the) as adjectives

• prepositions

• singular and plural personal pronouns and the nouns they replace

• the conjunctions and, or, and but

• -ly adverbs

Student Actions

Teacher Actions

• Students recognize common, proper, and irregular nouns in sentences.

• Students recognize past, present, and future tense verbs.

• Students recognize the simple subject and predicate of a sentence.

• Students recognize descriptive adjectives and articles (i.e., a, an, the) as adjectives.

• Students recognize prepositions in sentences.

• Students recognize both singular and plural personal pronouns and the nouns they replace.

• Students recognize and, or, and but as conjunctions in sentences.

• Students recognize ly  adverbs in sentences.

Nouns

• Teachers review common nouns.

• Teachers introduce proper and irregular nouns.

• Teachers provide opportunities for students to identify nouns (common, proper, and irregular) in grade-level text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing common, proper, and irregular nouns in sentences.

Verbs

• Teachers review verbs.

• Teachers introduce verb tenses (i.e., past, present, future).

• Teachers model identifying past, present, and future verbs in a spoken sentence or read-aloud.

• Example: walked, walking, will walk

• Teachers provide opportunities for students to identify past, present, and future verbs in grade-level text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing past, present, and future verbs in sentences.

  Adjectives 

• Teachers review adjectives.

• Teachers introduce using articles (i.e., a, an, the) as adjectives.

• Teachers provide opportunities for students to identify adjectives (including articles used as adjectives) in grade-level text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing adjectives (including articles used as adjectives) in sentences.

  Prepositions

• Teachers review prepositions (e.g., in, on, beside, behind).

• Teachers provide opportunities for students to identify prepositions in grade-level text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing the prepositions in, on, beside, and behind in sentences.

  Pronouns 

• Teachers review pronouns.

• Teachers introduce the terms singular and plural pronouns.

• Teachers display sentences with both types of pronouns in sentences and explain their meanings.

• Teachers provide opportunities for students to find pronouns in grade level text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing singular and plural pronouns in sentences.

  Conjunctions

• Teachers review the conjunctions, and, or, and but.

• Teachers explain how conjunctions are used to create compound sentences using sentences in text. For example:

• There was a big bang, and the tree fell down.

• Ann can go to the movies, or she can go to the library. 

• She liked peanut butter, but she did not like jelly.

• Teachers provide opportunities for students to find conjunctions in text and explain what the sentence means. 

• Teachers monitor and provide opportunities for students to receive feedback when recognizing conjunctions in sentences.

  Adverbs

• Teachers review adverbs too and very.

• Teachers introduce -ly adverbs.

• Teachers explain adverbs in example sentences from text.

• Teachers provide opportunities for students to find too, very, and -ly adverbs in grade-level text and explain the meaning of the words.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing adverbs in sentences.

Recommendations

Key Terms & Related Objectives

When students struggle with irregular plural nouns, teachers can

• have students play a matching game using cards with irregular plural nouns and corresponding pictures.

When students struggle with verb tenses (i.e., past, present, and future), teachers can….

• say a verb aloud and have students use hand motions to show if a verb is happening right now, already happened, or is in the future. 

• Example: pointing behind their back for past, pointing at their feet for present, pointing ahead for future.

When students struggle to recognize the simple subject and predicate in a sentence, teachers can….

• provide sentence strips with simple sentences on them. Have students cut the strips to divide the subject from the predicate.

When students struggle to recognize articles (i.e., a, an, the) as adjectives, teachers can….

• give students sentences with articles as adjectives and have them underline them.

• explain that a is used before a noun that starts with a consonant letter and an is used before a noun that starts with a vowel.

When students struggle to recognize singular and plural personal pronouns, teachers can….

• have students draw pictures of who the pronouns represent. 

• Example: draw a picture of themself for me, themself and a friend for us, several friends for them.

When students struggle to recognize -ly adverbs in sentences, teachers can….

• use word webs to show how you can describe an action. 

• Example: put run in the middle of the web then fill in the other bubbles with adverbs to describe how you can run; slowly, quickly, swiftly, gracefully, etc.

• Adjectives: a word that modifies or describes a noun or pronoun. Adjectives tell what kind, how many, how much, and which one.

• Adverbs: a word that modifies or describes a verb, adjective, or other adverb. Adverbs tell when, where, how, how often, how much, to what extent. Common adverbs end in –ly.

• Conjunction: a word that connects parts of a sentence.

• Noun: a word that names a person, place, thing, or idea.

• Predicate: expresses the action or being of the subject in the sentence.

• Simple Predicate: the predicate without any of its modifiers (e.g., The tornado siren wails at noon every Saturday morning.).

• Preposition: a word or phrase linked to a noun or verb to describe direction or condition 

• Pronoun: a word that takes the place of a noun.

• Personal pronoun: refers to who is speaking, being spoken to, or spoken about.

• Subject: the person, place, or thing that is performing the action of the sentence; the what or whom the sentence is about.

• Simple Subject: the subject without any of its modifiers (e.g., The tornado siren wails at noon every Saturday morning.).

• Verb: a word that expresses action or state of being.

• 2.5.W.2: Use parts of speech in writing