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My Community
Unit 4
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Sonia likes living in
Phoenixville because she
the old historic
loves
buildings, like the
Colonial Theatre that she
helped save. I like living
in my community for a
different reason.
I live in a community
where we can walk to
everything. My family
in an apartment building on Park Street,
lives
between Third and Fourth Avenues. From there, I can ride my bicycle to school and
to the beautiful park on Fourth Avenue.
When we shop for food, we don
’
t drive anywhere. We walk to the supermarket two
blocks away, across from Town Hall. There are also movie theaters and all kinds of stores
in the shopping mall where the supermarket is.
The post office is on First Street across from the shopping mall. I go there with my father
to mail packages to my grandparents in Honduras.
The public library on Main Street is also very nearby. I go there to borrow books or
to use the computer. If I can
’
t fi
something, the librarian helps me.
nd
I also feel safe in my neighborhood because the fire and police stations are nearby.
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choices are all action words that help tell what a subject is doing. Point out
that only one word is appropriate for each sentence. Ask students to write the
complete sentence with the word they choose for each sentence.
Targeting Proficiency Levels
Read each sentence
aloud with each answer
choice. Ask the group to
decide together which
word choice makes the
most sense. Then, have
them write the correctly
completed sentence in
their notebooks.
Have students work
independently to copy
the completed sentences
in their notebooks.
Encourage them to try
each word choice to
determine which word
makes the most sense in
each sentence.
Have students work in
pairs to complete the
sentences. Encourage
them to try each word
choice to determine
which word makes the
most sense in each
sentence. Have students
write the correctly
completed sentences in
their notebooks.
Beginning
Intermediate
Advanced
Meeting Individual Needs
You may simplify instruction for those who exhibit difficulties choosing the correct word
to complete the sentence by using the Direct Instruction information about plural and
singular forms of verbs in the right-hand column.
Direct Instruction
Subject-Verb Agreement
Subject-verb agreement is a
grammatical rule that states that the
subject and verb of a sentence must
agree, or match, in number and
person.
The
subject
of a sentence is the
noun (person, place, or thing) that
the sentence is about.
To be sure a subject and verb agree
in number:
Q
If the subject is
singular
(if it is
one person, place, or thing), then
the verb must be singular. For
example:
A bell rings. A teacher
speaks. A dog barks.
Q
A group of people, a number of
places, or a collection of things
counts as a singular subject. For
example:
A crowd of people
gathers on the grass. A group
of leaves scatters in the wind.
A collection of cards sits in the
closet.
Q
If the subject is
plural
(if it is more
than one person, place, or thing),
then the verb must be plural.
For example:
My cats jump. All
students learn. Most birds fly.
Help students practice identifying
subjects as singular or plural.
Q
Write as many simple sentences
on the board or on chart paper as
you have students in the class.
Q
Ask students to come up
individually and help them
underline the subject of one
sentence. After they have
correctly underlined the subject
of the sentence, ask them to tell
you if it is singular or plural.
Continue until each student has had
a chance to participate.
Spotlight on Language lessons
and activities
help students develop
grammar skills, language mechanics,
and writing skills.
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