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My Community

Unit 4




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Sonia likes living in

Phoenixville because she

the old historic


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,


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.


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.




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




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:


If the subject is


(if it is

one person, place, or thing), then

the verb must be singular. For


A bell rings. A teacher

speaks. A dog barks.


A group of people, a number of

places, or a collection of things

counts as a singular subject. For


A crowd of people

gathers on the grass. A group

of leaves scatters in the wind.

A collection of cards sits in the



If the subject is


(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.


Write as many simple sentences

on the board or on chart paper as

you have students in the class.


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.