Reflection: Intervention and Extension Learning Alliteration - Section 3: Guided Practice and Speaking Our Alliterations

 

I could see during the sharing portion of our guided practice who was struggling with the concept, so I offered a bit more support to those students.  I clued my students into the structure of a sentence that could be used.  I said, "You know our grammar lessons where we learn about nouns, verbs, adjectives, and preposition phrases?  Well, we learn that so we can apply it when we speak and write sentences?"  We used the picture with the frogs on slide 27 I said, "What are the nouns in this sentence?  That's right frogs.  How can we use an adjective to describe the nouns?  What's an adjective that starts with an /f/ sound?  What verb can the frogs be doing that starts with an /f/ sound?  Let's try an adverb.  How can the frogs fight?"

Once I clued students in to the role that each part of speech played in a sentence they could think of a sentence more readily.  There were still students who struggled, but cluing into the structure helped many of them.

  Providing Sentence Structure Support
  Intervention and Extension: Providing Sentence Structure Support
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Learning Alliteration

Unit 18: Let's Learn About Poetry
Lesson 2 of 9

Objective: SWBAT identify sentences that utilize alliteration and then be able to write sentences using alliteration.

Big Idea: Figurative language for first grade? Fantastic!

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