- Second Grade
- 50 minutes
- Standards: L.2.1
This fun writing lesson will introduce students to different adverbs. Your little kids will be much more confident in their grammar after working through some comprehensive worksheets.
Students will be able to identify and write adverbs.
Introduction (5 minutes)
- Walk around a student's desk slowly.
- Write on the board: "The teacher walked."
- Have students tell you when, where, or how you walked.
- Record students' responses on the board.
- Underline and identify the words that tell more about the verb as adverbs.
Explicit Instruction/Teacher Modeling (10 minutes)
- Explain to students that an adverb tells more about a verb. Adverbs usually tell where, when, or how.
- Write the following sentence on the board: "The school bus left early."
- Ask students when the bus left.
- Discuss with students how asking yourself when, where, or how after reading a sentence can help with identifying adverbs.
- Write the following sentences on the board, leaving a blank for adverbs:
1. I run _____________. 2. They look _________. 3. A woman screams __________. 4. We talk ___________.
- Ask students to complete the sentences using words that tell more about the verbs.
- Have students describe each adverb using how, when, or where.
Guided Practice/Interactive Modeling (15 minutes)
- Divide students into groups of 3 or 4.
- Distribute a copy of Describe It: How, When, and Where to each group.
- Give each group three cards or blank sheets to write on.
- Ask students to write the words HOW, WHEN, and WHERE on the cards or blank sheets.
- Inform students to make sure the words are big enough for others to see from across the room.
- Read aloud the directions on the sheet.
- Instruct each group to work together to decide which card should be held up when we read the sentences.
- Read aloud the first sentence in the example at the top of the page for practice: Judy talks loudly.
- Ask students to identify the adverb (loudly). Then, ask students to hold up the card that goes with the adverb (how).
- Read aloud the first sentence: Tammy and Stacy never sing.
- Ask students to name the adverb in the sentence and then hold up the appropriate card to describe the adverb.
- Repeat steps for sentences 2-5.
Independent Working Time (10 minutes)
- Distribute copies of the Quickly! worksheet.
- Ask students to circle the adverb in each sentence and then write "how," "when," or "where" at the end.
- Enrichment: Let advanced students create their own sentences using adverbs.
- Support: Students who need support can work with a peer.
Assessment (5 minutes)
- List these adverbs and have students identify them as adverbs that tell how, when, or where: tomorrow, outside, softly.
Review and Closing (5 minutes)
- Ask a volunteer to tell what an adverb is.
- Ask another volunteer to give an example of an adverb.