Adventures with Adverbs
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.