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Students will be able to recognize and form regular plural nouns.
- Show students one pencil. Ask them what it is.
- Write “pencil” on the board.
- Now show students two pencils. Ask them what they are.
- Write “pencils” on the board.
- Ask students what the difference between the two words are. Point out that one has an “s” and the other doesn’t. The “s” tells that there is more than one pencil.
- Collect additional objects that are familiar to students.
- Have students turn and talk to share the name of each object with a partner.
- Have students repeat after you the name of each object.
- Invite students to come up and circle the new ending of each plural noun on the board.
Explicit Instruction/Teacher modeling(5 minutes)
- Tell students that “pencil” is a noun. A noun is a person, place, or thing.
- Explain that “pencils” is a plural noun. Plural nouns are more than one noun.
- Give several more examples of regular plural nouns, writing them on the board as singular nouns. Then add an “s” to make them plural.
- Provide visual aids of plural and singular nouns for students to reference as you define them.
- Ask students to turn and talk to share ideas of other nouns they might already know.
- Encourage students to think about the plural forms of the nouns.
Guided Practice(5 minutes)
- Show students the collections of objects you’ve gathered in paper bags.
- Take a bag and tell students that you are going to count how many objects are inside the bag.
- On an index card, write the number of objects and the corresponding plural noun (i.e. five cubes).
- Hold up the index card and practice reading what you wrote by pointing to each word.
- Check that all objects are familiar to students, if not make sure to identify new or unknown objects.
- Model verbally stating the plural form of the noun. For example, "I counted five cats."
Independent working time(20 minutes)
- Divide students into groups of two. Give each pair counting collections and index cards. Have each partner work independently to count and write the contents of the group on index cards.
- When the partners are finished counting, they should read the words they wrote aloud to each other, pointing to each word as they read.
- When they are finished with the counting collections, students should complete the Read About Plurals worksheet.
- Provide counting supports such as number charts or a number line for students to use.
- Pre-write number words on the board for students to reference and/or provide pre-written number words on index cards.
- Ensure that students are familiar with the objects to be counted and provide visual supports to help students spell words as needed.
- Encourage students to sound out each word using an alphabet chart.
- Write number words on the board for students to use when writing about their counting collections.
- Have students include descriptive words in the sentences they write.
- Assess students’ understanding by noticing how they are forming plural nouns and how they are reading aloud to their partners.
- Check that students are verbally sharing the plural form of nouns aloud to their partner.
- Ask students to share plural nouns with you during the independent portion of the lesson.
Review and closing(5 minutes)
- Have students share their written responses to the counting collections out loud, comparing answers.
- Pair students up with a new partner to share.
- Provide sentence starters on the board for students to reference as they share aloud with the class.