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More Than One
Students will be able to recognise 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.
Explicit Instruction/Teacher modeling(5 minutes)
- Tell students that “pencil” is a noun. A NounIs a person, place, or thing.
- Explain that “pencils” is a plural noun. Plural nounsAre 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.
Guided practise(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 practise reading what you wrote by pointing to each word.
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.
- 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.
Review and closing(5 minutes)
- Have students share their written responses to the counting collections out loud, comparing answers.