Does anyone have any creative ways to teach the parts of speech? My fourth graders are not doing well with identifying nouns, verbs, adjectives, pronouns, conjuctions, etc. Worksheets don't seem to help. I need to try something that will stick in their brains!
The school house rock video does wonders. So many of my students sing those songs way after I show the video.
I also use a lot of picture books:
Nouns- June 29, 1999 by David Weisner I give students a grid with three colums, one for person, one for place, one for thing. Then as I am reading aloud, they need to fill in the grid. This book book is full of them.
Nouns- Nouns in the News is another activity I do. I put my students in groups of 2-3 students. I give them a noun key giving points for each type of noun. 1 pnt. for singular, 2 pnt. for plural and 3 point for possessive. Then I give them a newspaper. They need to cut out the different types of nouns and glue them on chart paper. Then each group adds up how many points they have.
Verbs- We play verb charades. I put verbs on notecards and students have to act them out. This gets the point across that verbs are actions-things you can do.
I also use The Z was Zapped by Chris Van Allsburg this book is perfect for verbs and adverbs. Students have to guess what each letter is doing before I read the page.
For helping verbs, we learn the Helper Verb song (sung to Barney song) They hate this at first, but I always here them singing it.
Have Has Had
Do Does Did
Be am is are was were been
Can Could Shall Should
Will would May
Might must being are the helping verbs we're singing.
For Adjectives- I use a lot of poems.
We also do an appetizing adjective activity.
I give each stuent a paper plate to write on. Then I give them different items, for example, hershey kiss, sour patch kid, cheetos, marshmallow, peanuts, etc. They have to eat the hershey kiss, then on their paper plate record adjectives to describe it-- what it looks like, smells like, tastes like, etc. They love this activity.
I can't think of anything else write now. I will look through my binder when I get back to school. There is also a Scholastic book I think it is Parts of Speech Poetry, they give different poems for each part of speech.
I always use "Verb Safari" that I found in a Mailbox book. While students aren't in the room hang about 20 or so words of various parts of speech around the room. Try to put them in places that are somewhat inconspicuous but not that hard to find. Talk to the students about what a safari is and tell them they will go on a safari for verbs (or nouns-whichever you'd like to do). They need to carry a clip board and paper around the room with them and must work independently and very quietly. I always tell mine to be careful not to be to obvious when they've found a word because that gives it away to other students. The trick is they can only record the word on their paper if it is a verb. You could have them make a t-chart and record verbs on one side and nouns on the other. When time is up I allow students to share the words they found and where they found them. I take down each word as the student shares it. If the word wasn't a verb I have them decide what part of speech it is.
For irregular verbs: (go-went-have, has, had gone)
I write each irregular verb on an index card and display them in a pocket chart. We chant them:
I use a pointer and point to each card as we chant. We do this several times a day until they have them memorized. Then I'll challenge them to recite. I'll give them the present tense verb (go) and the student gives the next two (went, have has, had gone). I usually draw name sticks for this and have them close their eyes when it's their turn. They love doing this and beg me to do it. I also let them get a treat from the treat jar if they get their verbs correct. If a student misses his I'll go back at the end and give him another chance. When students must choose the correct verb for a sentence I tell them to first look for the tricky "h" words and then go from there. I can always here them quietly chanting when working independently.
I hope that what I've typed is understandable- I'm in a hurry as usual! Good luck!
I love the food activity! I'm just a little confused though. Do you give each student the same foods or does each student get different foods? Does each student get one piece of food or a certain amount?
I was looking for a funny story my fifth graders could use to learn irregular verbs. I made up a story about "Iggy the Inchworm" who was just terrible at remembering the irregular verbs. I thought I'd share my hard work with everyone, so feel free to use it when teaching irregular verbs!!
Iggy the Inchworm
Iggy, the inchworm, haved a horrible time remembering irregular verbs. He knowed there were right ways to say things, but he always sayed them wrong. One day, his mom gived him a book all about irregular verbs. He thinked this would really help him! His friend, Verby, was very smart and he comed over one day to help Iggy. Iggy sawed his very smart friend, Verby, remembering all the irregular verbs and he just wished he could do as well as Verby! So, Iggy sitted all day and learned all the verbs that the book teached him. Verby was impressed by Iggy’s hard work and sayed, “Wow Iggy! You taked a lot of time to remember all those crazy verbs!” Iggy was proud of his hard work. Iggy rided his bike around the neighborhood with his trusty verb book in his basket. Iggy flyed past the park where his friends played every day. Iggy walked up to them and sayed, “Hey guys! This book really helped. It teached me all the irregular verbs!” No one maked fun of Iggy anymore because he was the smartest inchworm around. He knowed what he had to do. He goed home and thanked his mom for his wonderful verb book. From then on, Iggy always remembered all the irregular verbs and he never leaved the house without that trusty book!