Lesson 14 - Plurals

7/31/2019 Lesson 14 - Plurals

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Lesson Plan

STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME

NURTUREPLUS LESSON 14: PLURALS

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of

Texas / Texas Education Agency, 2002)

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Part Duration Lesson Materials

1 10

minutes

READING FLUENCY

Objective:

To check / monitor students progress in

reading

1. Teacher recaps previous lesson taughtand get student response.

2. Ask each student to read the book aloudand check reading of each student.

While student reads:

1. Teacher corrects any mistakes made.2. Students write down words not read

correctly in their worksheet.

3. While teacher is assessing a particularstudent, the rest will read on their own

while waiting for their turn.

Reading Material:

Own PM+ Level

books for each

group (depends on

proficiency level of

each student

group)

1 set for teacher, 1

for pupil

Student Worksheet:Lesson 14

2 10

minutes

WORD STUDY

Objective:

1. Students will learn to read words

containing the final s and learn to make

nouns plural by adding s at the end.

1. Show students some words in singularform and pictures with one object on

them.

2. Get student response to read them or toname the object.

3. Show students the same words andpictures but in plural form and get

student response to name them.

4. Spell out the words of the objects shownand make students pronounce them,paying careful attention to the

pronunciation of final s at the end of

the words.

5. Introduce the idea of singular and pluralforms of words to students. (that an s is

Whiteboard / Flip

chart (to explain as a

large group)

/ Small magnetic

boards (to explain in

small groups)

Teacher Resource:

Lesson 14

Student Worksheet:

Lesson 14


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Lesson Plan





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added at the end of nouns to show its

plural form; that when there is more

than 1 object, an s is added at the end of

nouns)

6. Provide students with a list of 5 wordcards in singular form and make them

change into plural form.

7. Go through student answers.8. Select any student to explain the

difference between plural and singular.

9. Discuss student answers and recaplesson by highlighting the use of s at

the end of nouns to signal plural form.

3 30

minutes

INSTRUCTIONAL READING

Objective:

Students will interact with story by

expressing what they like, do not like

and would like to change in the story.

(mini critique of story)

Before reading:

1. Pass the books to students.2. Engage student interest by asking them

to guess what the story is about by

looking at the title.

3. Discuss student answers.Reading:

1. Make students read books in their owngroups.

2. Ask students to write difficult wordsencountered on their worksheet.

After reading:

1. Encourage students to guess themeanings of new / difficult words learntfrom storybook.

2. Go through meanings of the words withthe students.

3. Get student response on what they feelabout the story (did they like the story

Reading Material:

HA: Teamwork

(Level 24)

MA: The Hospital

Party (Level 14)

LA: Brown Mouse

Plays a Trick

(Level 9)

Student Worksheet:

Lesson 14

Teacher Resource:

Lesson 14


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Lesson Plan





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read?)

4. Get students to list down what theyparticularly liked about the story they

have read, what they do not like about it

and which parts of the story would they

change. (refer to Student Worksheet)

5. Get students to share their answers withgroup members and discuss their

answers.

6. Ask students to look at how some of thecharacters have helped their friends in

different ways.

7. Get them to think of how they havehelped someone before and how they

felt in helping someone. List theirresponses in their worksheet.

NOTE TO TEACHERS:

For this part, the students are not required

to write in full sentences. Just brief short

phrases / notes will do. What is important

is their ability to understand the book. If

they could verbalise their thoughts instead

of writing them, it is fine.

4 10

minutes

WRITING

Objective:

Students will improve writing fluency

1. Give students a list of words in thesingular form.

2. Encourage students to write down asmany plural s words from the singular

words given.

3. Time students as they do so andcommend students who are able to listthe most number of words within the

given time.

Student Worksheet:

Lesson 14


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Lesson Plan





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5 20

minutes

BOARD GAMES

Objective:

Students will reinforce their

understanding in topics taught (in this

lesson or previous) by engaging in

educational games.

1. Hand out games appropriate to eachlevel.

2. Monitor students progress andunderstanding in games.

3. Wrap up lesson by highlighting whatstudents have learnt.

Any games students

have not played

before.


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Teachers Resource



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Word Study:

On students worksheets are shown a picture of a cat, 2 cats and 3 cats. Make them write

/ spell the names of the cat(s).

Explain to students that:

Singular = 1 object / noun

Plural = More than 1 object / noun. (add s at the end of the noun)

Other examples of singular and plural words

Singular Pluraldog dogs

plant plant

s

bowl bowls

sister sisters

book books

card cards

computer computers

bottle bottles

kite kites

pen pens

star stars

glove gloves


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Students Worksheet



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Name: _________________________________________________________ Date: _____________________

Part 1: Reading Fluency

Write down the words you have difficulty pronouncing in the box below.

Book title: _______________________________________________

Part 2: Word Study

Look at the objects shown below and write down their names.

______________________________ _______________________________ __________________________

(how many? ___________ ) (how many? _________ ) (how many?________________)

What are singular nouns? Only ___________ object.

What are plural nouns? More than _______________ objects


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Students Worksheet



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Can you make the singular nouns below to become plural?

Singular Pluraldog

plant

bowl

sister

book

card

computer

bottle

Part 3: Instructional Reading (Title of story: _____________________________________________ )

VOCABULARY

Any difficult words you see in your new book? What are they? Write them in the box

below with their meanings


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Students Worksheet



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Do you like your story? If yes / no, why? Lets look at your story in detail

If there is any part in the story you would like to change, which part would it be and

how would you change the story? Write your ideas below in short notes.

Which parts of the story do you like? Why do you like them? (for example: when Alice

helped her friend because it shows me that Alice is a good friend. ETC)


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Students Worksheet



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Part 4: Writing

Write as many plural words you have learnt or come across today in box below in theshortest time possible.

Check Time:

How do you feel after todays lesson? (Tick the box)

Why do you feel so?

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What have you learnt today?

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Lesson 14 - Plurals

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Transcript of Lesson 14 - Plurals