Informational Text Mini-Lesson



Grammar Lesson for: Singular and Plurals Nouns Gr. 2

Essential Question: How can using singular and plural nouns help students create written works that are clear and exhibit the correct use of the conventions of written standard American English?

Definition: Singular noun- A noun which names one person, place or thing. (dog, store, whistle)

Plural noun – A noun which names more than one person, place or thing.(dogs, stores,

whistles, boxes)

Prerequisites (background knowledge needed): A student would need to know what a noun is.

Teacher Resources: Sing Your Way Through Phonics, Beacon Lesson Plan Library

Songs: (lyrics can be printed and you can purchase the song.

lyrics and music available on this site.

lyrics are here for an additional song dealing with adding s, es (there is a verse for changing f to v but don’t have to use it)

PowerPoints/Websites: This interactive game has Lucy the elephant needing some help to get some toys. Help her by finding the

singular nouns and their matching plural nouns.



This powerpoint covers common and proper nouns as well as singular and plural. It explains adding s, es, ies and irregular plural forms. You would want to modify it before using it depending on your children.



This powerpoint has sound and lots of examples! Again you will want to download or save and modify to fit your needs.



Games like concentration, word cards as well.



The Plural Girls – help them find their friends by matching or answering the questions. Two formats and levels to choose from

This is a lesson plan you may want to use

to supplement the lesson below. Day 3-5 get into irregular plurals as well as adding ies. Changing y to I and adding es is in the 3rd grade standards.

|Essential Skill or Concept: 2-4.4 Use grammatical conventions of Standard American English, including singular and plural nouns. |

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|Pre-assessment: Post sentences from mentor texts and have children notice. What happens to the words when we have more than one of something? |

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|SuggestedMentor Text: Your Foot’s on my Feet: and Other Tricky Nouns- Terban Giraffes Can’t Dance by Andrede (adds s one es), The Pink House by Palmer (s, es, |

|ies), In the Tall Tall Grass by Fleming( s, es, ies), Last One is a Rotten Egg by deGroat (s, es, ies) |

|Mini-Lesson Outline: |

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|How will I introduce and explain this skill so that students will understand the how and why? |

|(inductive method, mini-lecture, demonstration, notes, etc.) READ ALOUD/Mini Lesson : Read Aloud one of the mentor texts, you can read the entire text or just a |

|section of the text. If reading the entire text, you may want to do this initial lesson over two days depending on your children. Display parts of the mentor text |

|that you read and have the children notice the nouns. |

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|How will I model this skill for my students? (exemplars and/or demonstrations) SHARED READING/WRITING Make a 2 column noticing sheet and have them place the nouns |

|in the proper place as singular and plural. Discuss as partners what makes a nouns plural or singular and make an anchor chart to anchor your thinking of the rules|

|for spelling when making nouns plural. |

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|How will I provide opportunities for guided practice? GUIDED READING/WRITINGSay: “Today in your reading and writing if you see or use a noun that is plural be sure|

|to note it on a sticky note to share during our share time today.” During guided reading, point out nouns that you come across and have the children make the |

|plural or that noun. If it is already plural have them write the singular form of the noun. During conferences, notice proper use of plurals and highlight in share|

|time. |

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|How will students independently practice using the skill in their writing? INDEPENDENT READING/WRITING |

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|How will I monitor/gauge students’ understanding of the skill? (formative assessment) |

|Observe and interview writers as they work. Use a record-keeping grid to check off those students who are able to differentiate between singular and plural, with |

|the addition of s or es. |

|Ask writers to create a T-chart. Have them list singular things they can write about in one column and plural things in the other column. Assess for singular and |

|plural understanding |

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|PASS Format: (This is the state assessment for third grade. We want to familiarize the students with the question stems they will see on the test and on using a |

|rubric to assess their writing.) |

|Give students passages and ask them to identify singular and plural nouns. |

|Give students a passage that lacks proper spellings for plurals and have them edit the passage. |

|Give students a sample passage that lacks proper spellings for plurals. |

|Use the question stem: What is the correct way to write/edit this sentence |

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|How will I adapt or differentiate this lesson for grade and skill level? GUIDED READING/WRITING or INDEPENDENT READING/WRITING Look for examples of singular and |

|plural nouns in guided and shared reading. Fill a pocket chart with pictures and words that could be transformed from singular to plural by adding s or es. Invite |

|the children to work with the words and make them into plurals. (Again, you may want to separate these lessons depending on the level of your students.) |

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|How will I engage students in a reflection of how this skill has developed and how it has helped each of them become a more effective writer? |

|Have the students use the grade level rubric to evaluate their writing. |

|Have students note in their writing journals the rules for singular and plural nouns. |

|Have students identify in their writing places where they used proper spelling of plural nouns. |

|Have students identify in their readings plural nouns and their spelling patterns. |

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|Other Teaching Ideas: |

|Look for examples of singular and plural in familiar big books. |

|Model a variety of writing pieces in which you think out loud about whether you should make a word singular or plural. |

|Engage children in using tiles or sentence strips to add s or es to some words to make them plural. |

|Play E-S Trash Ball: divide the class into two teams. Using index cards on which the song words (more than one song referenced above) are printed, students from |

|each team alternate turns, spelling the word on each card as it is drawn. If spelled correctly, the student has a chance to earn a point for his team by shooting |

|the crumpled paper into a bucket or box. No points are lost if the bucket is missed. If a word is spelled incorrectly, the word is shown to the class and replaced |

|in the middle of the deck. After all cards have been used, the team with the highest points wins. To avoid stress, any speller can ask for help from one other |

|student on his team. Words are listed below: |

|Add s dog, cat, jump, hop; add es: bus, kiss, mess, glass, dress, fox, fix, mix, fax, box, buzz, frizz, fizz, razz, jazz, dish, flash, crash, wish, brush, peach, |

|watch, church, lunch, munch. |

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