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Teach Reading Mastery Signature Edition: Language Arts: Year 3, 4 and 5

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  1. Module Introduction
    5 Topics
  2. Overview
    22 Topics
    |
    1 Test
  3. Managing Writing Activities
    23 Topics
    |
    1 Test
  4. Parts of Speech and Sentence Analysis
    21 Topics
    |
    1 Test
  5. Clarity and General/Specific
    22 Topics
    |
    1 Test
  6. Mechanics, Editing, Reporting and Inferring in RMSE LA 3
    18 Topics
    |
    1 Test
  7. Sentence Types and X Boxes
    17 Topics
    |
    1 Test
  8. Arguments and Passage Writing
    18 Topics
    |
    1 Test
  9. Retell and Parallel Construction
    20 Topics
    |
    1 Test
  10. Expanded Writing Process, Writing and Research Unit
    19 Topics
    |
    1 Test
  11. Writing and Response To Literature
    16 Topics
    |
    1 Test
  12. Extensions, Further Activities and Projects
    14 Topics
    |
    1 Test
  13. Program Assessments
    22 Topics
  14. Module Completion Survey
    1 Topic

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RMSE-LA 3 verb usage and identifying

verbs

The analysis of verbs happens in two ways. The first way involves what the students write. Students tend to overuse sentences with progressive verbs and they often shift tenses. Beginning activities focus on these tendencies. Students apply the rule about past-tense verbs to their writing during the first forty lessons.

Lesson 1

Students are presented with regular present-tense verbs (jump or pick) and they write the past-tense verbs.

Lesson 2

Students are presented with progressive verbs (was talking or is running) that they cross out and write a simple past-tense verb above.

Lesson 5

Students discriminate between sentences that tell what people did and sentences that do not tell what they did.

Lesson 10

Students begin to label verbs and analyse sentences to identify the verbs. Verbs are relatively easy for students to identify so they are introduced first after they understand subject and predicate.

The process is:

  • The teacher says, ‘Remember, every sentence has a verb. The verb is usually in the first part of the predicate.
  • The teacher says, ‘Listen: A dog ate lots of food. Say it’ and signals (auditory). What’s the subject?’ and signals (auditory). ‘What’s the predicate?’ and signals (auditory). ‘What’s the first word in the predicate?’ and signals (auditory). ‘That’s the verb.’
  • The teacher continues step 2 with another sentence and repeats until firm.

Turn to page 32 in RMSE-LA 3 Teacher’s Guide. Practise lesson 11, exercise 3 and 4 twice with your partner, once with no student errors and once with student errors. Read and review teaching notes and lessons on pages 32-34.

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