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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 4 Verb agreement

Students in RMSE-LA 4 learn the rule about verb agreement. The rule is: if the subject tells about one, the predicate must tell about one.

If the subject tells about more than one, the predicate must tell about more than one. Exercises dealing with verb-agreement begin in lesson nineteen.

Beginning in lesson fifty students work with squares and dot figures to construct simple sentences with subject verb agreement. Students apply the rule that the number in the subject controls the number for the predicate.

The process is:

  • The teacher says, ‘This part is tricky. The arrows show the subjects of the sentences you’ll write. Diagram one: the subject is the square. Diagram two: the subject is the dots. Diagram three: What’s the subject?’ and signals (auditory). ‘Diagram four: What’s the subject?’ and signals (auditory).
  • The teacher says, ‘Your sentence will start with the subject and tell where. Sentence one will just tell where the square is. Write sentence one. Put your pencils down when you are finished’, and observes students and gives feedback.
  • The teacher says, ‘Here’s a good sentence for diagram one: The square is over the dots. Or you could have: The square is above the dots.’
  • The teacher continues with the sentences for the other three figures.

Exercises

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