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- Adverbs of time provide more information about when a verb takes place. They are usually placed at the start or end of a sentence, and starting a sentence with an adverb emphasizes its importance.
- Children should be able to use adverbs of time in writing and explain their choices. The document gives examples of exercises for identifying and using adverbs of time correctly.Grade 3 English: Writing a Simple/ Short Story Personal Narrative (Pre-Writing)
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The document outlines objectives and lessons for a Grade 3 English class on writing short stories. It defines short stories and their key elements: characters, setting, problem, and solution. It provides examples of each element and a sample short story about a superhero named Super G who saves children from a monster. Students will then plan their own short story using an organizer to outline the characters, setting, problem, and solution.Prefixes
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CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
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This document provides a student learning plan for an English 4 class that focuses on changing direct speech to reported speech, also known as indirect speech or narration. The lesson plan aims to help students understand the differences between direct and reported speech through examples and activities. Students will learn how to properly transform verb tenses and pronouns when changing direct quotations into indirect reported statements. This will help students more clearly relay what others have said.Worksheet can-could
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This document contains a grammar worksheet focusing on the use of "can" and "could" to express ability in the past and present. It provides 15 sentences for students to fill in the blanks with "can", "can't", "could", or "couldn't" based on whether the subject is able or unable to perform the given action in the present or past tense. An answer key is provided to check the students' work.Jeopardy modals
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- Present tense verbs describe actions happening now and often end in -s, -es, or -ies, such as flies, splashes, cries.
- Past tense verbs describe actions that happened in the past and often end in -ed, -d, or -ied, such as clapped, played, tried.
- Future tense verbs describe actions that will happen and use helping verbs like will, going to, shall, such as will awaken, going to start, shall email.
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Pronun u8.j y.new.versiongarcia58
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The document discusses pronunciation of words containing the sounds /j/ and /y/. It provides examples of word pairs that demonstrate the different sounds, such as "jail" and "Yale". Listeners are instructed to repeat example sentences and fill in blanks with words from lists to practice distinguishing between the sounds. The document is part of a lesson on pronunciation presented by William Garc鱈a.Pronun u4. "sun" vs. "sung". new.version.
Pronun u4. "sun" vs. "sung". new.version.garcia58
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This document contrasts the pronunciation of vowel sounds in words like sun/sung, ran/rang, thin/thing, ban/bang, win/wing, Ron/wrong, and pin/ping. It then provides 6 example sentences using some of these words to demonstrate the different pronunciations in context.Pronun u5.u u.
Pronun u5.u u.garcia58
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The document compares the pronunciation of vowel sounds using pairs of words like "pull" and "pool". It provides examples of sentences using words with the different vowel sounds. It then lists sentences for students to listen to and repeat or write the correct word for based on the pronunciation. The goal is to help students distinguish between the vowel sounds represented by the symbols / / and / / in words.Pronun u3.e e.
Pronun u3.e e.garcia58
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This document provides a pronunciation exercise contrasting the sounds // and /:/. It gives pairs of words containing the different vowel sounds and sentences for the learner to practice distinguishing between the two sounds when heard in context. The learner is asked to select the correct word from pairs provided or write out sentences they hear containing the contrasting vowel sounds. The purpose is to help the learner improve their ability to differentiate between the similar sounds // and /:/ in English.Shopping.
Shopping.garcia58
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A customer asks an employee where they can find shirts. The employee directs them to the shirt section and asks their size. The customer says they are a medium and likes some blue shirts. The employee checks the price and says they are $70, which the customer thinks is too expensive for a pair of shirts.Simple.present.gram.level1.u5.
Simple.present.gram.level1.u5.garcia58
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The document discusses verb conjugations in English, providing examples of verbs conjugated to third person singular present tense. It lists common verbs like "sleep", "write", "like", and "drink" conjugated with "-s", "-es", or "-ies" endings. It then provides short sentences as examples using some of these conjugated verbs like "He sleeps every night", "She writes letters", and "She washes".Past.tense.irregular.verbs 
Past.tense.irregular.verbs garcia58
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The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".Going shopping. l8.
Going shopping. l8.garcia58
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A customer is shopping for shirts and asks an employee several questions. The customer likes some blue shirts but finds their price of $70 per pair to be too high. The employee directs the customer to the shirt section and asks their size to provide service.Grammar 2.9.
Grammar 2.9.garcia58
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The document discusses gerunds, which are verb forms that function as nouns. It provides examples of gerunds being used as subjects and objects, and following verbs that express likes/dislikes. Gerunds always follow prepositions. Exercises are included to practice forming and using gerunds correctly in sentences.Grammar 2.8.
Grammar 2.8.garcia58
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The document discusses conditional sentences using "if" clauses to express possible future situations and their outcomes. It provides examples of real conditional sentences and exercises for students to practice forming and matching conditional sentences. Additionally, it covers using "would rather" to express preferences and includes exercises for students to answer questions about their preferences and provide reasons.Pronun. /t/ vs. /th/.
Pronun. /t/ vs. /th/.garcia58
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This file contains minimal pairs contrasting words with /t/ and /th/ sounds. It also provides exercises.Pronunciation /v/ vs. /w/.
Pronunciation /v/ vs. /w/.garcia58
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The document discusses the pronunciation differences between the letters "v" and "w" in English. It provides 10 sentences with words containing either "v" or "w" as examples and instructs the reader to listen and repeat the sentences, then listen carefully and write the sentences. The goal is to practice differentiating between words containing the letters "v" and "w" based on their pronunciation.Recently uploaded (20)
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- 1. By William A. Garc鱈a 1
- 2. Vocabulary Describing the weather Good weather Bad weather beautiful great fantastic gorgeous unbelievable awful terrible horrible Unbelievable By William A. Garc鱈a 2
- 3. Vocabulary Describing the weather Its sunny. Its a cloudy day. Its a rainy day. Its windy. By William A. Garc鱈a 3
- 4. Vocabulary Describing the weather Its a snowy day. Its a sunny day. (clear) Its stormy. rainy (dark) By William A. Garc鱈a 4
- 5. Vocabulary - exercises -Select the word and fill in the blanks: 1. The ______ is terrible today. Its an awful rainy day. 2. Its _______ today. Why dont we go to the beach? 3. We cant see the sun in a _______ day. 4. The temperature is very low in a ______ day. 5. It was blowing very much yesterday. It was ______. By William A. Garc鱈a windy cloudy snowy weather sunny 5
- 6. Exercises Fill in the blanks: Its _____. Its a _____ day. Its a ____ day. Its _____. By William A. Garc鱈a 6
- 7. Vocabulary Describing the weather Its a _____ day. Its ______. Its a ______ day. _____ (clear) (dark) By William A. Garc鱈a 7
Editor's Notes
- #6: Vocabulary, unit 6.