Language Unit: Noun Phrase + Intransitive Verb (NP + V)
This unit was written for young children, however, if you have older students who need to develop this concept, you can use a similar format with materials and activities that are age-appropriate.
As you develop this sentence structure, use vocabulary that the children already know.
Tell children what they will learn and why
- Tell the children that today they will learn an English sentence. They will see this sentence in books; they will be able to read and understand it. If appropriate, tell them that they will also be able to write the sentence.
Teacher demonstration/modeling
- Review concepts of the verbs that will be used in the development of the sentence structure, e.g., jumps, runs, walks. During the review, have the children demonstrate the verb actions.
- Focus on one verb (walks).
- Demonstrate the verb and then tell students you will write the English sentence that tells what you did (Ms. Garcia walks.)
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Have each child demonstrate walks.
- Ask what the child did; have everyone say/sign the response.
- Write the English sentences on the board (Josie walks. Samuel walks. Francesca walks).
- Have the children read (say/sign) each sentence with you.
Guided Practice
If student(s) have some usable hearing, in all guided practice activities, encourage them to notice how the words/sentences look when speech-reading and how they sound. If appropriate, present speech-reading and auditory discrimination activities using the words and sentences from the unit.
- Review the work from the previous day.
- Use similar steps and procedures to continue work on the NP + V structure using different verbs (e.g., jumps, runs, sits).
- Independent Practice
- Review previous work.
- Write each verb on a word card. Show each word card and ask the children to read the word. If the children don't read yet, show a picture with the word card
- Select a child and “secretly” show the child a word card (and picture, if necessary).
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Child performs the action.
- Children give sentence to write on the board. (If it is appropriate, have a child write the sentence.)
- After the sentence is written, students read (sign/say) the sentence with you.
- Continue with all children using each verb two or three times.
-
Use pictures of people and animals jumping,
running, walking, etc.
- Show each picture asking “Who is this?” or “What is this?” to make sure the children remember the words/signs from the nouns.
- Show the children a picture and have them respond with a sentence, such as The boy walks. The horse jumps. The girl runs.
- If appropriate, have a child write the sentence on the board. (or have the sentences printed on the board and have a child point to and read the correct sentence.)
Independent Practice
- Review previous work.
- Write each verb on a word card. Show each word card and ask the children to read the word. If the children do not read yet, show a picture with the word card
- Select a child and “secretly” show the child a word card (and picture, if necessary).
- Child
performs the action.
- Children give sentence to write on the board. (If it is appropriate, have a child write the sentence.)
- After the sentence is written, students read (sign/say) the sentence with you.
- Continue with all children using each verb two or three times.
- Use
pictures of people and animals jumping, running, walking,
etc.
- Show each picture asking “Who is this?” or “What is this?” to make sure the children remember the words/signs for the nouns.
- Show the children a picture and have them respond with a sentence, such as The boy walks. The horse jumps. The girl runs.
- If appropriate, have a child write the sentence on the board. (Or have the sentences printed on the board and have a child point to and read the correct sentence.)
Independent application
- Select a book to read to the students that uses the NP + V structure frequently.
- Show the children some of the NP + V structures in the story reminding them that this is a sentence they know.
- Read the story emphasizing the new structure as you read.
- Give each child 5 pictures showing a person or an animal performing each verb.
- Have the children write sentences below each picture. Or give them paper strips with the sentences on them and have the children glue the correct sentence below each picture.
- Have the children make books with their pictures.
- Have one or two children read their book to the class or have them sit with their reading partners and read their books to each other.
- Let the children take their books home and read them to their families.
- Incorporate the targeted structure into all other activities during the school day and emphasize its use.
- Encourage the children to use the targeted structure whenever appropriate throughout the day in speech/sign/writing.