Teaching Nouns and Verbs: Lesson Overview and Activities

Nouns represent people, places, or things, while verbs indicate actions, highlighting their distinct roles in language.

### Teaching Nouns and Verbs Through Plurals and High-Frequency Words
* 📚 Today’s lesson began with a review of letter sounds and the introduction of plural nouns by **adding 's' to words** like "shop" and "wish."
* 📝 Students learned that "**shop**" is a noun, referring to a **place**, while "**wishes**" can be both a noun (an **idea**) and a verb (an **action**).
* 🔤 The lesson emphasized the difference between **nouns**, which are **people, places, or things**, and **verbs**, which indicate **action**.
* 🔍 Examples were provided, such as "There are many **shops** on that street," reinforcing that "**shops**" is a noun.
* 🤔 The class also explored tricky words that can function as both nouns and verbs, like "**pins**" and "**taxes**," leading to discussions about their **meanings**.
* ✍ The lesson included a quick review of high-frequency words, introducing "**both**," and students practiced spelling and using it in sentences.
* 📖 Students engaged in activities categorizing words as **nouns or verbs**, enhancing their understanding of **language structure and usage**.
* 🎉 The session concluded with students practicing reading sentences that included **plural nouns and high-frequency words**, reinforcing their learning objectives.

okay, there we go. All righty, today we are just going to get started on a new lesson. So here we go. All right, everybody. A apple. A apple. E Ed. E i h. I i o o. Octopus. O octopus. U u. Good. What's this sound? H. What does H say? And and our plural or sometimes it also makes the sound no no because it's at the end of a word. And then how do we say this? This is our tricky one, but is we say it is hang on to it for just a second. All right, Mrs. Woods is g to make some words. Okay, okay. Every time, every time. What's this word? Shop. Good. Now what is shops? A noral s. This is yeah, this is a review, honey bunny. Okay, Dr. I knowon. All right, I have to dig around in there for it. What's that word? Wish you Z. All right, everybody. What's the word? Wishes. Wishes. Very good. Wishes. All right, one more. What's my word? Pen. Pen. I'm G to add my St pens. You can never have too many.

pens. That's what I have. I have a dra pens. Do you? I love P. I went to the off. I stole a pen when I was little, and after said, It's okay, you can keep. I have a bunch of the same pens, like a have, did like a head and red hair. Oh, okay, all right, hold on wa a second. All right, so today we're going to talk about not just uh adding an S, but kind of what it means when we add an S. All right, so we're going to talk um about nouns versus verbs. Thum up if you've heard of nouns or verbs. A noun is a person, place, or thing. Good. Anybody heard of a verb before? Yeah, a wait. I heard of a verb. You heard of a verb? Yes. Do you know what it is? Would you be able to tell us what it is? Yeah, it's in our. We do verbs in our classroom, but I for I forget sometimes. Okay, that's okay. Anybody help her out? Verb. So a noun is a person, place, a thing.

a verb shows action, right? It's something that you do, all right? So, listen to this sentence: There are many shops on that street. There are many shops on that street. Did you hear me use the word shops? Yes, I was talking about a bunch of buildings, shops, you know that. Oh, eyes on me, please. I was talking about a bu like shop like stores, right? Shops can be another word for stores, right? So, what do you think? Would that be a noun or a verb? Shop verb? A shop is like a store. It's a noun. Remember you said noun? It's a place. Very good. So, There are many shops on that street. The word shop is a noun. Like quick tress. Can you describe no right now? All right, listen to this sentence: Tom had many wishes on his birthday. Remember when I made that word wishes? Over here, it is a noun. Yeah, it's like an idea. A noun can sometimes be an idea. Good. All right, so in those examples, one second, buny shops is like a store, right? Yeah, and

wishes wish is actually is actually something that you want a wish he's having an actual wish okay now listen to these sentences and see if you can kind of think about the difference mom shops on her way home from work a it is a verb it's something that Mom does right I'm a mom I'm shoing get some stuff at the store so when it's a noun but it can also be a verb something that you do an action right listen to this sentence she wishes for a new action action it's an action right it's something that she's doing so wishes can be a noun and it can be a verb something that you do so that's a little bit tricky and we're going to talk more about that when we get into part three but just know that nouns and um when you add an F it can show plural nouns more than one thing person place or thing or it can show action verbs all right going to do our fat stack Quicky quick quick quick thank you good beautiful wish that wish

walk tack bed good good good. I got another one. C c good. Excuse me, good good. All right, nice job. Quick fat stack review. All right, now remember last time m when you and I when when we were reading our um plural words, our words that had that S at the end. Remember how we actually had to kind of read the words two times? You remember how we did that? We read the word without the suffix and then we read we sure did and then we read the word. So we're gonna do that today. We're going to read the word without the suffix and then we're going to read the whole word. Your dad does taxes. Is that his job? Oh, okay. All right, so ta tax taxes. Good. All right, and then we're going to leave these ones face up cuz we're going to do something with them. Job. So without the suffix job and then the whole word jobs. Okay, so without the suffix good good nice good bed bed bad ni not real sound is there. We go so yeah. What's gush? Gushes. Very good. What's

gushes, guses is something that comes out really fast. Okay, now friends, we're going to work together, and we're going to decide if these are nouns, plural nouns, or if they are those action verbs that we talked about. All right, so we're going to build it into two categories: plural nouns or action. Okay, all right, so let's look at these, and we'll make two columns, all of us working together. Okay, so let's put our words out here, and then we're going to work together. All right, Max is action, taxis is a thing, and pins is a thing. Oh my, go category because some of these could be troll, couldn't they? Because you could have a pin, but you could also pin something. So let's have a v. I finished these are Nots. What do the so to cry when you SOB? You cry a whole bunch, so that's a verb, right? Yeah, you can put that over here, and okay, okay. What are you thinking? I'm thinking that wait, how does that go in the in the

taxes that one because this is a noun. Taxes are something that you can um they're like paper. Yeah gushes is an action right. I think water gushes out of the faucet. C gushers are C cells is an action. Yep this is the one that can be both. Okay now a fad does anyone know what a fad is me. What do you think fat. I think a fat is like kind of like a fat. Okay I see why you think that a fat is actually something that is popular for a minute right. So like if um yeah a is something that is popular. So like maybe right now um those popet things are fads. Anything that's really popular right now. Yeah yes and then it might fade away and something else right. Those used to be a fad right. Are they still popular kind of kind of okay. All right I just want to talk about this word checks. Checks. So a check do you guys know what a check is. If you write a check. Che but you could also check he

checks on his friend, right? So, could we put that in the both? I think we could. All right, I'm going to have you read these. I'm going to have you read these. Oh, you have a big job. You're going to read those. All right, hit it, Bley. Taxes, BS, good pens, pens, chck. Hold on, X, good. All right, all right, pumin, HCK, ha. So, so, so, yob, yobs, gush, gushes, so very good. All right, nice job. All righty, we're going to move into our um, we different high-frequency words. Yep, so we're going to review a few that we've learned before, and then we have a new high-frequency word today. I want to hear everybody all together. Look at my word, was, and, you, what, want, yep, from one, have, beautiful. It says, it says, into you, into your. Oh, you wanted to make a sentence with them? Yeah, you are, and then should be. All right, my friends, we have a new high-frequency word today. Um, somebody, somebody read it right away. Who was that?

was that you, Zach? Zach came in and read the word both. All right, so let's stand up and learn our new spelling of our new High Frequency Word both. Mean like two people, both is like, yeah, yes, yes. Oh, that's true. Do you want to scooch over so she, the camera can see you? There you go, at least one of us. Okay, here we go. You ready? p o t h b o t h e o t h b o t h. All righty, let's open up [Music] our purple. I couldn't think of the color, the struggle on Friday, purple. All right, purple, and we are going to putli to page 51, and then F both for me when you finish Pur H today, red. Oh, I see what you can we finish red. We'll move into the purple book. Is that what you're asking me? The purple, the we'll, I don't even know what I just said. Wait, 40, 56, 51, 51. Oh, 51, 51. All right, gave up pens for um trick or treating.

you gave up what pens pens for trick or-treating that's cute all right do we find it it's the second one on there right okay my friends our sentence that we're going to write is by 2.2 o by both of us had hm at the shop both of us had fun at the shop when are you going to do something never when you're ready I'm ready you're almost ready we're almost done with uh book one what is book one wait why why are you recording again and he record us uh a couple days ago because I am working on getting a less I'm working on getting a certification J so that I can be even better as a teacher both of us at why beautiful don't forget to Circle that word both I anybody think they could spell it without looking yeah go ahead awesome all right good job okay my friends all right put away our student notebook get out your red reader please one yes red readers all right p uh 95 you [Music] were favorite number is 10 away your

favorite number is 85 or 105. 85. 85. number is or I even number all right. Let's do a few practice words. We're going to chart or we're going to practice the top chart on the bottom. And after we practice, I'm going to give you your job to do while I'm listening to everyone read. But it's a little different today. There might be a twofold job. But first, it's a one folder. All right. Here we go. I'm going to point to a word. You're going to say it twice. Remember, without the suffix, then the whole word. Here we go. Fix. Fixes. Would that be an action verb or a noun, do you think? Noun. Fixes. Fixes. I fix. It's if you. I fix something. So it's something you do. Action verb. It's an action. Good. All right. Beautiful dishes. Dishes. Noun or verb. What do you think? A verb. Show me how you dish a dish. Dishes. A noun. It's a noun. It's a yes. A thing. It's a thing. There you go. Good job.

all right sweet pea um you can do thises. So do would be the verb in that is tricky though that gets confusing. All right Ro I have Rock calendar. It's so cool. I it is cool coet one good a Hut is like a little house. So would that be a noun or a verb? What do you yeah n very good. All right here's what you're going to do my friends while I'm charting with everyone else. You're going to on the top part Circle the suffix. What's a suffix underline the base word. So the suffix is the s or the es s right. So you Circle the suffix underline the base word on the to only yes my dear. Do my suffix do my last name counts because because one's answer [Music] right [Music] cat Miss misses good kids pot pots f f. All right I am out of space for you and I forgot to make copies so you can color that in always. I mean all right you guys are speeding speeding speed ton so I'm going

to put our sentence page number up here too, and you can read the sentences while you're waiting. Do you want to also draw me a picture of one? Well, okay, if we have time, you can do that. All right, so when you are done reading, you can draw, or you can read the sentences. So, do you want to read those sentences, and then I'll come to you? Okay, all right, we're going to read it two times. So, without the and fish fish fishes Jet Jet cat cat cat lips lips lips log log misses cell cells hats hats s s sacks [Music] [Music] Jets lips lses say that one again mouses tap it is is myth my is good it CS hat hats a sacks kid pots nice excellent. All right, we are going to turn to page 103, 103 [Music] 103. That's amazing. All right, um Mr. Bentley, can you read me those high-frequency words up at the top swe? I'm just G to flip you so you're ready one.

half old day from good. Do you see our new high-frequency word that we learned today? Do you remember what it was? Both. Both. Get on there. Very good. Alrighty. I'm thinking of a sentence. Oh, this would make me very sad. One of my pets ran away. What sentence am I thinking of? Um, oh, one. It is one. Read it for me. B. One of the dogs ran off. One of the dogs ran off. A plural word in that sentence. What? What's the plural word in that sentence? I'll take it. Go ahead. One. Um, it is dogs. I heard that one of my friends' neighbors' dogs ran away. Like a, that's really when, but they always find them. Oh, good. Okay. I want you to find the word dogs. I want you to circle the S and underline the base word or the word without the suffix. Good. Who thinks Super Genius point is dogs a noun or a verb? Think about it. It's a noun because it's a thing. Yeah, it's something that you can hold, right? Okay. Oh, I'm thinking of a

question that I might ask my kids at bedtime. Two, two, it is two. Yes, have you both had your baths? Have you both had your baths? I might ask my kids that, right? Yeah, I never take a bath. Oh, well, you're a grownup. Okay, all right, let's read that one again all together. Have you both had your bath? Have you both had your baths? Is that a statement or a question? Uh, no, I didn't. A thing, that's a thing. Oh, a bath is a thing, and the sentence is a question. Good when that happens. All right, um, that was too easy. I did two in a row. Let's do a harder one. Um, what sentence am I thinking of if I'm putting away the dishes? Three, no, I try. Two, I know, I know. Six, yes, it is six. Sydney, can you read that for me? Get the dishes and cuts from the... All right, two words with a suffix there. What are they? Um, wait, we also have to... And wait, wait, wait, wait, wait. No, we're here. So, words that have an S or an E. I

know a lot of times cups, yeah, so let's circle the S in cups and underline the base word, yep. And can you underline the word without the suffix cup and dishes? All right, okay, no shouting. I want you to think for a minute, cups and dishes, noun or verb? Um, I think it's noun, a thing. It's a noun because it's a thing. Very smart. All right, let's read that one together, everybody. Here we go. Get the dishes and cups from the top of the rack. Good, that was a long sentence. Get the dishes and cups from the top of the rack. Let's do one more. Can't believe I got. Let's do one more. Um, oh, okay, here's one. As a mom, I would be mad. So I'm in my house, my carpet got n, it's dirty, and I don't like it. It's not nine. I see why you think that because I said Mom. That was tricky me. It's eight. It's actually eight on them. Would that make your mom bad if a l, oh, lucky you. Yes, that is the bane of

my existence at the winter time right who can find the plural word or the word with an S oh in there Lots also does you're correct let's think about the word rugs it's a thing it is a thing so that makes it a noun very good I know it's hard not to that camera all right let's read that one together here we go the rugs have LS of mud on them very good all right let's um um that's finish up part five so we can I'm gonna turn off the [Music] camera all righty so we're going to take out our dictation notebook slee and we're gonna oh just kidding no we're not oh my gosh and am just still out of town and Clara is out of town so what what about on a field trip Clara's gone and I don't know if an is gone or on a field trip I'm sorry I messed up we we actually are going to start with our magnetic journals but you can just set that to

the side. I forgot what I was doing. Yeah, all right, so we're on block two. We're on our spelling block. Um, so we're going to start with uh step six. Um, quick drill in reverse. So say a, a. Show me the letter that says a. A, a. Good. Say a, a. Show me the letter that says e. E, e. Good. Say I. What's the letter I? O. Say a. What letter says a? A, O. There you go. U. And then say a. What letter says a? U. Good. Say all, all. How do you spell all? A, L, L. A, L, L. That's the one you were thinking of. Say am. A, N. A, N. Say an. A, N. A, N. Okay, let's look at our diagraphs. Say, say CH. H. Good. And say W. W. W. W. H. And then what's the other way we can spell the W sound? W. Just a W? Yeah. Is that what you were thinking? Yeah. Two ways to spell one sound. All righty, my friends. Now we're going to move on to part seven, and we are going to... I have not

gotten. Oh my gosh, we're going to use our big one sec. We're going to use our big suffix cards. Okay. I okay. So I want everyone to say the word mops. Mops. Say the word without the S at the end. Mop. Let's tap it. See good. Build the word Ms. We're GNA and we have to decide which suffix we're going to use. Oh, I think your ears got out. That's [Music]. Hello, perfect. Yeah, you wrote what says then. Which one are we using? S or e s for this. Just an S. Good. All right. Tell me the letters, Zachary. M o. Good. What's the word mops? Very good. That one. It would be mop. It be mop. Mop is right. Yeah. All right. Let's put our letters back. E f h i j k l m m o o r. Okay, great. Awesome. All right, my friends. Say the word reps. Wraps. Say the word without the S. Wrap. Wrap. Good. Let's tap [Music]. It good. Build the word wraps. Yes, you would use this.

y yep that's it. That's right. [Music] All right, Sydney. Tell me the letters R A P S. What's the word? Wraps. Wraps. Good. All right, let's put our letters back. I have Christmas. You, my sister, only two, and I. Oh my gosh, my kids keep going downstairs and counting the presents too. I'm like, Don't worry, we're going. It's equal. Go through them every day just in case I last one, you kiddos. Yeah, U. My grandma got me a lot of presents ready at the Christmas tree. Oh, grandmas are so good about that. All righty, we're going to talk. Remember last time we talked about how you can add an S, one grandma. Oh, just one grandma. You can add an S, and you can make it a plural noun, or you can add an S, and it can be a verb. It can be an action one. All right, so I'm going to give you a word, and I want you to think in your brain if you think it's a verb.

an action, something you can do, or a noun, a person, place, or thing. All right, get ready, say Wags. Wags. Wags. Does that sound like a noun or a verb? It's a verb. Noun. Oh, wait a minute, Wags. Remember, a verb is something action, something you can do. Okay, a verb. A verb, yeah, yeah. Wags is a verb, right? He wags his tail. All right, what's the word without the suffix wag? Let's tap it. W-A. Build the word Wags. Wags. [Music] Yeah, it's going to be this one. Even though it sounds like a sound, we still use that S, right? Good. All right, Zach, tell me the letters. W. Good. What's the word, Sydney? W-A-G. Wags. Wags. Very good. Do you think you could use that word in a sentence? I want what? How the dog wag its tail. The dog wag its tail. Did you have one back, or was that yours? Yeah, that's the one I thought of too. All right, let's do another one. My dog wag.

your dog wags tail. Yeah, I have dog. Dogs are great. Okay, here's another one. Let's put our letters back, and then while you're putting it back, we're going to think. Here's our word, Bells. Bells. What do we think? Is that a... What do we think? Think about what a bell is. Is that an action or a noun? Yeah, a bell is a thing, right? So, Bells would be more than one thing. All right, everybody say Bells. Say the word without the S. Belle. Let's tap it. Oh, I want to see your tapping. Stop. B-L-B-L-O is an S, but we don't have double L-E. You don't need a double E. B-E. Oh, there you go. And then think about what subjects you're going to use. No double L. Double L. Yeah, bonus letter S. S. Good. All right, Zach, tell me the letters. B-E-O-L-S. Everybody say the word Bells. Bells. Good. Bells. All right, we're going to do one more. So, let's put those back. One more. We'll think about if it's

a noun or a verb. He goes here. The word is yells. Y. I know yells. Yells. What do we think? Noun or verb? What verb? It's a verb. It's an action, something that you do. Stop. Everybody say yells. Say the word without the suffix y. Good. Let's tap it. Y. Good. Very similar to the one we just did, isn't it? No. You were ready. And then which suffix are we using? That one. Why? We don't use this. I don't know why. I guess I didn't do any of that this time. Can I? All right, Sydney, tell me the letters. Y. E. L. L. S. What's the word, Zach? Y. All right, let's put those away, my friend. And we are going to use um. Now we're going to need our dictation sheets. I don't know. Or our dictation book. I don't know what I was thinking last [Music] time. Okay, what are you doing? What are you doing all the way over there, sir? Get back over there. Thank you. All right, while you're

getting that out. Which one dictation while you're getting that out the dictation word we learned last or the dictation oh my gosh. The High Frequency Word we learned last time was both. Can you remember how to spell both when you're thinking b o t h b o t h both. Very good. We are going to use that both of us both of us only only the both of you today. All right and me that's true I'm here too. That's right open up to a clean sheet. All right Sid you're on this one we have pencils yeah of I'm P seven you're on seven. Oh cuz you were gone you went to Florida didn't you. That's right me for a couple minut for a couple hours. We got a cool car. Oh really that's so fun. All right my friends we are looking at the sound section. All right um we are on lesson number 12 El right lesson number 12 here we will do word elements again. That's right l number 12 substep 1.6 and it is the

19th you're right right almost 2 so crazy. All right my friends we're gonna start with sounds right here everybody say what letter say s s very good everybody say z z z good everybody say w w W comma and a w I'm G do botom okay yeah bottom one is right that's a comma. Everybody say e what letter e e you turn it backwards and then that's right yeah you can that is a funny one. All right everybody say what letter i capital I or all right we have our word elements again remember we learned two new word elements we learned s everybody say how do we spell i s so it's a dash s right so here yeah that's what a dash is called yeah that little line is called a dash s and you can also pronounce it another way at the end of a word who remembers what it is it sometimes sounds like a like bugs remember yes no bugs. All right everybody say is as a suffix how do we spell that no no no no no as a suffix how do e s e.

s one of those things we can just chalk up to English sometimes crazy. Put this at the end of the word. That's what we put at the end of the word that ends in these letters here, right? So, if we had the word box, we put box is right. We'll do some of those when we get to our real words. All right, pencils down. All right, say chug chug, tap it good. Let's write [Music]. It. I want you to listen to the first song you hear good. I buy a diagraph in there. Can someone underline the diagraph for me, please? Ch ch yep, go ahead and underline the CH and chug. All right, pencils down. This next one is a tricky word. The word is Hull. Say Hull. Hull. It's like the hull of a ship. It's a part of a ship. All right, so let's tap it. Tap it. No, listen. H. Tap it again. Pencil pencil down, please. Okay, go ahead and write it. Oh, that's our rule. We have an l l Double L. How do we mark

it put a star. It's like a stra. Put a star, sweetie, good. All right, my friends, pencils down. Here's one of our newer ones with a suffix 's.' Can you put pencil down? Thank you, everybody. Say the word 'bashes.' Bashes, bashes. Hold on, what's the word without our suffix? Bash, bash. Now we tap it. Hold on, what are those letters that you said? B, A, S, beautiful. Write it down, just bash. Bashes, bashes. All right, and then I'm... Yes, that's right, you do the 'e s.' All right, can you circle the suffix for me? Underline, and then underline the base word. Yep, underline the whole word without the suffix too. The word without the suffix, the base word 'bash,' B, A... Nope, that whole word without the suffix. I'm getting in the habit of looking at that. All right, my friends, pencils down. Say the word 'shuts.' Shut. Say the word without the suffix. Sh, good. Tap the word 'word.' Write the word 'shut.' Sh, shuts. He like he shuts the door. Good. Don't forget your suff... which one?

Are you going to use that would be shut is yep yep only use the es if it ends in those good Circle the suffix underline the base word sh t I hate it when I do that shut shut awesome all right number five everybody say tuck Tu without the what's the word without the tuck tuck like my mom tucks me in let's tap it before we write it let's tap it sweetie tuck tuck let's do it together listen to me at the end tuck okay let's say the letters names hold on before we write let's say the Letter's name t u c c t c Circle the suffix underline the base word is what do you think just a yeah all righty nonsense words oh nonsense say the word or nonsense word say the syllable Yan let's tap it two Taps Yan kind of just very a little tiny different Y and how would we spell that u y y y y y a n good o here buddy y a n

y Yan good Y and then put a box on it box [Music] Yan all righty here we go say that syllable this is a funny one sibs okay what's that word without the suff s it's like Sid but it's s so how it let's tap it so close to your name what letters did we say s s i and then we add our s SS good job that was a tricky one IBB and then we add our suffix s CS suffix s s i v s uhhuh ccle the suffix s i v s the S there all righty we're moving on to high frequency word phrases or is that almost done we got to St here oh I was getting ey tricks I'm sorry I was to do our um proof reading at the end okay so we're going to do some phrases with the word both all right so pencil's down we're here on phrases me and her are both together that is one here we go listen up both you and me both you and me all

right phrases number one both you and me you and yeah no good all right fingers on there here we go both you and me guess what these are all high frequency words. Circle both both. Circle you. Circle and and circle me. They're all high frequency words. Can you read that for me one more time both you and me. All right here's another one pencil's down both of us both of us both of us number two both of us don't forget that oh of o f last one we can t good all right beautiful all right fingers on here. Let's read it sit eyes on here both of us. We're going to circle our high frequency word. Circle both and circle of Zach can you tap us for me us good very nice all righty guys. I'm gonna move down tired TI tired oh Mondays are hard. All right I'm gonna move down actually so we get to sentences just so we have time to get it all in today. All right the first sentence we can put our pencils down the first I put my pen down.

the first sentence is the man got gas for both vans. The man got gas got gas for both vans. Say the whole thing. The man got gas for both vans. Whoa, I have a van. The man got gas. Say that. The man got gas for both vans. Both. The man got gas for both vans. Let's write that. [Music] [Music] down. Well, yeah, that's a tricky [Music] one. Okay, all righty. I want you to point to each word as I read it. Get ready. Here we go. The man got gas for both FS. All right. Do we have a capital T and the? Yes. Do we have a period at the end? Yes. All right. Let's look for those high-frequency words. Circle the circle for Circle B. All right. Now I want you to look. Is there a word with a suffix? Yes. What's the word to the suffix? You're right. There is gas, not gas or so. Suffix is when we add an S to the end of. Yeah. Vans. Vans. So you're going to

circle that s and and good. Circle that s. Underline the base word. Underline that word good. All right, please have the do to Glass. We're going to tap it, so I want you to tap man for me first though, Sydney. Good. And can you tap got? All right. Can you tap G? Good. G. Just all right, my friends. Okay, here we go. Number two, pencils down. Here we go. You ready? Because we got to pay attention. Ready? Meg set both lids on the boxes. Can you say that back first? Hold on. Meg set boths on the boxes. Let's do it all together one more time. Pencils down. Meg set both lips on the boxes. Meg set both lids on the boxes. Meg. EG. meeg. [Music] boxes put e s. All right. Are we ready for a proofreading? All right, here we go. Fingers on the words. We're going to read them back. Here we go. [Music] good. Perfect. All right. Do have capital M and Meg. Do we have a period at the end? Yes. Got yourselves on the back. All right.

let's look for our high-frequency words. Um, you got one, Zach? Nope, that's one we can. High-frequency words are ones we can't tap. Yeah, what do you think, Sydney? You can't tap. You circle both. You can kind of tap on, but we can. It doesn't follow the rules, though, on the. Okay, all right. Do we see a word with a suffix? What is it? Okay, circle the E. You already did it. Underline the base word. Just one. Seix. Good. All right. Oh, and there's another word with a suffix. What is it? It should be Lids, but we kind of hear Lids. So say the word Lids. D. No. O. D. And then just Lids. Got well. Lid does, but Lids does it. Lid. Add an S to the end of Lids, please. I. D. S. And then we add that S. There you go. All right. Can you tap the word set for me, Sydney? Good. Can you read me the whole sentence, please? Very I. Okay, good. All right. I'm going to turn our camera off. [Music]

Observation 1 Parts 1 - 8

Ann Woods

The lesson starts with a review of letter sounds and words, focusing on adding "s" to create plural nouns.

Nouns are defined as persons, places, or things, while verbs show action.

The teacher provides examples of sentences using "shops" and "wishes" to illustrate the difference between nouns and verbs, highlighting that some words can function as both.

Categorizing Words and Learning High-Frequency Terms

The group is working together to categorize words into plural nouns and action verbs.

Some words, like "pins" and "checks," can fall into both categories.

The session also introduces a new high-frequency word, "both," and involves a review of previously learned words.

A Fun Day at the Shop and Learning Together

The speaker and their friend had fun at the shop and are working on a certification to become better teachers.

They practice words together, identifying nouns and verbs, and charting suffixes and base words.

The students are given a job to do while waiting, which includes reading sentences and drawing pictures.

Learning About High-Frequency Words and Plurals

The lesson focuses on the high-frequency word "both" and the plural word "dogs.

" The teacher engages students by asking them to identify and circle the plural form in sentences.

The class discusses other plural words, such as "cups" and "dishes," while also exploring the concept of nouns and verbs.

The lesson focuses on a spelling drill, starting with the letters A, E, I, O, and U, and then moving on to diagraphs like CH and W.

The instructor uses suffix cards to teach the plural form and verb action of words like "mops" and "wraps.

" The lesson also emphasizes the difference between nouns and verbs, using the word "wags" as an example to illustrate the concept.

The lesson involves identifying and spelling words like "Bells" and "Yells," discussing their meanings as nouns or verbs.

The teacher engages students in tapping out the letters and using suffixes, while also incorporating a dictation activity.

The class focuses on sounds and word elements, reinforcing the spelling of letters and introducing new word elements.

The lesson focuses on identifying and marking suffixes and base words in various words.

Students practice with words like "chug," "hull," "bashes," "shuts," and "tuck," while also working on nonsense words.

The session concludes with high-frequency word phrases using "both.

High-Frequency Words and Sentence Practice

The lesson focuses on identifying high-frequency words, with "both," "you," "and," and "me" as examples.

Students practice reading and circling these words, as well as identifying words with suffixes in sentences.

The lesson includes two sentences for practice: "The man got gas for both vans" and "Meg set both lids on the boxes," with a focus on proofreading and tapping out the words.