sign in

Don’t have an account? Register now.

e-mail address:
password:
  cancel
  Forgot your password?
Click here to be e-mailed a new password.
Lesson Plans
Pronoun Practice
1st–2nd Grade
Objective

CCSS Language/Literacy
  • L.1.1d: Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Materials Needed
Introduction

Display the pronoun cards on a board or document camera.

Tell students that you are going to read aloud The Fire Cat by Esther Averill. Before you read, ask students to help you identify different pronouns as they come up in the story. Explain that the names of the characters are proper nouns (e.g., Pickles and Mrs. Goodkind), but the author often refers to them again by using pronouns, such as he, she, her or him. The author also may use possessive pronouns, such as hers or his, to explain that something belongs to a character. In addition, Mrs. Goodkind refers to Pickles by using the pronoun you instead of always calling him by name.

Procedure

  1. Read aloud The Fire Cat by Esther Averill.
  2. Flip back to page 6 of the book. Ask students to help you identify the pronouns on the page (his, he, them). (Hint: Encourage students to refer to the displayed pronoun cards if needed.) As you read through the sentences, point out that each pronoun is being used in place of Pickles?s name so that his name is not repeated too many times.
  3. Then turn to page 14, and have students identify the pronouns on this page. Ask them who or what the pronouns refer to in the story (Mrs. Goodkind and Pickles).


Guided Practice

  1. Write the following simple sentences on a board or flip chart or use a document camera. Display the sentences one at a time.

    • The girls like to dance.
    • I went to the store with Patty.
    • Dad read the book to us.
    • My mom works at the bank.
    • I go to school with Brian.
    • My sister and I went fishing.
    • Carlie is my twin sister.
    • I shared my cookie with Juan.
    • Amanda walked Maya to the bus stop.
    • The birds woke me up this morning.
    • I gave my pencil to Melissa.

  2. Write these pronouns on index cards: They, her, He, She, him and We. Create four index cards for each pronoun.
  3. Divide the class into four teams and give the teams a copy of each pronoun card.
  4. Display the first sentence and invite a student volunteer to read it aloud. Point out that the underlined part of the sentence can be replaced by a pronoun.
  5. Ask students to identify the pronoun that best replaces the underlined word or words. When the team agrees on a pronoun, ask a team representative to hold up the index card with the chosen pronoun.
  6. Then have the class read the new sentence aloud to see if the pronoun fits.
  7. Teams that selected the correct pronoun earn a point. Continue playing, revealing the remaining sentences one at a time. Which teams earned at least 10 points?

Independent Practice

  1. Give each student a copy of the Pronoun Search practice page.
  2. Instruct students to read the passage, and then circle or highlight the pronouns.

Learning Center Challenge: Have students use The Fire Cat to make a pronouns list and write who or what the pronouns refer to in the story.

View the 1st–2nd grade lesson plan. (Includes all printable materials.)
Internet Retailer Hot 100 Award Internet Retailer Mobile 100 Award Top 500 Internet Retailer Trustwave Norton Secured PayPal
©2017 Lakeshore Learning Materials. All rights reserved.