Grammar in Context
Collaborative Planning • Model Lesson
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L.GC.1.7 Grammar: Use action verbs
2nd grade HMH Text: If the Shoe Fits: Two Cinderella Stories�by Pleasant DeSpain • Genre: Fairy Tale
Learning Target
I can identify action verbs in a text and use action verbs in my own sentence.
Success Criteria
• I can find an action verb in a sentence.�• I can explain what action the verb shows.�• I can use an action verb in my own sentence.
Early in the week • During Focus • Brief, explicit instruction
Teach It
Use the provided anchor chart examples. Do not recreate the chart or add unrelated examples.
Teacher Move
Use only the part of the chart needed for today: action words are “doing words” - verbs tell what someone or something does.
Use the chart’s sentences
“One boy pushes the heavy box across the room.”�“What does the boy do? He pushes. Pushes is the action verb.”
“Another boy runs quickly across the front yard.”�“What does the boy do? He runs. Runs is the action verb.”
Quick clarification
Quickly tells how the boy runs. Runs tells the action.
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Notice It
Use a sentence from the shared text to model grammar in context.
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Teacher Read and Think-Aloud
“As I was reading, I noticed the sentence, The doorbell rang.”
“I’m thinking about our anchor chart. I need to ask myself, What did the doorbell do?”
“It rang. Rang is the action verb because it tells what the doorbell did.”
Model one example. Do not identify all the verbs for students.
Find It & Explain It
Shift the thinking to students.
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Your Turn
Read this paragraph again silently. Find another action verb in this section of the text.
What did you find?
What is the action?
�How do you know it is an action verb?
�Where can you check your thinking?
Possible examples: left • sparkled • pulled • flew
Now Use It as a Writer
Reading provides the context. Writing provides evidence of application.
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What might Zoey do next?
Write one sentence using an action verb.�Underline the action verb.
Use your mini anchor chart to check your sentence.
Share & Explain
Read your sentence.��What action verb did you use?��What action does it show?
Debrief the Model
What were students doing?
Finding, explaining, and using action verbs.
What did they produce?
A sentence containing an action verb.
What did they have in front of them?
Grade-level text, mini anchor chart, and writing materials.
Keep It Going Throughout the Week
Grammar in context is not one and done. Revisit the skill across reading and writing.
MT. CARMEL ELEMENTARY • COACH MODELING
1
TEACH IT
Early in the week�During Focus
Explicitly teach and model the skill using the provided anchor chart and a shared grade-level text.
2
REVISIT IT
Next text
Briefly notice and discuss the same grammar skill when it appears in another ELA, science, or social studies text.
3
USE IT
Writing opportunities
Ask students to use, revise, or strengthen the grammar skill in their own writing.
4
CHECK TRANSFER
Later in the week
Look for independent use in a new text or writing task. Re-teach or extend based on what students show.
The full mini-lesson does not need to be repeated each day. After explicit teaching, use brief, intentional opportunities to notice, discuss, and apply the skill in new texts and writing.
Exit Ticket Reflection
Think about your current ELA block and one shift you can make.
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What is one shift you can make in your ELA block to
teach and revisit grammar in context throughout the week?
Consider:
• Where could grammar fit within Focus?�• What grade-level text could provide the context?�• How will students apply the skill in writing?
My next shift:
_________________________��_________________________��_________________________
Next Steps
Move from collaborative planning to classroom practice.
MT. CARMEL ELEMENTARY • COACH MODELING
1
TRY IT
Use the grammar-in-context routine during your ELA block.
2
INVITE THE COACH
Schedule a brief observation so the coach can see the strategy in practice.
3
REFLECT & REFINE
Meet for follow-up feedback to celebrate what worked and identify a next step.
Try → Observe → Feedback → Refine
The goal is not perfection—it is to try the strategy, gather evidence, and make the next instructional adjustment.