Pronouns Made Easy

Grade: 3rd

Duration: 30 minutes

Group Size: 4 students

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Common Core Standards

• CCSS.ELA-LITERACY.L.3.1.A
  Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• CCSS.ELA-LITERACY.L.3.1.B
  Form and use regular and irregular plural nouns.
• CCSS.ELA-LITERACY.L.3.1.D
  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including:
  • Form and use possessive pronouns.
  • Use subjective, objective, and possessive pronouns correctly.

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Learning Objectives

By the end of this lesson, students will be able to:

• I can identify different types of pronouns (subjective, objective, possessive).
• I can use pronouns correctly in sentences to replace nouns.
• I can understand when to use each pronoun type in writing and speaking.

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Success Criteria

• Students correctly identify pronouns in sentences 4 out of 5 times.
• Students complete pronoun substitution activity with 80% accuracy.
• Students successfully create three sentences using at least two different types of pronouns.

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Materials Needed

• Dyslexia-friendly printed worksheet with pronoun examples & exercises (large font, clear spacing, pastel background)
• Magnetic pronoun word cards (he, she, it, they, him, her, them, his, hers, theirs, etc.)
• Whiteboard and markers
• Pronoun poster with examples and visuals
• Color pencils/crayons

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Lesson Outline

1. Introduction (5 minutes)

• Warm-up: Start with a short story using many nouns but no pronouns: “Sarah went to the park. Sarah saw Sarah’s dog.”
• Ask: “How could we make this story easier to say without repeating ‘Sarah’ so much?”
• Introduce pronouns as words that replace nouns to make sentences smoother and easier to understand.
• Show pronoun poster and read examples aloud (subject: he, she, they; object: him, her, them; possessive: his, hers, theirs).

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2. Interactive Mini Lesson (8 minutes)

• Use magnetic pronoun cards on whiteboard.
• Read sentences aloud and ask students to replace the noun with the correct pronoun (e.g., “Tom caught the ball. → He caught the ball.”)
• Model thinking aloud for choosing subjective, objective, and possessive pronouns.
• Students take turns coming to the board to place the correct pronoun card.
• Dyslexia-friendly strategy: Repeat aloud each sentence and pronoun substitution 1-2 times, encourage students to say sentences aloud.

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3. Guided Practice (8 minutes)

• Hand out dyslexia-friendly worksheets with 8 sentences containing repeated nouns.
• Task: Circle the noun and write the correct pronoun next to it in the sentence.
• Example: “Lisa gave Lisa’s book to Tom.” → “Lisa gave her book to him.”
• Teacher supports as needed, offering sentence starters or clarifications.
• For advanced learners: Challenge them to write a short 2-3 sentence story using at least 5 different pronouns correctly.

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4. Independent Application (5 minutes)

• Each student writes 3 original sentences replacing nouns with pronouns of their choice.
• Encourage creativity and to use at least two different pronoun types (subjective, objective, or possessive).
• Teacher circulates and offers feedback.

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5. Closing & Assessment (4 minutes)

• Quick round: Each student reads 1 sentence aloud and identifies the pronoun types used.
• Review success criteria together.
• Celebrate progress with positive reinforcement tailored to each student’s effort.

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Differentiation Strategies

• Provide word banks with pictures for students with language delays or dyslexia.
• Pair students strategically for peer support during board activity.
• Use multi-sensory techniques: visual pronoun cards, auditory repetition, kinesthetic movement when selecting cards.
• For advanced learners, provide extension prompts to write dialogue using pronouns.

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Extension Activity (Optional for Advanced Learners)

• Create a small “Pronoun Puppet Show” where students write and perform a 3-line script focusing on replacing character names with pronouns accurately.
• Use puppets or finger puppets to act out their dialogue.

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Reflection Questions for Teacher

• Did all students engage with the pronoun identification task?
• Were there any pronunciation or conceptual errors suggesting misunderstandings?
• How well did students use pronouns in their independent sentences?
• Were dyslexia-friendly supports effective in aiding comprehension?

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This plan balances hands-on interaction, reading and writing, and multi-sensory supports tailored for 3rd graders' developmental levels—all aligned tightly with Common Core standards for grammar and usage.