Grammar and Conventions
Regular Plural Nouns
1. Focus
Objectives
Explain Regular Plural Nouns
In this mini-lesson, students will:
Say: A noun names a person, place, or thing. When we write about more than
one person, place, or thing, we use plural nouns. Regular plural nouns end in
-s or -es. Let’s see what we have to do to make a regular singular noun into a
plural noun.
• Identify regular plural nouns.
• Brainstorm regular plural nouns.
• Use regular plural nouns in
sentences.
Display the following chart on chart paper or using the interactive whiteboard
resources.
Preparation
Materials Needed
• Classroom objects (books, pencils,
crayons, balls)
• Chart paper and markers
Noun Ending
Form the Plural
Examples
s, x, ch, or sh
add -es
loss - losses
box - boxes
stitch - stitches
wish - wishes
most others
add -s
sack - sacks
ray - rays
• Plural Nouns (BLM 6)
• Interactive whiteboard resources
Advanced Preparation
If you will not be using the interactive
whiteboard resources, copy the
Regular Nouns chart and the
modeling text onto chart paper prior
to the mini-lesson.
Example Regular Nouns Chart
Say: The chart shows that we need to look at the ending on the singular noun
to know how to make it plural. We make regular nouns that end in s, x, ch, or
sh plural by adding -es to the singular noun. For example, for the noun loss,
which ends in s, we add -es. The plural is losses. Most other nouns are simple:
we just add -s to the singular noun to make the plural. For example, with the
noun sack, we just add -s: sacks.
Model Using Regular Plural Nouns
Display the modeling text on chart paper or using the interactive whiteboard
resources, and read it aloud to students.
Americans spend a lot of money on potato chips.
Soon, George’s potato crunches were on the menu.
He put baskets on tables in the dining room.
Small batches were cooked.
Modeling Text
Say: As I read these sentences I’m going to look for regular plural nouns. In
the first sentence I see the word chips. The word chips is a noun that names
a thing. I see the letter s at the end of chips. That tells me that chips is a
plural noun and means more than one chip. The next sentence has the noun
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Benchmark Writer’s Workshop • Grade 2 • Informational Reports • ©2012 Benchmark Education Company, LLC
Informational Reports
crunches, which is the plural of crunch. Because crunch ends in ch, the plural
form, crunches, has the -es ending. In the next sentence I see two plural nouns
that end in -s: baskets and tables. The last sentence has the plural noun
batches, meaning more than one batch. The word batch ends in ch, so the
writer added -es to make the plural.
3. I ndependent Writing
and Conferring
Say: In your writing, if you need to refer
to more than one person, place, or thing,
remember to use a plural noun. Regular
plural nouns are formed when you add -s
or -es to the singular noun.
2. Rehearse
Practice Using Regular Plural Nouns
Have students form small groups. Invite students to think of five regular plural
nouns. Remind them that the nouns must end in -s or -es. Have groups share
their results with the class. Record their regular plural nouns on a Regular Plural
Nouns anchor chart.
If you would like to give students
additional practice recognizing and using
plural nouns, have them complete BLM 6.
4. Share
Regular Plural Nouns
sinks foxes grapes beachesdishes
seasonsyards parents kisses pens
Sample Regular Plural Nouns Anchor Chart
Invite students to form pairs. Ask them to look at the regular plural nouns on the
anchor chart, choose three nouns, and use them in sentences.
Bring students together. Review and
provide corrective feedback based on
students’ answers to BLM 6. Ask students
to share what they learned about using
plural nouns.
If your class includes English learners or other students who need support, use
“Strategies to Support ELs.”
Share Sentences with Regular Plural Nouns
Have pairs share their sentences with the class. Ask students how the plurals of
the nouns they chose are formed: adding -es or -s.
Strategies to Support ELs
Beginning
Intermediate and Advanced
Help beginning ELs see the difference between singular and plural
nouns. Gather several classroom items, such as books, pencils,
and erasers. (You will need at least three of each item.) Create a
display in which you show one of the item (e.g., one book) and
then two or more of the items (e.g., two or three books). Point at
the appropriate part of the display and say the singular form of the
noun. Then point at the group of multiple items and say the plural
form. Have students say the words with you.
Pair ELs with fluent English speakers to develop sentences. Make
sure students understand each word before they begin the activity.
©2012 Benchmark Education Company, LLC • Benchmark Writer’s Workshop • Grade 2 • Informational Reports 29