Transcript Establish that a sentence can pass two tests: 1

A CONCRETE IMAGE OF HOW SENTENCES WORK
Sentence Building Procedures
Establish that a sentence can pass two tests:
1. Tells “who or what?” and “what about it?” (bicycle structure)
2. Can pass the “It is true that…” test *
Use the visuals to apply the sentence tests to sentences that are found:
1. around the room
2. in their books
3. in their writing
4. in signs that they read around town
*Unless the sentence begins with a coordinating conjunction (and, but, so
for emphasis
Sentence Building Procedures
Phonics Cards:
1. Arrange children in cooperative learning groups. Give out various picture
cards (some with action; some, without)
2. Ask the children to select a card in which “something is happening.” They
compose sentences. They should use different words in each sentence. They
should practice the “who or what/what about it?” and “It is true that…” rhythms
to test for completeness.
3. Then, ask them to choose cards in which no action is happening. They should
compose non-sentences
Sentence Building Procedures
Establish that a sentence can pass two tests:
1. Tells “who or what?” and “what about it?” (bicycle structure)
2. Can pass the “It is true that…” test *
Apply the sentence tests to sentences that are found:
1. around the room
2. in their books
3. in their writing
4. in signs that they read around town
*Unless the sentence begins with a coordinating conjunction (and, but, so)
for emphasis
Sentence Building Procedures
Green Cards/Yellow Cards
1. Make a two-word sentence: Subject (green); Predicate (yellow)
2. Switch subjects with someone else. Ask for the sentences that “don’t
sound right.” Bring those sentences forward and “fix” them
3. Add to the green (expand the noun phrase): Which one? What kind?
How many? Where? When? (add to both sides of the noun headword)
(Establish that the noun phrase structure is replaceable by IT or THEY)
4. Add to the yellow (Where? When? Why? In what manner?
To what extent?)
Learning Goals for Writing: Grades
1,2
Students will learn to:
4. Build phrases:
1. Sensory detail
2. Where? and When? detail (prepositional
phrases)
Vocab: Three Tiers of English
Words
Tier 1: Conversational words (vernacular)
(high frequency in natural conversation)
Tier 2: Academic words: “school-loving” words
(Latinate: prefix, root, suffix): 4th grade; lower in
frequency than Tier 1; literary air; church-like air;
business-like air; “dress-up” words
Tier 3: Technical words: Low frequency; used for
particular technical subjects: photosynthesis;
polyhedron; metamorphosis; No synonyms
Spelling: What works?
• Patterns and Partners (associating words
with similar words)
• Rhythm: grouping letters and saying them
rhythmically; clapping out rhythms, etc.
• Air-writing (with unbent arm)
• Engaging multiple senses
• Tactile experiences: finger paint, sand,
shaving cream, etc.
Spelling: What works?
• Repetition
• Rules: The prefix rule
•
The doubling rule
•
When two vowels go walking…
•
I before E
• Word games (reinforcing patterns) and puzzles
(crosswords, jumbles, cryptograms): reinforcing
common letter combinations as well as letters
that almost never go together
Spelling: What works?
• Exaggerations: Write the word with the
hard part emphasized
• Personal spelling journals
• Mnemonics: There’s a rat in separate
• Student-created classroom visuals
• Exaggerated pronunciation
Important Spelling Rules
I.
When adding a prefix, the spelling of
the original word does not change:
Disappear
Dissatisfied
Impossible
Irregular
Important Spelling Rules
II. When adding a suffix, double the final
consonant if three conditions exist:
a. The base word ends in cvc (consonant,
vowel, consonant)
b. The accent falls on the syllable
immediately preceding the suffix
c. The suffix begins with a vowel
Important Spelling Rules
Examples:
Occurrence
Accuracy
Transference
Referral
Hopping
Regretting
Important Spelling Rules
I before E except after C, or when sounded
as A, as in NEIGHBOR or SLEIGH
Important Spelling Rules
IV. Drop the final e when the suffix begins
with a vowel.
Important Spelling Rules
Change the Y to an I when the suffix begins
with a consonant.
Merriment
Carrying
Important Spelling Rules
When two vowels to walking, the first does
the talking:
Informal and formal English
got, gotta
hafta
gonna
have, have to
going to
want to
wanna
let me
lemme
would have, should have,
could have
woulda, shoulda,
coulda
because
cuz
Informal and formal English
backpack
briefcase
flip-flops
dress shoes
McDonald’s
sit-down restaurant
frisbee on the
lawn
football on the team
snack
zapping/nuking
lunch
cooking, baking, roasting
NY State Rubric (Scoring Guide)
1. Meaning: Addressing the task
2. Development: Providing reasons, examples, details
3. Organization: Introduction, body, conclusion, transitions
4. Language: Use of formal language tone
5. Conventions: grammar, spelling, punctuation, capitalization
Writing Guide: Planning
I am supposed to__________________________________________.
My reader will be___________________________________________.
Special words that I will use:
_____________________
_______________________
_____________________
________________________
Draw a picture of the “shape” of your writing piece on the back.
Writing Rubric to be used by students in Grades 1-2
Writing Guide: Checking My Work
Do all of my sentences begin with a capital letter?_______
Do all of my sentences end with end punctuation?_______
Have I used some new words?_______
Is my work clean and neat?________
Did I write my work more than one time?_____
Do I have enough sentences?________
Do my words help my reader see a picture?______
Have I included pictures?______
Writing Rubric to be used by students in Grades 1-2