Instructor: Kimberly Marts Literacy AA Mensendick Grades
4-8
Slide 2
Main Sentence Trunk Simple sentence which includes a noun and
verb. Equation: Noun + Verb. =MST Example: The dog jumped. The man
slept.
Slide 3
Creating Lists of Nouns and Verbs Nouns are words that are
people, places, and things Ex. dog, cat, school, pencil On your
graphic organizer, I am setting the timer-list as many nouns as you
can in 3 minutes Verbs are Words that represent and action you can
do. Ex. jump, sing, run, walk On your graphic organizer, I am
setting the time-list as many verbs as you can in 3 minutes.
Slide 4
Activity #1: Making Nouns and Verbs More Specific Taking
general nouns and verbs and increasing the Word Choice by making
them more unique or specific. Nouns: Dog-poodle, Doberman, Labrador
Retriever Man- businessman, baseball player, couch potato Verbs:
Jump- leap, lunge, bound slept-napped, snoozed, slumbered Activity:
On your graphic organizer-you have 5 minutes to revise your nouns
and verbs to stronger more powerful words by using the thesaurus
(if needed) to build word choice and voice in your kids
writing.
Slide 5
Activity #1: Making Nouns and Verbs More Specific Nouns Verbs
Dog-Doberman Man-couch potato Jump-leap Slept-snoozed
Slide 6
Activity: Human Sentence-MST In pairs, the groups will use
sentence strips to create human sentences that include the specific
noun and strong verb. (Cooperative Learning) The group will go to
the front of the room and act out their sentence while the class
reads along, using hand signals. (Engagement) Clap hands over head=
capital Punch in front= punctuation (period) **This can and should
be used for all sentence types in class to increase motivation and
engagement, by doing you promote better memory than just
seeing**
Slide 7
Checking Readability of Writing Go into Review Tab Select
Spelling and Grammar Options (at bottom) Check Box-show Readability
and press ok After you type in your sentence on a word document,
select Spelling and Grammar, OK Your grade level score will come
up. Ex. O=K and scores goes up from there by year As you add to
your sentences or create chunks, you will add to the word document
to show how the score increases by adding stronger nouns, verbs,
adjectives, adverbs, various sentences, and expanders.
Slide 8
Adding Adjectives and Adverbs (Descriptive Words to increase
Word Choice and Voice) Adjectives are words that describe a noun to
make it more visual and produce imagery The vicious Doberman The
lazy couch potato Adverbs are words that enhance the verb and very
often tell how the action happens. -aggressively jumped -sluggishly
snoozed
Slide 9
Activity: Add Adverbs and Adjectives to your Graphic Organizer
Nouns (adjectives) Verbs (adverbs) Vicious dog (Doberman) The lazy
man (couch potato) Aggressively jumped (lunged) Sluggishly slept
(snoozed)
Slide 10
Action Expander Sentences Add expander phrases that tell when,
where, why, how, and condition to you descriptive MST Pass out
sentence tree to glue in notebook Equation: MST (N + V) + 2-3
expanders. Example: During the show (when), the mysterious magician
slyly (how) pulled a rabbit out of his hat on stage (where).
Slide 11
Foldable Expander Activity Fold you paper in half the long way
3 times Open it up and write your name in the top box In order,
going down the page, label specific noun, verb, how, when, where,
why Create a model for the class up on the board with chart paper.
Paired Model Activity- Model and Guided practice are done at the
same time in sub steps
Slide 12
Several Action Expander (Chunking) Taking the sentence you
created, make it the first sentence of your paragraph. Continue the
story to create a chunk no longer than 10 sentences using the topic
from our sentence. Make sure it includes a variety of sentence
lengths and beginnings (focus on sentence fluency)
Slide 13
Several Action Expander During the Night, the sneaky shark
quickly swam to catch his next victim. Swoosh! His fin flapped back
and forth like a revolving door at Bloomindales. His eyes turned
jet black. As the ocean grew darker, the sharks smell of his prey
grew stronger. CHOMP! His victim was caught in the dead of the
night, now with one less leg. Fluency: Number of Words in each
Sentence:Beginning words in each Sentence:#1 _______#2 _______#3
_______#4 _______#5 _______#6 _______#7 _______
Slide 14
Surround the Noun A sentence that uses description in order to
make a noun more visual and to promote imagery. Equation: Adjective
+ noun + with/that adjective phrase+ verb phrase. (adv) The fluffy
bunny with a white, bushy tail hopped along the meadow
peacefully.
Slide 15
Activity: Magazine Picture Round Robin Using different magazine
pictures, puppets, or objects around the room, the students
describe the object by surrounding the noun with and adjective and
with/that descriptive phrase. Rotating around the stations or
passing the object, students will create surround the noun
sentences on their graphic organizers. (Increases Engagement)
Slide 16
Surround the Noun Chunk Taking the sentence you created, make
it the first sentence of your paragraph. Continue the story to
create a chunk no longer than 10 sentences using the topic form our
sentence. Make sure it includes a variety of sentence lengths and
beginnings (focus on sentence fluency)
Slide 17
Surround the Noun (Chunking) The magnificent magician with a
sparkly magic wand slyly put the rabbit into his top hat. Tapping
his wand on the brim, the crowd sat in awe. He tipped the hat over.
Poof! The rabbit had disappeared into thin air. The crowd went
wild. Suddenly, he tapped the brim two more times. Tap! Tap! In an
instant, the rabbit popped its head out of the top of the hat,
making the crowd go wild. His illuminating magic show turned out to
a complete success. Fluency: Number of Words in each
Sentence:Beginning words in each Sentence:#1 _______#2 _______#3
_______#4 _______#5 _______#6 _______#7 _______#8 _______ #9
_______#9_______#10 _______
Slide 18
Renamer/Appositive Sentence The noun is renamed with a synonym
(noun that relates or means the same thing) The renamer can be a
role, job, name, definition, function, personality description
Equation: Noun, renamer phrase, verb phrase. (adj/adv) Example: The
fantastic professor, a knowledgeable resource, assisted the
teachers in planning their lessons confidently.
Slide 19
Activity: Renamer Organizer Model roles, jobs, functions, and
personality descriptions of yourself on your page one at a time.
After each type, have the students do their own for each type.
Model your sentence for each type on the back. Have the students
create a sentence for each type on the back of the page. Lower
grade teachers, you can focus on a type at a time to avoid
overwhelming you students and modify the worksheet. (provided
examples for both graphic organizers for you)
Slide 20
Renamer (Appositive) Sentence Chunk Taking the sentence you
created, make it the first sentence of your paragraph. Continue the
story to create a chunk no longer than 10 sentences using the topic
form your sentence. Make sure it includes a variety of sentence
lengths and beginnings (focus on sentence fluency)
Slide 21
Renamer (Appositive) Chunk Abraham Lincoln, the 16 th
president, fought endlessly to pass a law to free the slaves. He
believed that they should be emancipated from their owners. He
tried preserved the union. Ulysses S. Grant was assisting in his
efforts to take over the border slave states. Through many battles,
Ulysses S. Grant succeeded and Lincoln finally achieved what he
wanted all along. In the end, the 13 th amendment was passed,
freeing the slaves. He gave the Gettysburg Address. He was
assassinated in 1865. Fluency: Number of Words in each
Sentence:Beginning words in each Sentence:#1 _______#2 _______#3
_______#4 _______#5 _______#6 _______#7 _______
Slide 22
3 Action Sentence Shows 3 sequenced verbs (actions) that the
noun is doing All verbs are related All verbs are the same tense
Variety of phrase length Equation: Noun + verb phrase, verb phrase,
and verb phrase. (adv) Example: The majestic clown blew up
balloons, shaped them into animals, and dazzled the crowd
amazingly.
Slide 23
Activity: Flip Book Take 4 pieces of paper and scaffold them to
show about an inch of the paper below it and fold over the top to
form 8 flaps. Place two staples at the top on the left and right
side. Label the flaps from top to bottom : 3 Action Sentence noun
(specific) verb #1 phrase #1, verb #2 phrase #2, and verb #3 phrase
#3. On the back, write the completed sentence and draw a comic
strip of the 3 actions the noun is doing.
Slide 24
3 Action Sentence Chunk Taking the sentence you created, make
it the first sentence of your paragraph. Continue the story to
create a chunk no longer than 10 sentences about the topic form
your sentence. Make sure it includes a variety of sentence lengths
and beginnings (focus on sentence fluency)
Slide 25
3 Action Sentence Chunk Corky Kyle created havoc wherever he
went, messed up everything, and never cleaned up after himself.
This annoyed everyone. Until one day, his mom decided to teach him
a lesson. She took all the mess from the house and dumped it in his
room. She even put the dirty dishes, laundry and garbage in his
room. When he went to bed, he had nowhere to sleep. He had to clean
up everything until he could get to his bed. He learned his lesson.
He never made a mess again. Fluency: Number of Words in each
Sentence:Beginning words in each Sentence:#1 _______#2 _______#3
_______#4 _______#5 _______#6 _______#7 _______#8 _______#9
_______
Slide 26
Expository Paragraphs Paragraphs that describe a topic with
supporting details which include point (essential/relevant details)
as well as additional information (elaborations). It includes a
topic sentence and concluding sentence which has the main topic
(MT) and narrow/paragraph topic (NT/PT).
Slide 27
PIE Acronym-Anchor MT=Main Topic NT/PT=Narrow topic or
Paragraph Topic P = Point *relevant information that relates
directly to the narrow topic I/E=additional information
*information that elaborates on the Point (relevant info) to add
more information about the Point.
Slide 28
Analyzing Text While paired-modeling on the document camera,
model each step as you go to show your metacognition of your
sub-objectives. Read the passage all the way through-focus on key
word throughout Reread the passage and identify the MT and label it
in blue (highlight key words) Reread the topic sentence and
identify the NT/PT (highlight/label in blue). What about the MT am
I learning about? Reread the passage, identify the points that
directly relate to the NT and highlight in red Reread the passage,
identify the additional information that adds or elaborates to each
point and highlight in green.
Slide 29
Sample Coded Paragraph-Anchor There are many different types
(NT/PT) of bears (MT) in the world. Thee common types of bears are
the polar bear, brown bear, and panda bear. Polar bears are found
in the cold weather climates like Antarctica. Their fur is clear
and takes on the color of their surroundings. Brown bears can be
found in the mountainous regions of the Northeast. They are
carnivores that feed on the meat of animals around them. Lastly,
the Panda bears can be found in China. Their fur changes between
the colors of gray, black and white, and brown. They feed on both
bamboo and vegetation.
Slide 30
Reformatting on PIE Chart Color Code PIE chart (MT/PT=Blue,
P=Red, IE=Green) Label MT and PT/NT at the top and bottom of the
PIE chart. Fill in 3 points that relate to the PT/NT Copying
directly from the text, write the additional information in 2 or
more word phrases that elaborate on each Point. Revise the phrases
by paraphrasing the phrases, suing your own words. Add transitions
words and expanders to increase fluency and variety of beginnings
in your sentences.
Slide 31
Reformatting Using PIE-Anchor MT Bears PT/NT Types P Polar I
(frigid) cold weather E clear (see through) fur/takes on color of
surrounding (environment) P Brown I lives (roams) in mountains of
the Northeast E carnivore/feeds (devours) on meat P Panda I lives
(resides) in China E feeds (munches) on bamboo/vegetation
(herbivore) MT Bears NT/PT Types
Slide 32
Summarizing Create a topic sentence which include the MT and
NT/PT. Focusing on each section of the chart (PIE), write a variety
of complex sentences rather than short, choppy simple sentences
that include your Points (relevant) and Additional Information
(IE). Create a concluding sentence which include the MT and NT/PT.
Color code the paragraph to check that all information was
included. (check for understanding)
Slide 33
Summary/Body Paragraph Bears (MT) come in many different types
(PT/NT). In Antarctica, a cold weather bear, also known as the
polar, has clear fur which matches the color of its environment.
Along the mountains of the northeast, the carnivorous brown bear
devours the meat of its prey. Lastly, the veggie-eating panda bear
lives in China and loves to munch on bamboo and other vegetation.
All in all, a variety (PT/NT) of bears (MT) exist all around
us.