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10/16/17
1
Writing Matters!Developing Sentence Skills in Students of All Ages
MTSS Forum - 2017Gettysburg, PA • 10/17/17William Van Cleavefacebook: W.V.C.ED • website: [email protected]
FrameworkforMeetingthePACoreWritingStandards
Microstructure/Foundationalskills• Handwriting:accuracyand
fluency• Keyboarding:fluencyand
transition• Spelling:accuracyandfluency• OralLanguage/Vocabulary• Sentences:structure &
mechanics
Macrostructure/Processingskills• Writingprocess:plan,
write/transcribe/edit,andreviseandprovidefeedback(collaboration)
• Requirescentralexecutivefunction
• Higherlevelreasoning• Synthesizing• Sentences:combiningand
complexity
GrammarasaKeytoSentenceConstruction
• Traditionalgrammar(underliningnounsandcirclingverbs)makesupaverysmallpartofhowgrammarshouldandmustbetaught.
• Goodgrammarinstructioninvolvesanunderstandingofthewaywords,phrases,andclausesinteractwithoneanothertocreatemeaning.
WhyWeExplicitlyTeachSentenceStructure
• Researchsaysthatinstructorsmustknowmuchmoreaboutsentencestructurethantheirstudents.
• Grammarasameansofidentifyingpartsofspeechisineffectiveasamethodofteachingwriting.
• Grammarmustbetaughtas itapplies togeneratingphrases,clauses,andsentences.
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WhyWeExplicitlyTeachSentenceStructure
Usingtheterminologyofgrammarasameansofcommunicatingaboutthewaywordsandgroupsofwordsinteractwitheachother,weteachsentencestructureexplicitlyanddirectlyinordertohelpstudentsexpandandautomatizetheirsentence-levelwritingsothattheyhaveenoughworkingmemoryforideageneration,development,andorganization.
PartsofSpeech
Focusstudents’attentionontheroleawordplays orjobawordhas inasentence.Usinggrammarthiswaybuildsstudentwritingandcomprehendingbecauseitbuildsinstudentstheabilitytounderstandthewaywordsrelatetooneanothertoconveymeaning.
POS– It’sAllAbouttheJob
• Whenastudentasks,“whatpartofspeechis________,”yourresponseshouldbe,“whatisitdoing inthesentence?”
• Activity1:Jotdownthepartsofspeechofthefollowingwords:A. manB. jumpC. sockD. smooth
POS– It’sAllAbouttheJob• I’llbetyousaid…
A. man– noun1.Mantheharpoons!(verb)2.Thatman eatstofu.(noun)
B. jump– verb1. Youshouldjump alittlehigher.(verb)2. Thatskijump looksdangerous.(noun)
C. sock-- noun1. Ilostasock thisweek.(noun)2. Youshouldsock awayplentyofmoneyforretirement.(verb)
D. smooth-- adjective1. Themilkshaketastessmooth.(adjective)2. Iwillsmooth thewrinklesoutofthesheets.(verb)
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POS– It’sAllAbouttheJobHereAreSomeMore!
• Plant– Theplantinthecornerneedswater.(noun)– Iwillplant thatbushinthefrontyard.(verb)
• Picture– Thatpicture ofyourparentsisgreat!(noun)– Canyoupicture thecandyyouwant?(verb)
• So– Doyourworkso wecaneat.(conjunction)– Thatjacketisso ugly.(adverb)
POS– WhatWorks
• Keepinstructionbrief,clean,andstraightforward.• Keepidentificationofvariouselementsinprewrittensentencestoaminimum.
• Focusprimaryteachingtimetowardgeneratinganddiscussinggoodexamples.
• Rememberthatmoststudentsingrades4-12havestudiedthebasicpartsofspeechmultipletimesalready.Bereadytoreviewquicklyandthenexpandtheirknowledge.
POS– WhatWorksAttheendofthelesson, if yourstudentshaven’t
generated anyexamplesorpracticed theconceptintheirownspeakingand/orwriting,you’vemissedtheboat!
POS– AQuickOverview
75 © 2015 • wvced.com • [email protected]
noun
pronoun
adjective
verb
adverb
preposition
conjunction
(VanCleave,WritingMatters,2014)
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POS– Nouns&Verbs
• Anoun namesaperson,place,thing,oridea.– Theteacherfoundpeacewithsomewine atherhouse.
• Averb statesanactionorstateofbeing.– Thecatpurredbecausehewashappywithhissnack.
POS– LinkingVerbs
• Don’thavestudentsmemorizelistsofprepositions,adverbs,andsoon.Theoneexceptionisthetricky,deceptive,sneakylinkingverb!
• Themostcommonbyfaris“tobe.”Thesearebothhelpingand linkingverbsandareworthmemorizing.
“tobe”• am• Is• are• was• were• be• being• been
POS– ActivitiesthatMatter• AnI.E.C.C.modelincludesusefulactivitiesforinstruction:
– Identify – traditionalunderliningactivity- helpsstudentsidentifyelementinpre-existingsentences.(small%ofinstructionalandindependentpracticetime)
– Expand – sentenceexpansion– helpsstudentsexpandsimplisticsentencesandideasintomoresophisticatedones
– Combine – sentencecombining– helpsstudentstakesmall,individualpiecesofinformationandsentencesandcombinethemintomoresophisticatedsentences
– Create – sentencecreating/writing– helpsstudentsapplystudiedelementintothecontextoftheirownwriting(mostimportantskill)
POS– Adjectives
• Remembertofocusonthejoboftheword.• Anadjectivedescribes(modifies)anounorpronoun.
– Theyoung childpulledthered wagon.
– Thebrowniewasrich anddelicious.
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Activity2:Adjectives– IdentifyAnswers
1. Thehungry green alligatorslitheredupthemuddy bank.(3)
2. Ontheshoretheyoung girlwasscared butbrave.(3)
3. Thefrightened girlcalledtoher fatherinaloud voice.(3)
POS– Adverbs
• Remembertofocusonthejoboftheword.• Anadverbdescribes(modifies)averb(oranadjectiveoranotheradverb).
– Thechildquickly jumpedthroughthehoop.
– Mygrandfatherburpedloudly yesterday.
POS– Adverbs– AWarning• Becarefuloftheoldfallbackthatadverbsendin–ly.That’saboutidentifying awordratherthanunderstanding itsfunction.Anditoftendoesn’twork:
– Heisafriendlyguy.• Friendlydescribesguyandisanadjective.
– Inever didmyhomeworkyesterday.• Never andyesterday areadverbsbutdonot endin–ly.
POS– Pronouns
• Remembertofocusonthejoboftheword.• Apronounrenamesanoun.
- He isafunnyperson.- You shouldgetthathomeworktome latertoday.- Don’tcountonthem togethereontime.
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POS– Prepositions
• Remembertofocusonthejoboftheword.• Apreposition beginsaphrase.Alotofprepositionsarepositionwords.– (StudentsingradesK-3shouldbeabletouse butnotrecognize prepositions.)
At thegamewesawahomerunin thefirstinning.
Activity3:Prepositions– IdentifyAnswers
1. Inthemiddle ofWorldWarII,F.D.R.passedawayinWarmSprings,Georgia.(3)
2. Ofallthefirstladies,EleanorRooseveltandMichelleObamaarethetallestat5’11”.
3. TheMontagues andCapulets areengagedinalong-standingfeud untilthefinalscene oftheplay.
ReferenceCard:POS– Prepositions
ininto
insidewithin
through
underunderneath
beneathbelow
on, onto, upon, on top of
overabove
to, toward
behind
atbesidenext to
byalongsideclose to
nearout of
outside
around
beyondfar fromahead ofin front of
from, away from
up
down
begins a phrase (anything you can do to a box)Van Cleave, Writing Matters
ReferenceCard:AdvancedPrepositions
aboardabout
accordingtoafteragainstaheadofalongsideamongamongstalong
asidefromatop
becauseofbeforebesidesdespiteduetoduring
except(for)for
inadditiontoincaseofinspiteofinsteadof
ofoffout
priortowith
without
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POS– Conjunctions
• Remembertofocusonthejoboftheword.• Aconjunctionjoins2wordsor2groupsofwords.
– Iputonmyshoesand socks.– Wewanttoplayoutside,but itwon’tstopraining.– Ilikelemonadebecauseittastestart.
POS– Conjunctions– Coordinating
• Coordinating conjunction– joins2wordsorgroupsofwordsofequal standing.– Words:Janeand Sue– Phrases:inthekitchenor ontheporch– Clauses:Johnwenttothestore,but itwasclosed.
• co=with,together.Neithersideismoreimportantthantheother.Coordinatorsshareresponsibility.Nooneisincharge.
POS– Conjunctions– Subordinating
• Subordinatingconjunction– beginsadependentclause,makingitdependent– while wewerehome– if Shelbyeatshervegetables– because hewantsanewbicycle
• sub=under.Thesubordinatingconjunctionmakesitsclausesubordinate totheindependentormainclause.Asubordinateanswerstotheheadhoncho.
POS– WhatMakesSubordinatingConjunctionsDifficult?
• Johnwenttothestore,anditwasopen.– andisacoordinatingconjunction.It’slikegluejoining2equal parts.Neitherpartreliesontheother.
• Johnwenttothestorebecause itwasopen.– because isasubordinatingconjunction.Itmakesthesecondpartsubordinate tothefirstpart.Thedifferentgroupsofwordsareinterrelatedinmeaning.
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ReferenceCard:POS– Interjections
• Remembertofocusonthejoboftheword.• Aninterjectionshowsstrongemotion.• It’sunusualbecauseitdoesnotrelatetootherwordsinthesentence.
– Whoa,themansaidtohishorse.– Gosh,it’shotinhere!
POS– Cumulative
Note:Evenhere,wherewearedoingcumulativereview,labelingtakesupaverysmallportionofinstruction.Makesurestudentsarefocusedonthefollowing:- job orfunction ofthewordbeinglabeled- howwordworkswithotherwordstoconveymeaning
Remember,ifyoursentenceworkstopsatlabeling,you’vemissedtheboat!
FromPartsofSpeechtoSentenceParts
• Partsofspeechincludenoun,verb,pronoun,adjective,adverb,preposition,conjunction,andinterjection.
• Sentencestructureisdeterminedbyhowweusedifferentnounsandverbstoconstructsentences.Thelanguageisdifferent.
• Wewillmovefrompartsofspeechtosentencepartshere.
FromPartsofSpeechtoSentenceParts
(VanCleave,WritingMatters,2014)
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ReferenceCard:KindsofNouns• Subject– who/whatisdoingtheaction
– John atechicken.• Directobject– receivesactionofverb
– Johnatechicken.• Indirectobject– tellstowhomorforwhomanactionis
done– Johnhitme theball.
• Predicatenoun– followslinkingverbandrenamessubject– Johnisapilot.
• Objectofpreposition- noun/pronounthatendsprepositionalphrase– Johnatechickenattherestaurant.
FromPartsofSpeechtoSentenceParts
Reading/WritingConnection:WhyKnowAboutClauses&Phrases?
• Ultimately,studentsmustunderstandthatgroupsofwords(withinsentences)conveymeaning
• Sentencestructureinvolves…– Understandingnarrative,informative,andopinionwriting
– Writinginnarrative,informative,andopiniongenres
“Allyouhavetodoiswriteonetruesentence.Writethetruestsentencethatyouknow.”
- ErnestHemingway
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SentenceParts&KindsofSentences
• Everysentencemusthaveasubjectandapredicate.– Thesubjectiswhoorwhatisdoingtheaction–“thedoer.”• Thehungryman atequickly.
– Manisthesimplesubject.Thehungrymanisthecompletesubject.
– Thepredicateistheaction– “thedo.”• Thehungrymanate quickly.
– Ateisthesimplepredicate.Atequicklyisthecompletepredicate.
SP- Subjects
subject – whoorwhatisdoingtheaction
1. Theferociousdog barkedatmyfriend.2. Astorm inourtowntookdownalotoftrees.3. Severalboysandgirls playedintheparkon
Saturday.4. Thestudent withbracesstoppedchewinggum.5. I ranandskippeddownthestreetintherain.
Activity6:Subjects– Identify– Answers
1. HarrietTubman sufferedmanyhardshipsasagirlgrowingupinthesouth.
2. Thispowerfulwoman’spath wasdirectlyinfluencedbythosehardships.
3. Tubman’swork tofreetheslaves isacknowledgeduniversallybyhistorians.
SP- Predicates
predicate – theaction
1. Theferociousdogbarked atmyfriend.2. Astorminourtowntook downalotoftrees.3. Severalboysandgirlsplayed intheparkon
Saturday.4. Thestudentwithbracesstopped chewinggum.5. Iranandskipped downthestreetintherain.
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Activity7:Predicates– Identify– Answers
1. MarianAndersonwas oneofthemostcelebratedsingersofthe20th century.
2. Shebecame thefirstAfricanAmericantosingwiththeNewYorkMetropolitanOpera.
3. DeniedtherighttoperformatD.C.’sConstitutionHall,sheinsteadperformed attheLincolnMemorialattheinvitationofEleanorRoosevelt.
SP- Predicates
predicate – linking
1. Mygrandmotherwas tiredafterourvisit.2. Thatcupofwateris icycold.3. Themilktastes likechocolate.4. Ourfantasticteacherwillbe latetoday.5. Youare mybestfriend.
SP– Subjects&Predicates
SubjectorPredicate?
1. a deliciousredandwhitecandycane2. boughtthreepoundsoflicorice3. theoverweightgorilla4. mynextdoorneighbor5. bikedaroundtheblock
SP– CompleteorIncomplete
SentenceorFragment?
1. Thecraneliftedtheroofoffthehouse2. Cozychairbythefireplace3. Readingabookinachairbythewindow4. Idrankwaterafterrunningupthestairs5. ThechilddroppedhisiPad onthefloor
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SP– CompoundSubjects&Predicates
Compoundsubject – whoorwhatisdoingtheactionCompoundpredicate– theaction
1. Compoundsubject:1. Crocodiles andalligators likethewater.2. Severalboys andgirls swaminthecamp’sicy,coldlake.
2. Compoundpredicate:1. Thehugedograced downthestreetandbarked angrily.2. Jamel brushed histeethandwent tobed.
3. Compoundsubject andpredicate:1. Theboy andhisfriends drank lemonadeandate cookies.
Activity8:SimpleSubjects&Predicates– Identify– Answers
1. Karana huntsforfoodontheisland.2. Percy hasmanyadventureswithhisfriends.3. Brian survivesinthewildernessafterhis
planecrashes.
Activity8:Simple&CompoundSubjects&Predicates– Identify–
Answers
1. Jess hasbeenrunningallsummerandwishestobethefastestrunnerinhisgrade.
2. TheAleuts andtheforces ofnatureserve asantagonistsinTheIslandoftheBlueDolphins.
3. Claudia andJamie travel toMrs.Frankweileranddiscover thesecretofthestatue.
SP– TheClause
Thekeybuildingblockofanysentencewritingistheclause.
Wecombineclausesindifferentwaystoshowrelationshipsbetweengroupsofwordsandtoincreasesentence
variety.
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SP– TheClause
clause=groupofwordswithsubjectanditspredicate
clause≠sentenceSomeclausescanstandbythemselves,
andsomecannot.
SP– Phrases&Clauses
LabeleachP(phrase)orC(clause).
1. onthestreetcornerbythebus2. whilemysistertookoutthetrash3. intheabandonedhousenextdoor4. wheneveryourunclecomesfor
dinner5. becausethespillruinedthechair
Activity9 – Phrases&Clauses-Answers
1. Phrase2. Clause3. Phrase4. Clause5. Clause6. Phrase7. Clause8. Phrase9. Phrase
10. Phrase11. Phrase12. Clause13. Clause14. Clause15. Phrase16. Clause17. Phrase18. Phrase
19. Clause20. Phrase21. Clause22. Clause23. Clause24. Clause25. Phrase26. Phrase
SP– Independent&DependentClauses
clause =groupofwordswiths+p
Independentclause– Iclausethatcan standbyitself
Dependentclause– Dclausethatcannot standbyitself
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SP– IndependentClauses
Rememberthatindependentclauses(I)canstandbythemselvesassentences.Herearesome:
•Ipaintedapicture•theteacherwalkedintotheroom• myfriendsdrankallthetea
SP– DependentClauses
Rememberthatdependentclauses(D)cannot standbythemselvesassentences.Herearesome:
• whileIwasnapping•ifyoufinishyourhomework• afterwegothomefromschool
SP– Independent&DependentClauses
Alloftheseareclauses.LabeleachI(independent)orD (dependent).
1. thedoctorcheckedthechild’sthroat2. aslongasyoueatyourvegetables3. Iwillwritedownmyassignment4. becausetheroostercrowed5. ifitstopsrainingthisafternoon
Activity10– Independent&DependentClauses- Answers
1. Independent2. Dependent3. Independent4. Dependent5. Independent6. Dependent7. Dependent8. Dependent9. Independent
10. Independent11. Dependent12. Independent13. Dependent14. Independent15. Independent16. Independent17. Independent18. Dependent
19. Dependent20. Independent21. Independent22. Dependent23. Independent24. Dependent
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SP– SimpleSentenceAsimplesentencehas1subject-predicate
relationshipthatstandsalone.(1independentclause=I)
Itisnotnecessarilysimplistic.Thesesentencesaresimple:
1. Islept.2. ThegirlsangthenationalanthematFriday
night’sgame.3. Weattendedtheworkshoptodaytoexpandour
knowledgeofthewritingprocess.
SP– CompoundSentence
Acompoundsentencehas2independentclauses(I)
Theyarejoinedbyacomma+coordinatingconjunction (for,and,nor,but,or,yet,so)
Johnwenttothestore,butitwasclosed.
SP– CompoundSentence
Herearesomeexamples: I,fanboysI1. Theprofessorreadtheclassics,for hewasaninterested
scholar.2. Itrained,and shejumpedinthepuddles.3. Idonotlikemushrooms,nor doIlikechickenlivers.4. Iwilltakeyoutothestore,but youneedtobringyour
ownwallet.5. Wecouldallwashthedishes,or youcoulddoitalone.6. Thelunchwasmediocre,yet thekeylimepiewasdivine.7. Thedoctorsawallherpatientsbeforethree,so shewent
homeearly.
SP– CompoundSentence– Tricky!Rememberthataclausehasasubjectanditspredicate.Don’tlet
theexamplesbelowtrickyou!
Whichofthesearecompoundsentences?(Hint– only2fitthecriteria.)
1. Weplayedontheswingsatrecess,butJasonhadclassworktofinish.
2. Edwardgatheredthelaundryandheadedtowardthewasher.
3. Wecouldspendtimeatthepark,orwecouldcatchamovie.
4. Emmawantedtobeafirefighterorastay-at-homemom.
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SP– ComplexSentence
Acomplexsentencehas1independent clauseand1(ormore)dependent clauses.
Formanycomplexsentences,thedependentclause(D)beginswithasubordinating
conjunction.ThesecomplexsentencestypicallyfollowaD,I orID pattern.
Whenever itrains,Iforgetmyumbrella.(D,I)Ilikeicecreambecause ittastesdelicious.(ID)
ReferenceCard:CommonSubordinatingConjunctions
afteralthough
asasif
aslongasassoonasasthoughbecausebeforeevenif
eventhoughif
inorderthatjustas
nowthatoncesincesothatthoughunless
untilwhen
wheneverwherewhereaswhereverwhetherwhile
SP– ComplexSentence
Wealreadystudiedthe2differentkindsofclauses.Allwe’redoinghereisputting1ofeach
togethertomakeasentence.
1. Onceyoumakelemonade,Iwillhaveaglass.2. Youshouldgohomeassoonasyoufinish.3. Beforeweeatdessert,youshouldfinishyour
vegetables.
SP– ComplexSentenceHerearesomeD,I examples.TheD clausefunctionsasanadverbbecauseitdescribestheverbintheI clause.
1. Untilherfathergetshome,Sarahmayplaythegame.
2. EventhoughItooksomeaspirin,Ihaveaheadache.
3. Becausetherewasarattlesnakeinitspath,thehorsegotspooked.
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SP– ComplexSentence
HerearesomeID examples.TheD clausefunctionsasanadverbbecauseitdescribestheverbintheI clause.
1. Wegottothestorebeforeitclosed.2. JakeandShanefellasleeponcethedogquit
barking.3. Sylviacangoouttoplayaslongasshefinishes
herhomework.
SP– ComplexSentence– Tricky!Rememberthataclausehasasubjectanditspredicate.
Don’tlettheexamplesbelowtrickyou!
Whichofthesearecomplexsentences?(Hint– only2fitthecriteria.)
1. Theplanelandedsafelyontherunwaybeforethelightningstruck.
2. Beforethelong,boringgame,wewentoutforpizza.3. Ifyourcoldgetsworse,youshouldseeadoctor.4. Ilikegoingforawalkafteralong,stress-filledworkday.
SP– AnotherCompoundSentence:ThisTimeWithASemi-Colon(;)
1. Rememberthatacompoundsentencehas2independent clauses.Wealreadyreviewedthattheycanbejoinedwithacommaandcoordinatingconjunction.
2. Theycanalsobejoinedwithasemi-colon,whichfunctionslikeaperiodbetweentwocloselyrelatedsentences. I;IExcessraincausedtherivertooverflow;
nearbytownspeoplewerehastilyevacuated.
SP– CompoundSentences– WithSemi-ColonsandConjunctiveAdverbsBothchildrenandadultsoftenhavedifficultypunctuatingsentenceswithhowever inthem.Howeverdoesnotfunctionasaconjunction;itiscalledaconjunctiveadverb.Typically,itbeginsanindependentthoughtyouwanttojointothepriorone.
Ilovemintchipicecreamonahotsummerday;however,itisnotahealthychoice.
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ReferenceCard:CommonConjunctiveAdverbs
accordinglyactually
additionallyalso
alternativelyasaresult
atthesametimecertainlyclearly
consequentlyforexample
forinstancefurthermorehoweverinadditionindeedinfactinsteadlikewise
meanwhilemoreover
nevertheless
obviouslyonthecontrary
ontheotherhandsimilarly
simultaneouslystillthen
therefore
SP– AnotherComplexSentence,ThisTimeWithAnAdjectiveClause
1. Rememberthatacomplexsentencehas1independent clauseand1(ormore)dependentclauses.
2. Whilesomedependent clauses(D)beginswithasubordinatingconjunction,othersbeginwitharelativepronounoradjective.
3. Thesespecialadjective(relative)clausesalwaysfollowthenounorpronountheyaredescribing.Commonrelativepronounsincludewho,which,andthat.
SP– ComplexSentence– WithAdjectiveClauses
Herearesomeexamplesofcomplexsentenceswithrelativeclauses.Noticethattheindependentclause(I)
isbluewhilethedependentclause(D)isred.
1.Thedoctor,who wasnearingretirement,stillhadgreatskillwithhispatients.
2.Thattable,which isamilliondollarantique,willneverleaveourfamily.
SP– ComplexSentence– WithAdjectiveClauses
Herearesomemoreexamples.Noticethatrelativeclausescanappearanywhereaslongastheyimmediatelyfollowthenountheydescribe.
1. Ispenthourspreparingthechickendish,which wasdelicious,nutritious,andwellprepared.
2. Myeldestson,who hasabadattitudeearlyinthemorning,isbestavoidedbeforenoon.
3. IhandedtheoutfittoSue,who lookedatitwithdisdain.
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SP– ComplexSentence–WithAdjectiveClausesHereareafewmoreexamples.
1. Markenjoysanyshowthat holdshisinterest.2. Thepoliceofficer,who heldtheonlykeytothe
locker,storedtheimports,whichwerethoughttobestolen.
3. Thebicyclethathasnotiresshouldbethrownout.
ReferenceCard:PunctuatingAdjectiveClauses
1. Non-essentialadjective(relative)clausesaresurroundedbycommasbecausetheycanbesafelyremovedfromasentencewithoutmodifyingthemainmeaning.Which alwaystakescommas.
2. Essentialadjective(relative)clausesarenotsurroundedbycommasbecauseremovingthemwouldmakemeaningunclear.That nevertakescommas.
3. Who takescommasonlywhenitisnon-essential.Itdependsoncontext.
SP– Simple,Compound,&ComplexSentences
Canyoutellthemapart?
1. SimpleSentence – 1independentclause(I)2. CompoundSentence – 2independentclauses(I)
joinedbycomma+fanboys3. ComplexSentence – 1independent(I)and1(or
more)dependent(D)clauses
SP– Appositives
Anappositiveisanoun/pronounadjacenttoanothernoun/pronounthatrenamesit.Oftentheyfallbetweenthesubjectandpredicateinaclause:- GeorgeWashington,ourfirstpresident,ledtheContinentalArmyduringtheAmericanRevolution.
- WillSmith,actor andmusician,hailsfromPennsylvania.
- BorninSpringdale,PA,RachelCarson,author ofSilentSpring,wasapioneerintheenvironmentalmovement.
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SP– Appositives
Appositivescanreallyappearanywhereinasentenceaslongasthey’readjacenttothenoun/pronountheyrename:- AnAmericancontralto andCivilRightsactivist,MarianAndersonsangonthestepsoftheLincolnMemorial.(borninPhiladelphia)
- Amultiplerecordholder andnative ofPhiladelphia,WiltChamberlinwasoneofthefinestbasketballplayerswhoeverlived.
SP– Appositives
Herearesomemore:- Thetable,anantique,sitsinthefoyerofthemansion.
- DuringWorldWarII,F.D.R.,thepresidentoftheUnitedStates,andWinstonChurchill,theBritishPrimeMinister,workedtogetherwithotherAlliedleaderstodefeattheAxisPowers.
- ShirleyJones,leadactress ofthepopularPartridgeFamilyandanative ofCharleroi,PA,alsowontheOscarforBestActress.
ReferenceCard:SP– AppositivesorAdjectiveClauses
Sometimes,appositivesandadjectiveclausesareconfused.Quickly,here’saclarifyingnoteusingPennsylvanianativeJohnUpdike:- JohnUpdike,whopassedawayin2009,isauthorofTheWitchesofEastwick,anamusingtale.- Adjectiveclausewithsubjectandpredicate:whopassedawayin2009
- AppositiverenamingTheWitchesofEastwick:anamusingtale.
POS– Adjectives&AdverbsWords,Phrases,&Clauses
•Adjective andadverb,firstintroducedin1st grade,continuetoimpactsentencewritingandcomprehensionthroughoutschooling.•Asstudentsintheuppergradesreviewthese“basic”concepts,teachersshouldexpandstudentunderstandingintophrasesandclauses.
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POS– AdjectivesRevisited
• Anadjectivedescribes(modifies)anounorpronoun.Words,phrases,andclausescanfunctionasadjectives:
– Word:young child
– Phrase:childwithanattitude
– Clause:manwhowouldbeking
POS– AdverbsRevisited• Anadverbdescribes(modifies)averb(oranadjectiveorotheradverb).Words,phrases,andclausescanfunctionasadverbs:
– Word:walkedquickly
– Phrase:walkedatanalarmingpace
– Clause:walkedbecauseheneededexercise
ReferenceCard:Gerunds
Verbals =VerbsUsedasSomethingElse
Gerund:alwaysendsin–ing;verbusedasnoun- Skiingisfun. - Ilovebaking!
Gerundphrase:Gerundwithothermodifiers- Skiing downtheslopesonacrispwinterday isarealthrill.- Ilovedrinking freshlemonadeonourbackporch.
ReferenceCard:Participles
Verbals =VerbsUsedasSomethingElse
Participle:endsin–ing,-ed,-en,etc.;verbusedasadjective- bustedfaucet- sleeping baby- written response
Participialphrase:Participlewithothermodifiers- Thestairscarvedintotheclifffacemadefortreacherous
climbing.- Checkinghistextssurreptitiously,theboypretendedtolisten
tohisteacher.
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ReferenceCard:Infinitives
Verbals =VerbsUsedasSomethingElse
Infinitive:to+verb;verbusedasadjective,adverb,ornoun- Iwanttorun. - Beforewegoout,weshouldplantoeat.- Iliketothinkthatthestudentswilldotheirhomeworkcarefully.
Participialphrase:Participlewithothermodifiers- Iprefertoconsiderthatbookaclassic.- Ineedtodrinksixcupsofcoffeeinthemorning.
SentenceSkills&Comprehension
• Agrowingbodyofresearch(Scott2009;Brimoetal,2015)indicatesthatcomprehensionisconnectednotjusttovocabularybutalsotosyntax.– Astudentmustbefamiliarwith90-95%ofthewordsonapagetounderstandthecontent(Nagy&J.Scott,2000).
– Thatsaid,astudentcanbefamiliarwithallthewordsinatextand,duetosyntax,stillfindthattextincomprehensible.
SentenceSkills&Comprehension
• Considerthesetwoexamples:– AbrahamLincolnwasthe16th presidentoftheUnitedStates.HewasborninKentuckyandhadthreechildren.
– AbrahamLincoln,whowasborninKentuckyandhadthreechildren,wasthe16th presidentoftheUnitedStates.
SentenceSkills&Comprehension
• Inaholeinthegroundtherelivedahobbit.– J.R.R.Tolkien,TheHobbit
• InmyyoungerandmorevulnerableyearsmyfathergavemesomeadvicethatI’vebeenturningoverinmymindeversince.“Wheneveryoufeellikecriticizinganyone,”hetoldme,“justrememberthatallthepeopleinthisworldhaven’thadtheadvantagesthatyou’vehad.”– F.ScottFitzgerald,TheGreatGatsby
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SentenceSkills&Comprehension• TheantiquewoodenboxwhereIkeptmysecretssatbeneathmybed,whichwascoveredinapatchworkquilt– worn,tattered,andchildlike.
• Themessagecarvedintotheancientpinetree’strunkwasclear:“Goback.”
• Donotwonderwithimpudenceor,worse,insolence,whetherthepersonwhositsnexttoyouisworthyourtime.Herwords,notherappearance,willdomuchtoinformyourdecision.Andwhoistosaythatyouaren’ttheluckyone?
PULLINGITALLTOGETHER-COMPONENTSOFASENTENCE-LEVELLESSON
ElementsofaSentenceStructureLesson
1. Introducetheconceptclearlyandsuccinctly,usingbothavisualandaverbaldescription.
2. Havestudentsidentifytheelementinpre-existingsentences(abriefportionofthelesson).
3. Havestudentsconductactivitiessuchassentenceexpanding,combining,andimitatingtopracticetheirknowledgeandapplicationofthegivenelement.
(VanCleave,WritingMatters,2014)
ElementsofaSentenceStructureLesson
4. Havestudentscreatetheirownexamplesoftheelement.
5. Havestudentssharethoseexampleswiththeclass.
6. Usestudentexamplestoclarifyandexpanduponstudentknowledge.
(VanCleave,WritingMatters,2014)
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Citations&ResourcesAdams,M.J.(1990).Beginningtoread:Thinkingandlearningaboutprint.
Cambridge,MA:TheMITPress.Archer,A.(undated).Part1:Writingfoundations:Settingthestagefor
excellence.Presentationretrieved8/15/2015fromdcc-cde.ca.gov.Archer,A.,&Hughes,C.(2011)Explicitinstruction. NewYork:TheGuilford
PressBerninger,V.(2012).StrengtheningtheMind’sEye. Principal,9(5),28-31.Berninger,V.,&Wolf,B.(2009).TeachingStudentswithDyslexiaand
Dysgraphia:Lessonsfromteachingscience.Baltimore:BrookesPublishingCompany,Inc.
Brimo,Danielle,Kenn Apel,andTreeva Fountain.(2015).“Examiningthecontributionsofsyntacticawarenessandsyntacticknowledgetoreadingcomprehension.”JournalofResearchinReading.Oxford,UK:JohnWiley&Sons,Ltd.
Eckman,M.,&Zar,J.,CandidateforaPulletSurpriseRetrievedJuly13,2015fromhttp://grammar.about.com/od/spelling/a/spellcheckhtm/
Graham,G.,Winter2009-10.“WanttoImproveChildren’sWriting?”Don’tNeglectTheirHandwriting”.AmericanEducator.
Graham,A.,Harris,K.&Fink,B.(2000).IsHandwritingCausallyRelatedtoLearningtoWrite?TreatmentofHandwritingProblemsinBeginningWriters.JournalofEducationalPsychology92(4),62-63.
Graham,S.,Bollinger,A.,Booth-Olson,C.,D’Aoust,C.,MacArthur,C.,McCutchen,S.,&Olinghouse,N.,(2012),Educator’sPracticeGuide:TeachingElementarySchoolStudentstobeEffectiveWriters.IESNationalCenterforEducationEvaluationandRegionalAssistance.
Graham,S.,Kiuhara,S.,McKeown,D.,&Harris,K.,“AMeta-AnalysisofWritingInstructionforStudentsinElementaryGrades.”JournalofEducationalPsychology,Vol.104,No4,879-896.2012.
Graham,S.,Perin,D.WritingNext:EffectiveStrategiestoImproveWritingofAdolescentsinMiddleandHighSchools– AreporttoCarnegieCorporationofNewYork.Washington,DC:AllianceforExcellentEducation. (2007).
Hanna,P.R.,Hanna,J.S.,Hodges,R.E.,&Rudorf,H.(1966).Phoneme-graphemecorrespondencesascuestospellingimprovement.Washington,DC:UnitedStatesOfficeofEducationCooperativeResearch.
IDAJusttheFacts:UnderstandingDysgraphia2012https://app.box.com/s/ew9gmxm2r63hrnhfshkr
King,D.(2014),LearningCursive.SouthCarolina:W.V.C.ED.MacArthur,C.A.,Graham,S.,&Fitzgerald,J.,(2006),HandbookofWriting
Research.NewYork:GuilfordPress.Nagy,W.E.,andScott,J.(2000).“VocabularyProcesses”inKamil,M.etal.,
HandbookofReadingResearch,vol.III.Mahway,NJ.:Erlbaum.Schlagal,B.,inGraham,S.,MacArthur,C.,&Fitzgerald,J.(Eds).(2013).
BestPracticesinWritingInstruction.2nd ed.,NewYork:GuildfordPress.
Scott,CherylM.(2009).“ACasefortheSentenceinReadingComprehension.”Language,Speech,andHearingServicesinSchools,Vol.40.184-91.April2009.
VanCleave,W.(2014).WritingMatters:Developingsentenceskillsinstudentsofallages,(2nd ed).SouthCarolina:W.V.C.ED.
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