Writing Matters! - PaTTAN

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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.



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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.


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


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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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


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


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.


• Considerthesetwoexamples:– AbrahamLincolnwasthe16th presidentoftheUnitedStates.HewasborninKentuckyandhadthreechildren.

– AbrahamLincoln,whowasborninKentuckyandhadthreechildren,wasthe16th presidentoftheUnitedStates.


• 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.


ElementsofaSentenceStructureLesson

4. Havestudentscreatetheirownexamplesoftheelement.

5. Havestudentssharethoseexampleswiththeclass.

6. Usestudentexamplestoclarifyandexpanduponstudentknowledge.


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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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