The Sentence Writing Strategy Fundamentals of Sentence Writing Proficiency in Sentence Writing - PowerPoint PPT Presentation

Loading...

PPT – The Sentence Writing Strategy Fundamentals of Sentence Writing Proficiency in Sentence Writing PowerPoint presentation | free to download - id: 3d9e56-MWIxZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

The Sentence Writing Strategy Fundamentals of Sentence Writing Proficiency in Sentence Writing

Description:

The Sentence Writing Strategy Fundamentals of Sentence Writing Proficiency in Sentence Writing Lynbrook Michele Goodstein Certified SIM Professional Developer – PowerPoint PPT presentation

Number of Views:1473
Avg rating:5.0/5.0
Slides: 128
Provided by: myteacher
Learn more at: http://www.myteacherpages.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: The Sentence Writing Strategy Fundamentals of Sentence Writing Proficiency in Sentence Writing


1
The Sentence Writing Strategy Fundamentals of
Sentence Writing Proficiency in Sentence Writing
Lynbrook
  • Michele Goodstein
  • Certified SIM Professional Developer
  • mg517_at_optonline.net

2
Sentences and Punctuation
  • A woman, without her man, is nothing.
  • A woman without her, man is nothing.

3
Agenda
  • Overview of the day
  • Introduction to the Sentence Writing Strategy
  • Understanding the STRATEGY
  • Teaching Fundamentals in Sentence Writing
  • Teaching Proficiency in Sentence Writing
  • Scoring
  • Expectations

4
The Sentence Writing Strategy
is about
a researched and validated writing strategy
that teaches students how to write complete and
complicated sentences.
By understanding
By having teachers know how to
Score it
Background Knowledge
By having teachers first
By having teachers understand how to
Learn it
Teach it
5
Learning Strategies Curriculum Scientifically-vali
dated Strategies
Acquisition Word Identification Word
Mapping Paraphrasing Self-Questioning Visual
Imagery Summarizing Inferencing
Storage First-Letter Mnemonic Paired
Associates LINCS Vocabulary
Expression of Competence Sentence
Writing Paragraph Writing Error Monitoring Theme
Writing Assignment Completion Test-Taking
6
Four Types of Sentences
  • Simple
  • Compound
  • Complex
  • Compound-complex

We will be learning formulas for each type.
7
Purpose of the Sentence Writing Strategy
  • To teach students basic vocabulary associated
    with sentence writing.
  • To enable students to write a variety of
    sentences with fluency.
  • To give students the prerequisite skills for more
    advanced writing strategies.

8
Why teach The Sentence Writing Strategy
  • Students must express themselves and
    demonstrate their knowledge in writing
  • in book reports
  • in themes/research papers
  • in answers to chapter questions
  • in answers on tests

9
New York State Learning Standards
  • The student will write simple/compound/complex
    sentences, using, correct subject-verb
    agreement, verb tense, punctuation, and pronouns
    with clear antecedents.
  • English Language Arts
  • Core Curriculum Grade 5/6
  • May 2005

10
Sentences
11
SENTENCE FLUENCY
emerging
strong
  • Incomplete
  • Choppy
  • Run-on
  • Phrasing doesnt sound natural
  • Many sentences begin the same way
  • Variety of sentence types and lengths
  • Purposeful beginnings
  • Makes meaning clear
  • Inviting to the reader

12
Sentence Writing Results
13
Strategy
  • What is it?

14
An individuals approach to a task is called a
  • Strategy
  • It includes how a person thinks and
  • acts when planning, executing and
  • evaluating performance on a task
  • and its outcomes

15
Steps of the Strategy
  • Require students to
  • Use formulas to form the sentences they write
  • Decide on the appropriate wording of a sentence
    before they write it
  • Write the sentence using appropriate
    capitalization at the beginning and punctuation
    throughout and at the end
  • Check their work

16
Paragraph 1
We enjoyed many different activities on our
vacation to Hawaii last year they were a lot of
fun. On the first day we went to a beautiful
little beach. Surfed on the high waves and had a
picnic on a blanket. The next day we spent a day
shopping. We bought tee shirts and sandals and a
pair of sunglasses. Finally, we went snorkeling
at a reef. We saw all kinds of different colored
fish. In sum, my vacation to Hawaii was just
super.
Total Sentences Attempts 8 Complete Sentences
6 (75) Complicated Sentences 0
17
Paragraph 2
We enjoyed many different activities on our
vacation to Hawaii last year, and they were all
lots of fun. On the first day we went to a
beautiful little beach where the sand was pink
and covered with shells. There we surfed on the
high waves, and we had a picnic on a blanket.
Because it rained the next day, we spent the day
shopping for souvenirs. We bought tee shirts and
sandals, but our best find was a pair of musical
sunglasses. Finally, we went snorkeling at a
reef. We saw all kinds of different fish they
were all colors of the rainbow! In sum, my
vacation to Hawaii was just super.
18
Paragraph 2
We enjoyed many different activities on our
vacation to Hawaii last year, and they were all
lots of fun. On the first day we went to a
beautiful little beach where the sand was pink
and covered with shells. There we surfed on the
high waves, and we had a picnic on a blanket.
Because it rained the next day, we spent the day
shopping for souvenirs. We bought tee shirts and
sandals, but our best find was a pair of musical
sunglasses. Finally, we went snorkeling at a
reef. We saw all kinds of different fish they
were all colors of the rainbow! In sum, my
vacation to Hawaii was just super.
Total Sentences Attempts 8 Complete Sentences 8
(100) Complicated Sentences 6 (75)
19
The Sentence Writing Strategy
is about
a researched and validated writing strategy
that teaches students how to write complete and
complicated sentences.
By understanding
By having teachers know how to
Score it
Background Knowledge
By having teachers first
By having teachers understand how to
Learn it
Teach it
20
LearningThe Sentence Writing Strategy
21
The PENS Strategy
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the
  • formula
  • Step 3 Note the words
  • Step 4 Search and check

22
Strategic Learner
  • What part of the strategy is the
  • planning part?
  • execution part?
  • evaluation part?

TTYN and discuss
23
The PENS Strategy
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the
  • formula
  • Step 3 Note the words
  • Step 4 Search and check

plan
execute
evaluate
24
The PENS Strategy
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the
  • formula
  • Step 3 Note the words
  • Step 4 Search and check

25
What are these formulas or patterns that create
different type of sentences?
26
Type 1 Simple Sentence
  • A sentence that has one independent clause

Independent Clause
  • A group of words that
  • makes a complete statement
  • has a subject and a verb

27
Simple Sentence Formulas
  • SV The boy ran.
  • SSV The boy and his sister ran.
  • SVV The boy ran and jumped.
  • SSVV The boy and his sister ran and jumped.

28
Enhancing an SSVV
  • SSVV The mischievous little boy and his
    six-year-old sister ran across the street and
    jumped into a giant pile of leaves.
  • SSVV Elizabeth Cady Stanton and Susan B.
    Anthony were passionate about womens rights and
    fought for womens right to vote.

29
Lets see how we can use PENS to write a simple
sentence
30
Now its your turn to write Simple sentences
31
2. Paris
4. African Safari
1. Hawaii
3. Cruise
5. Camping
32
Simple Sentence Formulas
33
What was your favorite part of the trip? Write
an SV to answer. Then turn your SV into an SSV,
SVV, and an SSVV. Example We
went scuba diving. (SV) - My wife and I went
scuba diving. (SSV) - I went scuba diving and
saw a shark. (SVV) - My wife and I went scuba
diving and saw a shark. (SSVV)
34
Putting it all together
Please turn to the worksheet titled Writing
Sentences Write 4 simple sentences
35
The PENS Strategy
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the
  • formula
  • Step 3 Note the words
  • Step 4 Search and check

SV SSV SVV SSVV
36
Type 2 Compound Sentence
  • A compound sentence has two or more independent
    clauses.
  • Examples
  • The students finished class, and they went to
    lunch.
  • Kevin did not want to hurt Kathy's feelings, so
    he said nothing about her mistake.
  • I want to see my sister soon, for she has been in
    Switzerland for two years.

37
Coordinating Conjunction
  • A word that is used with a comma to join two
    independent clauses.
  • , for , but
  • , and , or
  • , nor , yet
  • , so

38
The FAN BOYS Cheer
  • FAN BOYS, FAN BOYS
  • Seven in a row
  • For, And, Nor, But, Or, Yet, So
  • FAN BOYS, FAN BOYS
  • Compound words to know
  • For, And, Nor, But, Or, Yet, So.

39
Semicolons
  • Semicolons () can also be used to join the two
    independent clauses of a compound sentence.
  • Susan loves to swim her brother likes to dive.
  • Jason was highly respected he was always such a
    responsible person.
  • The meeting was over it was already midnight.

Do not turn off or unplug your computer it will
turn off automatically.
40

Comparing Compound Sentences to Simple Sentences
with Compound Subjects and Compound Verbs
  • Simple Sentence
  • The men and women met at the station and went to
    dinner.
  • SSVV
  • Compound Sentence
  • The men met at the station, and the women went
    to dinner.
  • SVSV

41
Comparing Compound Sentences to Simple Sentences
with Compound Subjects and Compound Verbs
  • Simple Sentence
  • The ducks and geese squawked and fluttered their
    wings.
  • Compound Sentence
  • The ducks squawked, and the geese fluttered
    their wings.

42
Lets see how we can use PENS to write a compound
sentence
43
Now its your turn to write Compound sentences
44
Compound Sentence Formulas
45
What was your most embarrassing moment? Write a
compound sentence using the formula I,cI. Then
write it again using the formula II.
Example I leaned over the railing of the
Eiffel Tower, and my ice-cream cone fell right
over. I leaned over the railing of the Eiffel
Tower my ice-cream cone fell right over.
46
Putting it all together
Please return to the worksheet titled Writing
Sentences Write 2 compound sentences using the
I,cI and II formulas.
47
The PENS Strategy
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the
  • formula
  • Step 3 Note the words
  • Step 4 Search and check

I,cI II
48
Type 3 Complex Sentence
  • A complex sentence has one independent clause and
    one or more dependent clauses.

Dependent Clause
A dependent clause is a group of words with a
subject and verb that cannot stand alone. I like
Sally because she is funny. Kathy will be late
for dinner since the meeting is still in
progress. The game will end when one team scores.
49
Subordinating Conjunctions
  • Subordinating conjunctions are words that show
    the relationship of the dependent clause to the
    independent clause.

50
Subordinating Conjunctions
  • Some words that can be used as subordinating
    conjunctions are
  • after even if since
  • although even though so that
  • as if than
  • as if in order that though
  • as long as just as unless
  • as soon as like until
  • as though once when
  • because provided whenever
  • before rather than while

51
What comes first?
  • I or D

52
Sequencing Complex Sentences
  • Independent Clause First (comma not needed)
  • You will be sleeping when I get to Phoenix.
  • The players went out for a pizza after they
    practiced.
  • We will not know about the damage until the storm
    is over.

53
Sequencing Complex Sentences
  • Dependent Clause First (comma needed)
  • When I get to Phoenix, you will be sleeping.
  • After the players practiced, they went out for a
    pizza.
  • Until the storm is over, we will not know about
    the damage.

54
Lets see how we can use PENS to write a complex
sentence
55
Now its your turn to write Complex sentences
56
Complex Sentence Formulas
57
What two pieces of advice would you give to
someone who was going to take this same trip?
Answer by writing a complex sentence using the
formula ID and another complex sentence using the
formula D,I.
Examples Smores are great for camping although
seventeen might be a few too many. (ID)
If you see a skunk, you should NOT try to get
close enough to take a picture. (D,I).
58
Putting it all together
Please return to the worksheet titled Writing
Sentences Write 2 complex sentences using the ID
and D,I formulas.
59
The PENS Strategy
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the
  • formula
  • Step 3 Note the words
  • Step 4 Search and check

ID D,I
60
  • ___ Lisa and Jesse cooked dinner and sat down to
    watch TV. Answer
  • ____ Lisa cooked dinner, but Jesse sat down
  • V
  • and watched TV. Answer
  • ___ Although Lisa was tired, she cooked
    dinner for Jesse. Answer

S
S
V
V
SSVV
S
S
V
V
I,cI
S
S
V
V
D,I
61
Type 4Compound-Complex Sentence
  • A compound-complex sentence has two or more
    independent clauses and at least one dependent
    clause.
  • Examples
  • When you are ready, I will call the store, and we
    can talk to Reed.
  • Before the trick-or-treaters came, Jill made
    candied apples they were delicious.

62
Sequencing Compound-Complex Sentences
  • Dependent Clause First
  • After the party was over, Jean had a headache, so
    Paul cleaned up the house.
  • When Jennifer feels sad, she calls Chris he
    cheers her up.

63
Sequencing Compound-Complex Sentences
  • Dependent Clause Second
  • Jean had a headache after the party was over, so
    Paul cleaned up the house.
  • Chad hates to sleep while his parents are awake,
    for he might miss something.
  • Jennifer calls Chris whenever she feels sad he
    cheers her up.
  • The sky was gray when the volcano erupted ash
    was falling everywhere.

64
Sequencing Compound-Complex Sentences
  • Dependent Clause Third
  • Jean had a headache, so Paul cleaned up the house
    after the party was over.
  • The employer made Jill a good offer, and she
    accepted as long as he gave her a travel
    allowance.
  • The doctors were busy with the serious cases the
    slightly wounded soldier quietly waited while
    they worked.
  • Todd gave an excellent report his instructor
    thanked him after the rest of the class had left
    the room.

65
(No Transcript)
66
Lets Review
  • Please turn to the worksheet titled
  • Four Types of Sentences. These are your guided
    note sheets.
  • Please work with a partner to complete these
    notes.

67
Putting it all together
Please turn to the worksheet titled Sentence
Identification Activity Identify the 1) type of
sentence 2) the formula used
68
The Sentence Writing Strategy
is about
a researched and validated writing strategy
that teaches students how to write complete and
complicated sentences.
By understanding
By having teachers know how to
Score it
Background Knowledge
By having teachers first
By having teachers understand how to
Learn it
Teach it
69
Teaching The Sentence Writing Strategy
70
Skills taught in theFundamentals Program
  • Capital letter Prepositional phrase
  • End punctuation Adjective
  • Subject Main subject
  • Action verb Complete subject
  • Linking verb Helping verb
  • Simple sentence Adverb
  • Infinitive

Help students identify if they have written a
complete sentence
71
Fundamentals in Sentence Writing Strategy
72
Fundamentals in theSentence Writing Strategy
  • The five requirements of a complete sentence
  • A strategy for writing checking sentences
    ("PENS")
  • A sub-strategy for checking sentence completeness
    ("MARK")
  • Four types of simple sentences

73
The Five Requirements of a Sentence
  • 1.Start with a capital letter
  • 2.Have end punctuation (. ? !)
  • 3.Have a subject (S)
  • 4.Have a verb (V)
  • 5.Make sense

S V . ? !
74
Fundamentals in theSentence Writing Strategy
  • The five requirements of a complete sentence
  • A strategy for writing checking sentences
    ("PENS")
  • A sub-strategy for checking sentence completeness
    ("MARK")
  • Four types of simple sentences

75
Fundamentals Steps for Sentence Writing
  • Step 1 Pick a formula
  • Step 2 Explore words to fit the formula
  • Step 3 Note the words
  • Step 4 Search and check
  • Search and Check Step
  • Mark out the imposters.
  • Ask Is there a verb?
  • Root out the subject. (Ask, Who or what
    ___________?)
  • Key in on the
  • Beginning
  • Ending
  • Meaning

76
The Subject of a Sentence
  • The subject is the person, place, thing, quality,
    or idea that the sentence is about.

John went for a walk. (Person) Towns are quiet
after snowfalls. (Place) Eggs rolled off the
counter. (Things) Silence is golden. (Quality) Pe
ace is at hand. (Idea)
77
(No Transcript)
78
Action Verb
  • A verb is a word that shows the
  • action of the subject of the sentence.

Examples Body Actions Mind
Actions walk think run wonder write wa
nt
79
(No Transcript)
80
(No Transcript)
81
Timely
Quality feedback needs to be
  • Positive

Individual
Corrective
82
The PENS Strategy
  • Pick a formula
  • Explore words to fit the formula
  • Note the words
  • Search and check

83
Search Check Step
  • M
  • Ask Is there a verb?"
  • Root out the subject
  • (by asking, Who or What _____?")
  • Key in on the
  • beginning
  • ending
  • meaning

84
(No Transcript)
85
(No Transcript)
86
Linking Verbs
  • Words that link the subject to another word that
    describes the subject.
  • Am Was
  • Are Were
  • Is Seem
  • Be
  • Been
  • Become

87
(No Transcript)
88
(No Transcript)
89
The Imposters
  • Imposter 1 is an Infinitive. Since it has a
    verb in it, it tries to trick you into thinking
    it is the verb of the sentence.
  • Ex.
  • Madonna loves to sing.

90
Infinitives
  • to a verb
  • Watch out! To can also be a preposition!
  • Examples

To run, to throw, to dance
To think, to imagine, to remember
To be, to feel, to seem
91
Search Check Step
  • Mark out imposters
  • infinitives
  • Ask Is there a verb?
  • Root out the subject
  • (Who or What _____?)
  • Key in on the
  • beginning
  • ending
  • meaning

92
(No Transcript)
93
(No Transcript)
94
The Imposters
  • Imposter 2 is a prepositional phrase. Since
    it has a noun in it, it tries to trick you into
    thinking it is the subject of the sentence.
  • Ex.
  • He jumped over the fence.

95
Prepositions
about down past above during across sin
ce after except against through along for
throughout amid from to among toward a
round in at inside under into undernea
th before until behind like up below
upon beneath near with beside of wi
thin off on without beyond over by out
outside of
96
(No Transcript)
97
The plane flies ________ the cloud.
98
Search Check Step
  • Mark out imposters
  • infinitives
  • prepositional phrases
  • Ask Is there a verb?
  • Root out the subject
  • (Who or What _____?)
  • Key in on the
  • beginning
  • ending
  • meaning

99
(No Transcript)
100
(No Transcript)
101
(No Transcript)
102
(No Transcript)
103
Lessons 6-8 Types of Simple Sentences
  • SV "One person doing one thing"
  • SSV "Two people doing one thing"
  • SVV "One person doing two things'
  • SSVV "Two people doing two things"

104
(No Transcript)
105
(No Transcript)
106
Lesson 9 Adjectives and Main Subjects
  • Subject the big old yellow house
  • Main Subject house

107
Helping Verbs
may might must
can could
do does did
shall should
has have had
will would
be been become being
108
Recall Device for Helping Verbs
  • C H A D B. S W I M
  • 2 3 2 3 3 2 4 1 3
  • Chad B. Swim is 23 years old

109
(No Transcript)
110
Scaffolded Instruction
  • Small steps
  • Success ensured
  • Continuous review
  • Complexity builds

111
Instructional Sequence for Each Lesson
  • Review (verbal practice)
  • Describe Learn by
  • Model
    Watching
  • Verbal practice
    Learn by
  • Guided practice Sharing
  • Controlled and Learn by
  • Independent practice Practicing

112
.
.
.
113
Teaching Proficiency in Sentence Writing
Strategy Compound Sentences
114
Compound Sentences
  • Stage 2 Describe
  • Teach the students the rationale for varying
    sentence structures, and the requirements and
    formulas for compound sentences.
  • Stage 3 Model
  • Show the students how the strategy is performed
    by performing it yourself while thinking out
    loud.

Compound Sentence
115
Stage 4 Verbal Practice
Be sure that all students can name all the
information on the checklist.
116
Stage 5 6 Controlled and Advanced Practice
  • Use Worksheets
  • 1A-D through 6A-D.
  • Graph progress
  • on chart.

117
Group Activity
  • Turn to the Describe Stage of Compound Sentences
    on page 57. (20-30 min. lesson)
  • Read each of the numbered steps to see what the
    teaching sequence is.
  • Look at Cue Cards 7-10 at the back of the book.
  • Do Worksheets 1A, 2A, 3A, (or half of each) that
    are in your Activities packet.
  • Score them using the directions in the back of
    the Proficiency in Sentence Writing Student
    Lessons book. (Guidelines p. 100-1) (Answers
    p.113-116)

118
(No Transcript)
119
(No Transcript)
120
(No Transcript)
121
Teaching Proficiency in Sentence Writing
Strategy Complex Sentences
122
Generalization
  • Celebrate
  • Set goals
  • Prompt
  • Remind
  • Require
  • Reward
  • HAVE FUN!

123
Scoring
Directions Instruction Manual p.137-144 Score
Sheet Instruction Manual p.174
124
(No Transcript)
125
(No Transcript)
126
(No Transcript)
127
(No Transcript)
128
(No Transcript)
129
Write six sentences on one of the following
topics. Try to vary the types of sentences
you write.
Pre-test What types of sentences do you write?
130
Topic List Sentence Writing Strategy
  • My favorite meal
  • Summer activities
  • The best things about school
  • Life as a teenager
  • The best place to live
  • My favorite sport
  • My favorite store
  • The best job in the world
  • My New Year's resolution

131
(No Transcript)
132
Check your writing
  • How many complete?
  • How many simple?
  • How many compound?
  • How many complex?
  • How many are punctuated correctly?
About PowerShow.com