beyond fragments and run-ons e.l.d. for sentence sense · fragments punctuation (circle errors)...
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Beyond Fragments and Run-OnsE.L.D. for Sentence Sense
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My top priority in this institute is to _____________________________________
__________________________________________________________________
__________________________________________________________________
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Download complete handout at cabe2016.sched.org or www.tonyasinger.com/resources.
www.tonyasinger.commail@tonyasinger.com
Twitter: @TonyaWardSinger
C.A.B.E. 2016 • San Francisco, CA March 24th, 2016
AnalyzeSentence-LevelLanguageUseEarly Emerging Exit Emerging Early Expanding Exit Expanding Bridging � Frequent errors except when copying learned sentences.
�Writing is in words and phrases.
� Some correct structure with simple sentences. Errors sometimes impede meaning.
� Sentences are short and simple, often formulaic. Guillermo likes pizza.
� Mostly correct sentence structure. Errors may sometimes impede meaning.
� Short and some expanded sentences. Trang plays soccer behind the school. She loves soccer because it is fun.
� Mostly correct sentence structure. Errors rarely impede meaning.
� Uses at least one complex sentence with dependent clause. In order to make the team, Juan practices every day.
� Correct use of of sentence structure. Occasional minor errors don’t imede meaning.
� Uses a variety of sentence structures including multiple complex sentences, as appropriate to purpose and audience.
Note sentence construction errors: � fragments � punctuation (circle errors) Because she goes. . , ? ! ; : “ ”
� run-ons � capitalization I ran home and got a ball and then I went to the park. � starting a sentence
� proper nouns � syntax (word order) � random capitals
� adjective order: The dog black � question syntax: He can eat?
� note other:
Adapted from Portrait of EL Language Use by Tonya Ward Singer and Katherine Strach. Copyright © 2004-2016. All rights reserved.
Writing Sample: A Opinion Excerpt from 5th Grade ELL
I believe kids should not be cut of a team. Because they should know how to feel to be in a team and try realy hard to make it in the team and try their best and listen to the coach to. If kids get cut they would feel realy sad and not Happy and they be desapointed of themselves. And they would say to themselves I won’t be able to play basketball even if I like to play and it’s my favorite sport.
Writing Sample: B Narrative Expert from 3rd grade ELL
It was a beautiful day to go to the park. Joanna wanted to play because she didn’t have homework. The next day Joanna bought a new. Dress and she said. Don’t tuch it. The next day. A monster want to play with Joanna because she was pretty and the monster was from Japan.
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 2
Analyze Language in Complex Texts
Narrative Text Excerpt– Narrative of the Life of Fredrick Douglass
Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman: and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatable with each other.
Source: Douglas, F. (1845). Narrative of the Life of Fredrick Douglass. e-book version by José Menéndez. Retrieved February 2nd, 20013 from http://www.ibiblio.org/ebooks/Douglass/Narrative/Douglass_Narrative.pdf.
Information Text Excerpt– What Are Hurricanes?
Hurricanes are large, swirling storms. They produce winds of 119 kilometers per hour (74 mph) or higher. That's faster than a cheetah, the fastest animal on land. Winds from a hurricane can damage buildings and trees.
Hurricanes form over warm ocean waters. Sometimes they strike land. When a hurricane reaches land, it pushes a wall of ocean water ashore. This wall of water is called a storm surge. Heavy rain and storm surge from a hurricane can cause flooding.
Source: http://www.rcoe.us/educational- services/files/2013/11/asmt- sbac- ela- gr7-sample- items.pdf
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Notes:
Notes:
Name: _________________________________________________ Teacher: _________________ Date:____________________
Sentence Chart with Adjectives Examples
Literary Example: The mean wolf blew down the house of straw. starter adjective noun verb
The
A
one
greedy
mean
misunderstood
wolf
canine
blew down
destroyed
the house of straw
Content Example: A destructive temblor collapsed bridges and destroyed homes. starter adjective noun verb
A
One
Many
Several
destructive
harmful
surprising
earthquake
earthquakes
temblors
wrecked
shook
collapsed
cities
blocks of homes
bridges
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 4
Name: _________________________________________________ Teacher: _________________ Date:____________________
Sentence Chart with Adjectives and Adverbs Examples
Literary Example: The misunderstood canine efficiently destroyed the house of straw. starter adjective noun adverb verb
The
A
one
greedy
mean
misunderstood
wolf
canine
efficiently blew down
destroyed
the house of straw
Content Example: Several colorful crabs navigate carefully along the ocean floor. starter adjective noun verb adverb
Many
Several
A few
clever
hungry
colorful
dolphins
sharks
crabs
swim
navigate
claw
quickly
carefully
intently
through the sea
in the open ocean
along the ocean floor
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 5
Name: _________________________________________________ Teacher: _________________ Date:____________________
Sentence Chart with Embedded Clause Examples
Literary Example: The wolf, a greedy animal, blew down the pigs’ homes. subject , embedded clause , verb The wolf a greedy animal
a misunderstood mammal
blew down
destroyed
the house of straw
to pig’s straw home
Content Example: Loma Prieta, a magnitude 6.9 earthquake, injured more than 3,000 people. subject , embedded clause , verb Loma
Prieta
a magnitude 6.9 earthquake
a Northern California temblor
an earthquake that rocked CA in 1989
injured
destroyed
more than 3,000 people
963 homes
Source: http://www.consrv.ca.gov/cgs/News/Pages/loma_prieta.aspx
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 6
Name: _________________________________________________ Teacher: _________________ Date:____________________
Simple Sentence Chart with Adjectives
starter adjective noun verb
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 7
what? where? how? why? when?
Name: _________________________________________________ Teacher: _________________ Date:____________________
Sentence with Adjectives and Adverbs
starter adjective noun verb adverb
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 8
Name: _________________________________________________ Teacher: _________________ Date:____________________
1. Original Sentence: We are learning to expand sentences
2. Write one or two clauses that you will add to the original sentence:
Where? (in • on • at • to • by • near • far from • behind • in front of • under • beside • through • _________________)
at a professional learning institute
How? (by • through • with• _______________________________________________________________)
by adding new clauses
Why? (because • since • in order to • so • due to • ____________________________________________)
in order to strengthen our writing
When? (before • after • during • while • whenever • when • as soon as • on • at • in • __________________)
during a professional learning institute
3. Revised Sentence:
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 9
Name: _________________________________________________ Teacher: _________________ Date:____________________
1. Original Sentence:
2. Write one or two clauses that you will add to the original sentence:
Where? (in • on • at • to • by • near • far from • behind • in front of • under • beside • through • _________________)
How? (by • through • with• _______________________________________________________________)
Why? (because • since • in order to • so • due to • ____________________________________________)
When? (before • after • during • while • whenever • when • as soon as • on • at • in • __________________)
3. Revised Sentence:
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved.Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 10
Name: _________________________________________________ Teacher: _________________ Date:____________________
1. Original Sentence:
2. Write one or two clauses that you will add to the original sentence:Where? (in • on • at • to • by • near • far from • behind • in front of • under • beside • through • ________________)
How? (by • through • with• ______________________________________________________________)
Why? (because • since • in order to • so • due to • ___________________________________________)
When? (before • after • during • while • whenever • when • as soon as • on • at • in • ________________)
Contrast: (but • yet • although • despite • while • unlike • rather than • however• ________________)
3. Revised Sentence:
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 11
Name: _________________________________________________ Teacher: _________________ Date:____________________
Examples of Content-based Sentences to Expand:
Science: The plant grows. Puffer fish puff up. Birds have different beak shapes.
Social Studies: Rosa Parks sat in the front of the bus. The Romans constructed aqueducts. Cesar Chavez fought for farm-workers.
Language Arts: Akiak won the Iditarod. Stanley Yelnats saved Zero’s life. Juliet drank poison.
Math: Add the numbers in the parenthesis first.
Write a simple sentence to expand from your curriculum:
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 12
Name: _________________________________________________ Teacher: _________________ Date:____________________
1. Make a flow map of the original run-on sentence. Write words that link ideas (such as “and” and “then”) outside
of the boxes:
2. Choose at least one precise linking word to replace “and” or “then:”Cause and effect: (because • since • in order to • so • this lead to • thus) Why? Sequence: (before • after • during • while • last week • a long time ago • on Sunday) When? Contrast: (but • yet • although • despite • while • unlike • rather than • however)
3. Re-write the original run-on into two or more sentences: _______________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 13
Why? because in order to
since due to
as a result of so
this lead to thus
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 14
Contrast but yet
although despite
while unlike
however rather than
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 15
How? by as
through like
with using
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 16
When? before during after
as soon as while whenever
in _____________________ (For example: in winter, in January, in the morning).
at _____________________ (For example: at three o’clock, at night).
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 17
Where? in on by
under over
in front of behind
far from close to
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 18
Grade:'''''''''''''''Unit:'''' '' ''''''''''''Level:'________________' '
Explicit(Language(Teaching(Planning(Page(Language'Objective:''' ' ' ' ' ' ' ' ' ' '
Teach(Language:((Introduce(Model(Language('Source:'o Teacher'o Text:'
Sentence(s)'to'write/highlight'as'model'for'language'goal:'''''''Circle'strategies:''choral'response•'mark'text'•'point'•'other:'
Structure(Language(Use((Choose:'o TPS''o TPWS'o TWPS'o Numbered'heads'o Inside/outside'
circle'o Other:(
Question/Task:''Circle'scaffolds:'response'frame'•'model'answer•'word'bank'•'organizer'Write'scaffolds:''''''''
Teach(Language:(Extend(Extend'to'new'context,'provide'fewer'scaffolds,'and/or'expect'more'complexity'
Model(Language('Source:'o Teacher'o Text:'
Sentence(s)'to'write/highlight'as'model'for'language'goal:'''''''Circle'strategies:''choral'response•'mark'text'•'point'•'other:'
Structure(Language(Use(((Choose:'o TPS''o TPWS'o TWPS'o Numbered'heads'o Inside/outside'
circle'o Write'o Other:'
Question/Task:''Circle'scaffolds:'response'frame'•'model'answer•'word'bank'•'organizer'Write'scaffolds:'''''''
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 19
Grade: Unit: Level: ________________
Explicit Language Teaching Planning Page Language Objective:
Teach Language: Introduce Model Language
Source: o Teachero Text:
Sentence(s) to write/highlight as model for language goal:
Circle strategies: choral response• mark text • point • other: Structure Language Use
Choose: o TPSo TPWSo TWPSo Numbered headso Inside/outside
circleo Other:
Question/Task:
Circle scaffolds: response frame • model answer• word bank • organizer
Write scaffolds:
Teach Language: Extend Extend to new context, provide fewer scaffolds, and/or expect more complexity
Model Language
Source: o Teachero Text:
Sentence(s) to write/highlight as model for language goal:
Circle strategies: choral response• mark text • point • other: Structure Language Use
Choose: o TPSo TPWSo TWPSo Numbered headso Inside/outside
circleo Writeo Other:
Question/Task:
Circle scaffolds: response frame • model answer• word bank • organizer Write scaffolds:
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 20
Academic Language and Nominalization
In academically dense text, entire concepts are often condensed into a noun phrase that becomes the subject or object in a sentence. This is called nominalization. Examples of nominalization are in italics in each of the boxes of this flow chart.
Directions:
1. Connect two or more ideas from the chart using these frames:
Since _______, _______ _________ because _______ Thus __________.
2. Connect two or more ideas from the chart using these frames:
Due to ________, _________ _________ as a result of ___________ __________ has lead to ___________
3. Discuss: Which cause and effect words and phrases require a nominalized form? How willyou support students with using these words and phrases correctly to articulate cause andeffect?
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 21
Collaborative Brainstorm
Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 22
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