framing your thoughts sentence structure/project read fall 2011 presented by diane giannaccini...
TRANSCRIPT
Framing Your ThoughtsSentence Structure/Project Read
Fall 2011
Presented by Diane Giannaccini
Program Consultant for Specialized Interventions
Objectives:
Understand how Framing Your Thoughts addresses the fundamentals of writing
Learn the procedures for instruction
Determine how to use the Sentence Structure Manual
Become familiar with the teacher and student materials
Curriculum Curriculum Connection Connection
Common Core Standards Align with Common Core Standards Align with Project Read® Written ExpressionProject Read® Written Expression
http://http://www.projectread.comwww.projectread.com/uploads/Common%20Core%20Alignment_/uploads/Common%20Core%20Alignment_WE.pdfWE.pdf
• Florida Center for Reading ResearchFlorida Center for Reading Researchhttp://www.projectread.com/uploads/http://www.projectread.com/uploads/
ProjectReadFCRR.pdfProjectReadFCRR.pdf
Tier III: Intensive Interventions
Intensive instruction for students with identified disabilities Most often delivered by the special ed
Tier II: Targeted Interventions
Additional instruction at risk students by general edDelivered in smaller group setting
Tier I: Core Instruction All Students by general educator
3 Tiers of Instruction
Principles of Project ReadCurriculum & Instruction K-12
Decoding
Reading ComprehensionWritten Expression
• Direct concept teaching
• Sequential
• VAKT (Visual, Auditory, Kinesthetic, Tactile)
Framing Your Thoughts Materials
Sentence Structure Manual and DVD Applied Writing
Manual and DVD Sentence Structure
Symbol Pack (large & small)
Sentence Builders & Symbol Packs
Mastery Tests Posters
What is the ultimate goal of written expression?
Unit 1, skill 1
SENTENCE FRAME
3 kinds of thoughts
•Declarative (.)
•Interrogative (?)
•Exclamatory (!)
the football season began
did Ray Lewis play
the Ravens won
Diagramming Symbols
Unit 1 – Barebone Sentences
Unit 1, skill 2
SUBJECT WORD
~ a SUBJECT names the person, place, thing or idea that the whole sentence is focusing in on.
Develop Each Kind of Subject
•Use a variety of visuals
•Generate many ways to name the subject
•Create oral sentences to identify the subject
•Classify and specify responses
Subject Development
PLACES: Use globes, maps, and famous and familiar reference points.
THINGS: Build category names, scientific classification
IDEAS: Upper level concept; things you cannot touch; use symbols to show ideas
Common vs Proper Names
Some naming words are common names.
• singer• actor
Some naming words are proper names. Proper names are always capitalized.
• Taylor Swift• Johnny Deep
Unit 1, skill 2b
Unit 1, skill 2c
COMPOUND SUBJECT
When a thought names two subjects connect them with a connector.
Unit 1, skill 2d
SERIES SUBJECT
When you name three or more individual subjects together in the same sentence, you must separate them with commas, and connect the last one with the connector.
,
The PREDICATE
is the “action” of the subject.
The action of the subject is the predicate.
PHYSICAL ACTION MENTAL ACTION
Unit 1, skill 3
Unit 1, skills 3a
COMPOUND PREDICATE
The children work and play.
The kites glide dip and drift.
Unit 1, skill 3b
Series predicate
When there are more than two predicate words, separate with commas and connect the last predicate word with a connector.
Unit 1, skill 4
Sentence formula
A sentence only needs a subject word plus a predicate word to equal a complete thought.
.
Sky ignites.
Lava spews.
Smoke billows.
Mt. Etna erupts.
The hillside trembles.
The volcano explodes.
Unit 1, skill 4a
singular and plural subject words
The cow grazes. Cows graze.
Unit 1, skill 4b
Subject/predicate agreement
The horse jumps.The “s”on the end of the action word means one (singular) subject is doing the action.
Horses jump.The subject is plural, that is why there is not an (s) on the end of the predicate word.
Unit 1, skill 4c Diagramming and editing
DiagrammingRead sentence.
Underline subject.
Mark predicate.
Mark connector.
EditingFrame sentence with capital letter and stop sign.
Capitalize proper nouns.
Add commas if needed.
Unit 1, skill 5
Substitute namers for the subject
There are words that substitute for the name of the subject. The following words are substitute namers:
I he she we
they who you it
Cathy stumbles.
The supermarket closed.
The cars race.
She
It
They
Unit 2, skill 1
PREDICATE EXPANDERS
The lesson’s purpose is to expand the predicate by adding details about the predicate word.
? ? ? ?where
how
when
why
What image do you create in your mind?
The kitten sleeps
in a cozy wicker basket lined with a fluffy, warm, pink, quilt.
in a flimsy cardboard box under the dark, damp stairwell in the basement.
Unit 2, skill 1 & 1a
Predicate expander-where and starter words
? ? ? ?where
A where expander starts with a
position word.
A smile stretches
where
Unit 2, skill 1b
preposition
1.Show position
2.Joined by a namer or substitute namer to form a
phrase.
3. Always the first word (pre) of a phrase.
? ? ? ?
Unit 2, Skill 2
How- Predicate Expander
whe
re
how
1. -ly2. like…3. with…4. without…
The how –ly expander should stay as close to the predicate word as possible.
Jordan skis -lydown the steep
snow-packed hill.
where
how
The students worked
“like…” leads a comparison
like.... in Mrs.
Green’s Class.
whereho
w
Unit 2 skill 3
Mobility of predicate expander
When predicate expanders are moved around, it is called mobility. Reasons to move expanders:
1. Makes the meaning of the sentence clearer.
2. Holds the reader’s interest.
3. Placing predicate expanders at the beginning of a sentence adds variety to sentence design.
Unit 2, skill 4
Predicate expander “when”
? ? ? ?whe
re
how w
hen
Unit 2, skill 5
Predicate expander “Why”
why
Jack practices
? ? ? ?whe
re
how w
hen
for his trumpet solo
Unit 2, skills 4 & 5
Teaching to mastery
Picture Caption Writing Activity
1. Select a picture from page 2-76 or 2-77.
2. Write a predicate word at the top of the paper.
3. Fold in quarters.
4. Brainstorm expanders. Refer to page 2-74.
5. Write sentence caption.
6. Diagram -write 2 different arrangements. Star the best one!
flipped
where how
when why
at the park with ease
before the birthday party
because he was excited
Unit 3 - Subject Describers
1. Looks Like/Physical
2. Behavior/Personality
3. Number
4. Ownership
5. Set-Apart
“Correcting your grammar does not violate your right to free speech”
Indi
rect
Direct
Journal
PROCESS
Structured
• a vehicle for organizing and releasing ideas• a balance between skills and product• common language for editing purposes
provides:
Ultimate goal for communication is to obtain language independence in
speaking and writing to demonstrate clarity, variety,
and interest in communicating effectively.~ LESSON PLANNING
IS CRITICAL ~
QUESTIONS
Thank you!
I can and do offer job-embedded PD
Diane Giannaccini: Program Consultant for Specialized Interventions
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