Framing Your Thoughts Sentence 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 Connection Common Core Standards Align with Project Read® Written Expression http://www.projectread.com/uploads/Common%20Core%20Alignment_WE.pdf Florida Center for Reading Research http://www.projectread.com/uploads/ProjectReadFCRR.pdf http://www.projectread.com/uploads/ProjectReadFCRR.pdf

All Students by general educator 3 Tiers of Instruction 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 ed Delivered in smaller group setting Framing your thoughts can be used at three tiers in Carroll county Tier I: Core Instruction All Students by general educator

Principles of Project Read Curriculum & Instruction K-12 Comprehension: Report Form Written: Framing your thoughts Decoding: Project Read Pacing depends of student mastery 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? Communication, Expression, a record, reflection, release, a voice, knowledge demonstration, entertainment, persuasion, To take thoughts and feeling and express them clearly and accurately ** To introduce how special our writing is use a blank frame. Compare the blank frame to pictures and then to writing. It is our sentence frame. Have students air write.

3 kinds of thoughts Declarative (.) Interrogative (?) Exclamatory (!) Unit 1, skill 1 SENTENCE FRAME 3 kinds of thoughts Declarative (.) Interrogative (?) Exclamatory (!) We begin with a capital letter and end with a stop sign. Stop signs are the punctuation marks above. Use the sentence frame boards. Practice saying different sentences and students just show the punctuation marks. Show sentences and then students move the appropriate mark to their boards. Look at Punctuation Mastery tab in sentence structure manual Look at Literature Selections tab in sentence structure manual

the football season began did Ray Lewis play the Ravens won

Diagramming Symbols G-1 in Sentence Structure Manual

Unit 1 – Barebone Sentences Compare the skeleton bones with a sentence. A sentence only needs two words to hold it together. Buy a skeleton

Unit 1, skill 2 SUBJECT WORD ~ a SUBJECT names the person, place, thing or idea that the whole sentence is focusing in on. Subject has a special job. First bone of the sentence=subject

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 Use visuals: show pictures and have students elaborate, describe: What could the subject be? Use single person (girl) , group of people (baseball team), then a place (farm), thing (Ferris wheel), a girl hugging an animal (feelings of security, trust) Use other magazines, books, and photos of students, expand vocab using oral discussion and oral sentences. Use subject pinch strips. Use sign language. Diane will send powerpoints with the visuals as well as other powerpoints. If you create slides, send to Diane to share.

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 How to integrate:

Common vs Proper Names Some naming words are common names. singer Unit 1, skill 2b 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 Bring in pictures of favorite famous people. What is the subject? 1-23 in manual.

When a thought names two subjects connect them with a connector. Unit 1, skill 2c COMPOUND SUBJECT When a thought names two subjects connect them with a connector. Use a pocket chart to display symbols. Use telephone cords to let students connect with each other as they say their subjects and connect them. Look for the sentence combining tab in manual for more examples.

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. , You must let your voice pause. We separate each subject with the comma and the last one with a connector. It is taught by the program to use a comma before and. You can color code. Show pictures and have students use their boards and post it notes to represent the sentence. Use sentence strips with words above the symbols for the sentence. Then add the commas and the connectors. I Spy is a good book for examples. Look for things that go together. Punctuation Master tab for more examples.

is the “action” of the subject. The PREDICATE is the “action” of the subject. 1-40 shows a reference for students. Multiple ways to name the predicate- jumps, splashes, swims, propels, bounds, springs, emerges, etc. The second sentence bone=predicate

The action of the subject is the predicate. Unit 1, skill 3 The action of the subject is the predicate. PHYSICAL ACTION MENTAL ACTION Pictures to describe the predicate, just like the subject. Encourages vocab development. Identify physical or mental action. Predicate charades. After students show the predicate, sort them as mental or physical: wink, laugh, wave, scratches, daydream, think, worries, listens, waits, clap. Other games: password, listing other words, WORD CHOICE, use a gradient to display words Book: BANISH BORING WORDS by scholastic

The children work and play. Unit 1, skills 3a COMPOUND PREDICATE The children work and play. Practice diagramming sentences using the symbols. 1-49: list of sentences

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. The kites glide dip and drift. Identify the subject. How many predicates? Identify them. Put commas between the predicates. 1-53

Unit 1, skill 4 Sentence formula A sentence only needs a subject word plus a predicate word to equal a complete thought. ***answers are always in the manual!! Diagram sentences using worksheets, too. Write own sentences using word cards on 1-65. IDEA: make own word cards using vocab words, content words, etc. Lots of ideas- color code synonyms Say sentences aloud and students will give thumbs up or down to determine if the sentence is real or not real. .

Sky ignites. Lava spews. Smoke billows. Mt. Etna erupts. The hillside trembles. The volcano explodes. Show a picture. Then students need to write bare bone sentences about the picture. ESPECIALLY with content pictures.

Cows graze. The cow grazes. Unit 1, skill 4a singular and plural subject words Great time to talk about irregular plurals, too. Spend time orally discussing with students. Cows graze. The cow grazes.

The horse jumps. Horses jump. 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. Refer to video in which she explains this. Manual 1-75 The subject is plural, that is why there is not an (s) on the end of the predicate word.

Diagramming Editing Read sentence. Underline subject. Mark predicate. Unit 1, skill 4c Diagramming and editing Diagramming Read sentence. Underline subject. Mark predicate. Mark connector. Editing Frame sentence with capital letter and stop sign. Capitalize proper nouns. Add commas if needed. Manual 1-80 Editing Checklist Make sure you practice going through this over and over. Have them use a pen so you can see the changes they made. When presentation counts, let them erase 1-81 The article is part of the subject.

The supermarket closed. The cars race. 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 On page 1-92 there is a list of words in the manual for your students to practice with. A-1 is a chart that correlates parts of speech with function and examples for framing your thoughts. When students are ready you can begin to use the more abstract and conventional terms. It They

Unit 2, skill 1 PREDICATE EXPANDERS The lesson’s purpose is to expand the predicate by adding details about the predicate word. when how why where ? ? ? ? This helps to expand a barebone sentence

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. You want to create an image in the reader’s mind. Expand to create a mood

A where expander starts with a Unit 2, skill 1 & 1a Predicate expander-where and starter words where ? ? ? ? Starts with a position word. There is a poster with words. 2-6 in Manual for Where expander. *** Make a flip chart with the charts/ poster masters in manual for a tabletop resource. Make a check to show where the word is. Use a picture for oral examples. The seagulls fly…(enter position word based on the picture) 2-10 in manual A where expander starts with a position word.

A smile stretches where

preposition Show position Unit 2, skill 1b preposition Show position Joined by a namer or substitute namer to form a phrase. Always the first word (pre) of a phrase. Manual 2-14 Preposition list There is a saga of the hungry bug-page 2-19. There are several stories. You can adapt to hungry snake… Bee finger puppet to act out the story. The prepositional phrases are written and placed in pocket chart as they are read and introduced. We will call prepositions as expanders.

? ? ? ? where how -ly like… with… without… Unit 2, Skill 2 How- Predicate Expander how where ? ? ? ? Poster 2-32 in manual -ly like… with… without…

The how –ly expander should stay as close to the predicate word as possible. It can bump the where expander so the how expander stays as close to the predicate as possible. Sentences need to make sense and be clear even when you want to make a complex sentence. They need to be meaningful. Manual 2-37 where how Jordan skis down the steep snow-packed hill. -ly

“like…” leads a comparison How might the students work: like busy bees Make stand to diagram sentences instead of the green paper. Use Symbol cards to diagram using the stand based on the sentences Manual 2-46. how where like.... in Mrs. Green’s Class. The students worked

1. Makes the meaning of the sentence clearer. 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. CLARITY Hold Interest Add Variety Example: the fans rush wildly onto the field like a stampeding herd like a stampeding herd, the fans rush wildly onto the field the fans rush like a stampeding herd wildly onto the field Talk about which arrangements sound better and are more clear for the reader. Manual 2-55: predicate expanders that are four words or longer need a comma to separate and provide clarity 2-56 and 2-57 have additional opportunities for student practice

? ? ? ? when where how Unit 2, skill 4 Predicate expander “when” Video Clip 2-60 Poster for the when triangle. 7 most frequently used words. There is a mnemonic device to remember these words: When can students have phone calls? Since school started, before dinner, after dinner, as soon as the homework is finished, but never during dinner or while doing dishes. There are motions that stress or show the when starter words for each part of the mnemonic. 2-62 there is a story called Fishing pals for student practice.

? ? ? ? why when where how Jack practices for his trumpet solo Unit 2, skill 5 Predicate expander “Why” why when how where ? ? ? ? 2-66 Manual for Why expanders There are body movements for each word. There are primary and intermediate activities 2-68 Jack practices for his trumpet solo

Picture Caption Writing Activity Unit 2, skills 4 & 5 Teaching to mastery Picture Caption Writing Activity Select a picture from page 2-76 or 2-77. Write a predicate word at the top of the paper. Fold in quarters. Brainstorm expanders. Refer to page 2-74. Write sentence caption. Diagram -write 2 different arrangements. Star the best one! flipped where how at the park with ease Unit 2 focuses on using predicate expanders. Fold paper The boy flipped with ease at the park before the birthday party because he was excited. Because he was excited, the boy flipped with ease at the park before the birthday party. Then diagram the sentences. when why before the birthday party because he was excited

Unit 3 - Subject Describers Looks Like/Physical Behavior/Personality Number Ownership Set-Apart Unit 3 Subject Describers (adjectives) Size, shape, smell, texture complete list on 3-6 Angry, grouchy, complete list on 3-19 Number itself or words that describe an amount 3-25 No page Two cups, one on table and one on floor. A set apart, the cup on the table fell. Instead of the cup fell.

“Correcting your grammar does not violate your right to free speech” Indirect Direct Structured Journal PROCESS provides: a vehicle for organizing and releasing ideas a balance between skills and product common language for editing purposes

~ LESSON PLANNING IS CRITICAL ~ 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 ~ Accountability Students need outside resources Diane has pre and post assessments. Email her if you need/want them. Good website: http://www.visuwords.com/

I can and do offer job-embedded PD  QUESTIONS I can and do offer job-embedded PD  Diane Giannaccini: Program Consultant for Specialized Interventions dmgiann@carrollk12.org Please complete feedback form. Thank you! 43