1. Framing Your Thoughts Project Read Pat Rakovic MA CCC/SLP,CAGS
Writing
Framing Your Thoughts
Project Read
Pat Rakovic MA CCC/SLP,CAGS

2. Whole Brain Learning I always begin my sessions with a routine.
I teach the students the rules of learning and always use an attention set.
Whole Brain teaching: Chris Biffle

10. Teach Okay
Education research tells us that the most effective learning takes place when a student engages the brain's primary cortices- visual, auditory, language production and motor- at the same time.
Further, as students enjoy the experience, their limbic systems become involved.

11. “Tell me and I will forget, teach me and I will remember, involve me and I will learn.”
The limbic system is the portion of the brain that controls emotional engagement.
As you involve all four learning modes at once, and attach a positive emotional experience, students form deep and lasting anchors for the information they are acquiring.

12. Divide your class into teams of two
Divide your class into teams of two. One student is a One, the other member of the team is a Two.
You want students to do a large amount of the teaching. Present a small amount of information, complete with gestures. When you finish, look at the class and clap two times, say “Teach!” Your students clap twice and respond “OK!” 

13. Teach your students to copy your gestures (kinesthetic) and mimic the emotion in your tone of voice (limbic).  
As your students teach each other, move around the room listening to what they are saying.  This is an excellent opportunity to monitor student comprehension.  
Then, call them back to attention with the Class-Yes!  If you are not convinced your students have understood your lesson, repeat it.  Otherwise, go on to the next small group of points.

14. You can either let your students find their own natural way of determining who speaks or listens, or provide more structure using "Switch!"

15. Project Read
Project Read©/Language Circle© is a research based mainstream language arts program for students who need a systematic learning experience with direct teaching of concepts and skills through multisensory techniques
All Verb parts are yellow, All nouns are blue ( Similar to what a great deal of us do now but a clear delineation that can be done with highlighters, colored pencils, index cards or sticky notes)
Give two examples a noun is the name of a person place or thing, Verb expanders that tell when ( When may you talk in class you may talk BEFORE class or AFTER class but never DURING class BECAUSE I am the teacher and you will do AS I say). Visual symbols, verbs, nouns, verbal expanders, noun descriptors. Then can trace the symbols as they say i

16. Project Read Differentiation of instruction Color coded
Auditory:Saying for each part of speech
Visual symbol
Tactile symbol
Kinesthetic
All Verb parts are yellow, All nouns are blue ( Similar to what a great deal of us do now but a clear delineation that can be done with highlighters, colored pencils, index cards or sticky notes)
Give two examples a noun is the name of a person place or thing, Verb expanders that tell when ( When may you talk in class you may talk BEFORE class or AFTER class but never DURING class BECAUSE I am the teacher and you will do AS I say). Visual symbols, verbs, nouns, verbal expanders, noun descriptors. Then can trace the symbols as they say i

18. What do you do when you have a great photo

20. ^ Sentence Frame . ? ! STOP A sentence starts with a
capital letter and ends with a
stop sign.

21. Literature that teaches Punctuation

22. Activity Draw a sentence frame on your paper ( board).
Say it as you draw it.

23. Subject A noun is a word that names the
person, place, thing, idea and animal
Dog
Cars
John

24. Discovering the Subjects
The use of visuals to teach nouns
TASK
Use your camera to find subjects in the pictures.
Think about what story you might be able to tell with that particular subject.

26. Subject line or blue card/sticky note

27. Game Say the noun poem Lets think of all the nouns that are
People
Places
Things
Animals
You need to listen to your classmates you can’t repeat what they say

28. Books about Nouns

29. Predicate The action of the subject is called the predicate.
The action can be physical (doing)
or mental (thinking or being).
crash
runs
paints

30. Predicate

31. Verbs Verbs can be mental/physical it is what you do.
TEACH
Activity: Just call out verbs that could be used for these pictures.

33. Books about Verbs

34. Bare Bone Sentences

35. Barebones Sentence
A sentence only needs a subject word
plus a predicate word
to equal a complete thought.

36. Sentence Formula

37. Barebones Sentence ^ .
Cars crash.

38. ^ . ^ .
John paints.
The dog runs. ^ .
Cars crash.

39. Activity Use student’s names to make some barebone sentences
Mary yodels
Extra points for novel verbs

40. Predicate Expander How Where When Why
A predicate expander expands the predicate by answering the questions where, how, when, and why.

41. Predicate Expanders
Each Triangle or Predicate Expander Type would be taught separately.
The categories answer the questions
Where
How
When
Why

42. Predicate Expanders
Predicate Expanders are taught after the subject and verb because they are what adds substance to the sentence.
Note that the predicate was marked by four mountains, each of these mountains represent a category of expanders

44. Predicate Expander-Where
Cars
crash
on the busy freeway.

46. Predicate Expander-How
Cars
crash
loudly.

47. Predicate Expander-When
Cars
crash
during rush hour.

48. Predicate Expander-Why
Cars
crash
because of the rain.

49. Activity Write a sentence using a subject descriptor.
Diagram the sentence.
Did you use any triangles?

51. Subject Describers describe or tell more about the subject.
Looks like/
Physical
Behavior/ Personality
Numbers
Ownership
Set Apart

52. Subject Descriptors Looks/Physical Characteristics
Shape, size, color, texture, taste, smell
Behavior/personality
Number
Ownership
Set Apart
Sets the subject apart
The cup, on the desk, fell down.

53. Barebones Sentence ^ .
The dog runs.

54. Subject Describer-Appearance
runs.
dog
The big

55. Subject Describer-Personality
dog
runs.
The playful

56. Subject Describer-Number
Three
dogs
run.

57. Subject Describer-Ownership
Bob’s
dog
runs.

58. Subject Describer-Set Apart
The dog
with the red collar
runs.

60. Joins words, phrases, and
Connector
Conjunction
lll
Joins words, phrases, and
sentences.

61. Barebones Sentence ^ .
Cars crash.

62. Connector
The red
and
lll
green cars
crash.

64. Sentence Mobility
Write a sentence having at least one predicate expander.
Diagram it.
Take the sentence and move the predicate expander to another place in the sentence.

67. Paragraph Writing
This writing program goes from the one word level to the paragraph and research level
There are visual formats that assist the student in gathering the correct information and then putting it into the correct format
There is a step by step procedure for writing the paragraph as well as editing it.

68. 6 steps of writing a paragraph
Subject
Key Idea
Brain storm
Organize
Write
Edit

69. Activity Write a short story 5 sentences
Begin with bare bones to sketch out story
Add as many triangles in your sentence as you can.
Proof sentences by diagramming.

70. Diagramming Sentences
First put the sentence frame around each sentence. Alternate colors for each sentence.
Then put the symbols around the words.
Do you see a pattern ?
If you see a pattern try to change it.

71. How to Make A Peanut Butter Shipwreck
If you want something really yummy like candy, but your mom says it has to be healthy, you’ll probably be bummed out. I can however easily teach you how to make a nutritious, but extremely delicious snack called a celery boat.
First, wash your hands. Next, gather all of the luscious ingredients, brisk, crisp celery, an immense amount of creamy peanut butter for color and taste, and some savory raisins. Now you can congregate this tasty treat. Find a nice, clear area like a countertop or cutting board and make sure that it is clean. Next, take a washed piece of celery and then with a knife or a fork gently spread on the appetizing peanut butter. After that, lightly sprinkle on yummy raisins to look like fish on the sunken ship
For extra fun, stick a toothpick with a piece of cheese on top of it into the celery stalk for a mast. Now you are ready to gobble up this delicious peanut butter shipwreck.

72. Thunderstorm by Jordan, Dan, and Alex
     The thunderstorm is coming. Lightening crashes in the garden. Noisily the clouds cry during the thunderstorm. The sky gets gray. The loud thunder booms. The wind is blowing against the window. The big storm clouds gather in the sky. The lightening flashes across the sky like a lighthouse. The trees are bending because the wind is blowing them. The rain floods the streets. Loudly the thunder crashes. Since they are scared, the animals run from the storm. Now you know you know that a thunderstorm is scary .