English
Term 1 Week 9
Familiar reading
Using familiar texts;
Read to a friend
Read to a book buddy
Film yourself on an ipad (Change focus eg fluency and phrasing or reading to punctuation)
Checklist bookmark (Who, What, Where, When and Why)
Pretend you are a teacher and read to a group.
Spelling focus
Soudwaves program Students enter this code into810 at www.soundwaveskids.com.au Complete the interactive activities in Unit 9.
Onset and rime
Stage 2 students spell familiar and unfamiliar words using knowledge of letter–sound correspondence, regular and irregular spelling patterns, spelling rules and a range of other strategies. Stage 3 students apply Stage 2 strategies as well as spelling most common words accurately, using a variety of strategies to spell less common words.
Activities
When writing, provide a scaffold to assist students to deconstruct words into syllables and highlight particular sound patterns.
An alternative to teaching spelling rules is using onset and rime. Breaking down syllables into onset (the part of the syllable before the vowel) and rimes (the part of the syllable including the vowel onwards) may be useful to help students process syllables. Letter-sound correspondence appear more consistent when students look at rimes than when they look at letters in isolation.
Tracking the types of errors students are making allows the teacher to:
identify the sound patterns that are common errors in the class
group students with similar needs
develop words suited to the needs of the students.
Activity 1 – word sort
Provide students with a copy of the following table or have it displayed in your classroom: (Nearly 500 words can be derived from the following 37 rimes).
Programming and Strategies Handbook (DEC) p74.
Students are given blank cards and using the chart can experiment with writing their own list of words.
Students compile cards under headings such as words that rhyme/are homonyms/ have similar diphthongs.
Word Sort Activities such as Snap, Go fish and Memory are useful games to play once students have created lists of words on cards.
Teacher resource
Spelling patterns chart can be found at www.readwritethink.org/files/resources/lesson_images/lesson1046/patterns_chart.pdf
Activity 2 – word hunt
This is useful as a group/whole class activity.
Using either digital or paper based texts that students are currently reading together, students hunt for further words that will rhyme/ have a similar consonant blend/ vowel patterns/ onset as their own list of current words.
Use print based thesaurus/or digital ones such as word central
for rhymes, synonyms, definitions or online dictionary
Activity 3 – scaffolding
Break words into syllables using a scaffold.
Highlight vowel digraphs and less common digraphs when studying words to identify sound patterns after students segment words.
Provide a scaffold where students deconstruct words into syllables and highlight particular sound patterns.
Tracking the types of errors students are making allows the teacher to:
identify the sound patterns that are common errors in the class.
select and teach words suited to the needs of the students.
An example of a proforma with some examples is shown on the PDF below.
Grammar focus Questions & Exclamations -
Download / print / write out the answers to the worksheet https://worksheetplace.com/mf_pdf/Sentence-Ending-Worksheet-6.pdf
Adverbs
Adverbs are one of the four major word classes, along with nouns, verbs and adjectives. Adverbs are words that describe or give more information about a verb, adjective, adverb, or phrase. For example:
verbs – She walked slowly.
The adverb answers how she walked – slowly.adjectives – He drove a very fast car.
The adverb describes how fast his car was – very.other adverbs – It moved quite slowly down the mountainside.
The adverb describes how slowly it moved – quite.
Activity 1: adverb act out and charades
Ask students to take one of the basic sentences. Students then form a complete descriptive sentence by adding an adverb. Use simple sentences such as, “She walked into the room _______ .” Student then acts it out. slowly, sadly, joyously, excitedly, solemnly etc. They get up and walk into the room in a manner that shows the adverb.
This could become an extension activity developing as a game of charades.
This could be tied in with inferences and character development to demonstrate how the person is feeling based on the adverbs that are used to describe their actions.
Activity 2: does that make sense?
Everyone gets the same sentences with blanks and a different explanation of the characters feelings. For example:
“Joey woke up _______ on Monday morning. He _______ got out of bed. He went downstairs ______ and greeted his mum _______.
One group gets another card with “Joey is excited about his first cricket game” on it. This group may fill in the blanks with “excitedly” adverbs. Another group could get “Joey is dreading his first day of school in his new town.” so they would fill in the blanks with “slowly, quietly” etc.
Online resources
English zone: www.english-zone.com/grammar/pos-adv
Writing focus:
Watch the story ‘Inside Mary Elizabeth’s House - by Pamela Allen. https://www.youtube.com/watch?v=lumewnLbzBw
Write a description of what you would see, hear, feel, smell and taste if you were to go into Mary Elizabeth’s house.
Joining two simple sentences
What is a clause?
A clause is a group of words that tell us about an action and who is involved with the action. A single clause may be referred to as a sentence if it is an independent clause containing a finite verb. Prior to learning about or revising complex sentences, students need to explore the use of connectives, conjunctions and compound sentences. Note that connectives sit outside clauses, for example, ‘In conclusion, I would like … ’
There are two types of clauses:
a main (independent) clause: stands alone as a complete sentence, for example ‘Rick came first’. However, an independent clause may be joined to other independent clauses with a conjunction (and, but, nor, or, yet) to result in a compound sentence, for example, when joined to ‘He was exhausted’ the compound sentence is, Rick came first but he was exhausted.
a subordinate clause (also known as a dependent clause) is a group of words that cannot stand alone or make complete sense on its own. It needs to be combined with a main clause and joined using a subordinating conjunction or a relative pronoun to form a complete sentence. Subordinate clauses will usually be adverbial or adjectival clauses.
The following are examples of complex sentences:
the person who has the winning number wins the jackpot.
this is the cake that Elizabeth baked.
my cousin, whose child you just met, is a dentist.
the teacher asked the students whom she believed to be the most reliable and talented to audition.
the car, which was a little red Corvette, tooted its horn.
Note, iIn the following sentence whichever acts as a determiner identifying the letter:
I will open whichever letter arrives first.
For more strategies to teach complex sentences see stage 3 teaching strategies.
Compound Sentences
A compound sentence is formed by adding two main (independent) clauses together using conjunctions. A main (independent) clause: stands alone as a complete sentence, for example ‘Rick came first’. However, an independent clause may be joined to other independent clauses with a conjunction (and, but, nor, or, yet) to result in a compound sentence, for example, when joined to ‘He was exhausted’ the compound sentence is, Rick came first but he was exhausted.
Activities to support the strategy
Activity 1: fanboys
This scholastic website has excellent resources for teaching students how to recognise a sentence and help them avoid the problem of run-on sentences: www.scholastic.com/teachers/classroom_solutions/2011/02/compound-sentences
Activity 2: sentence scramble
Put students into groups of 3. Give each group two large sheets of construction paper in two colours, scissors and a marker. Instruct your students to choose one sheet of paper and cut it into long strips. Give the class an overall topic such as “walking the dog” or “your last birthday party”, and ask each group to write 10 simple sentences on the topic.
Next, instruct them to create shorter strips with the other piece of construction paper and then write out as many connecting words as they can think of. Remind them of the acronym FANBOYS to recall coordinating conjunctions: for, and, nor, but, or, yet and so.
In the last part of the exercise, ask each group to choose two sentence strips and a conjunction to create a compound sentence and read it to the class. This exercise can be repeated until all the sentences are used by all the groups.
Activity 3: learning in context
Have students comb through a passage of literature, either from a class reading or an individual book. Either you or they will choose a section. Give them a graphic organizer set up as a chart: the first column is for the first simple sentence (independent clause); the second column is for the conjunction; and the third column is for the second simple sentence.
Instruct students to chart the compound sentences that they find in the passage. This hands-on activity presupposes that students already have been taught the difference between a dependent and independent clause and know the definition of a compound sentence.
Activity 4: compound sentence dominoes
Prepare index cards that have various words as different parts of speech: nouns, verbs, conjunctions, prepositions, and so forth. It will be helpful to label each word as a particular part of speech, since words will vary as parts of speech, according to their usage. Put a selection of index cards in bowls, and assign kids to groups of 3, 4, or 5.
Using any game that works on a points system, instruct students to play the game, but instead of receiving points, they receive index cards pulled randomly from the bowl. The first person to create a compound sentence wins, and part of the fun is seeing what kind of silly sentences students will create.
Read more: www.ehow.com/info_8631502_handson-activities-compound-sentences
Activity 5: combining choppy sentences
Write a paragraph with short choppy sentences. Each sentence should contain one idea, and the entire paragraph should be about one topic. Create groups of 4 students, and distribute sentence-strip paper. Ask students to work together to rewrite the paragraph using compound sentences. Ask them to write each compound sentence on a strip of paper. Using one of the walls in the room or large sheets of butcher paper, have each group hang their sentence strips.
Read more: www.ehow.com/info_8631502_handson-activities-compound-sentences