Wow! Can you believe we only have 3 more weeks left in the semester! Time is flying.
I felt like everyone understood our new pattern this week. We looked at the S-Vl-PN
pattern this week. Please let me know if you have any questions. One thing to remember
is to keep asking those questions we talk about every week. We added a new question this
week when trying to determine what type of verb we have and what the role of the word that
follows the verb. Make sure you ask all these question. We added to ask does the word that
follows the verb rename the subject? Make sure when you think you have a Predicate Nominative that you
have a linking verb. Also, when you see only a linking verb as your verb, be thinking about whether
you have a Predicate Nominative. We will talk about Predicate Adjectives next week.
Really focus on memorizing the linking verbs if you child does not know them.
We also talked about the five principal parts of a verb. Everyone seemed to understand this also.
Work on memorizing the principal parts of the irregular verbs and practice writing out the principal
parts of regular verbs by following the patterns. We worked on the simple tense on Chart K.
Again everyone seemed to have an understanding of what we were doing. Please let me know if
this is not the case. Let me know if you have any questions.
Things to do this week.
1. Moms, read lesson 9 your EEL guide.
2. Memorize charts. Focus on Chart K, C, and D. Review any that need work. Remember to mix up writing the charts and saying the charts. I like to ask my kids the charts.
3. Task sheet sentences in week 9 lesson.
4. Make up some simple S-Vl-PN sentences, and then make up some simple S-Vt-DO sentences , and see if your child can tell the difference.
For example:
a. Tom was president.(S-Vl-PN)
b. Tom was elected president. (S-Vt-DO)
- Note the difference in verbs. "was elected" is an action verb with a helping verb. Was in the second sentence is a helping verb to the action verb elected.
c. Jenny is a sister.(S-Vl-PN)
d. Jenny called her sister.( S-Vt-DO)
Tuesday, October 29, 2013
Tuesday, October 22, 2013
Week 8 Prepositions
We had another good review today playing moms vs. kids in seeing who could write out the chart the fastest.
The noun chart proved to be a little more challenging. The kids won in both classes by just a small amount.
Thank you all for being good sports. I will think of another fun game to play with the moms in a couple of weeks. We did not introduce too much new information today. We went over changing declarative sentences to interrogative sentences in the S-Vt-DO pattern. This was a good review.
We went over prepositions. We talked about prepositional phrases, and that they were either adjectival or adverbial . We went over how to diagram a prepositional phrase. It is important to remember that a prepositional phrase does not contain the subject, a direct object or the verb of a sentence. This is why one of the first things to do with breaking down a sentence is to identify if there are any prepositional phrases.
Put parentheses around the prepositional phrases, and then identify your subject, verb, and direct object.
In the first class we were able to play a game with the prepositions. Make sure your child works on memorizing them.
Things to do this week!!
1. Moms read week 8 lesson.
2. Study Mastery Chart J, and specifically review Chart E,G and I.
3. Continue to study all charts and memory work
4. Weekly sentences in week 8 lesson of EEL guide
Please let me know if you have any questions.
Thanks!!
Karen
The noun chart proved to be a little more challenging. The kids won in both classes by just a small amount.
Thank you all for being good sports. I will think of another fun game to play with the moms in a couple of weeks. We did not introduce too much new information today. We went over changing declarative sentences to interrogative sentences in the S-Vt-DO pattern. This was a good review.
We went over prepositions. We talked about prepositional phrases, and that they were either adjectival or adverbial . We went over how to diagram a prepositional phrase. It is important to remember that a prepositional phrase does not contain the subject, a direct object or the verb of a sentence. This is why one of the first things to do with breaking down a sentence is to identify if there are any prepositional phrases.
Put parentheses around the prepositional phrases, and then identify your subject, verb, and direct object.
In the first class we were able to play a game with the prepositions. Make sure your child works on memorizing them.
Things to do this week!!
1. Moms read week 8 lesson.
2. Study Mastery Chart J, and specifically review Chart E,G and I.
3. Continue to study all charts and memory work
4. Weekly sentences in week 8 lesson of EEL guide
Please let me know if you have any questions.
Thanks!!
Karen
Tuesday, October 15, 2013
EEL-Week 7
Week 7 was mixed with review and some new concepts. We started out by reviewing the imperative purpose and the compound structure. We changed declarative sentences into imperative sentences.This
is where we learned about the 3 different verb moods. We went over examples of the verb moods. Everyone seemed to grasp this along with changing sentences into the imperative purpose. We reviewed the S-Vt-DO pattern and showed how it is not really different when dealing with the imperative purpose.
We next moved into talk about two more noun roles. We talked about the Noun of Direct Address. Commas are used to set of the Noun of Direct Address to show that it is no grammatically connected to the sentence.
Appositives caused us a little bit of trouble trying to understand whether to use commas or not.
I have looked into it a little further. I looked up 2 websites that I will site below. I also looked in the Our Mother Tongue book. The Our Mother Tongue lesson is on page 66-67. The basic rules that I have found. You use a comma if the information is not needed to understand the sentence. If the information is needed to understand the sentence then you leave the commas out. I read in one source that if the subject is a proper noun then the appositive will always have commas. This would be because the proper noun should give us a clear picture of who or what the sentence is about since the subject is a proper noun. The appositive will just be extra information. If the subject is more unclear about who or what I am specifically talking about then the appositive is necessary to understand the sentence. In that case you would not use the commas since the information is necessary. I also read that the appositive can come before the subject though it most often follows the subject. You should be able to tell which noun is the appositive when there are commas. If there are no commas it is a little unclear. Though I would say most of the time the appositive will be after.
Here is the example from Our Mother Tongue where the appositive is first.
"A fine student and leader,Sam will go places."- This is Exercise A in Lesson 15 page 66. "A fine student and leader" is the appositive. It is obvious in this example because of the comma setting off the phrase in the beginning. Plus, it would not really make sense any other way. The next example in that exercise is not as clear. "My daughter Sarah is my best friend." There is no comma. The book says that "My Daughter" is the appositive. I personally think either one could be in this example. It is not clear. I don't think that is a good example. Where really both could be the appositive depending on what was trying to be said.
I think most of the time the appositive comes after the noun. I think you just need to be aware that it could come before, and you need to look for the commas and be aware of what is being said.
I will copy a couple rules a found at the bottom and another website that gives some examples with answers that I thought were helpful. Try not to get too hung up on these appositives. For the most part they should be pretty straight forward. There are always going to be tricky sentences that seem confusing. Just try to get the basics right now. Some is going to be based on the intent of the writer, and what they are trying to say.
Finally were able to talk about adverbs. Please work on studying Chart I, which is the adverb chart.
Adverbs modify verbs, adjectives, and other adverbs. I tried to relate this back to the-ly words in IEW.
The best thing to start with is memorizing the questions that adverbs answer. How? When? Where? Why? To what extent? How much? Under what condition? How often? I wanted to play an adverb game, but we ran out of time in both classes. We may start off next week with playing that game.
Please let me know if you have any questions.
At Home:
1. Moms read week 7 lesson.
2. Study Chart I, Review chart E and any other chart you need extra work on.
3. Sentences at the back of week 7
4. Take simple declarative sentences and have your child change them into imperative or interrogative sentences. You can use the sentences at the back of Lesson 7. The answers are listed.
Appositive Help- website -http://www.cws.illinois.edu/workshop/writers/appositives/
*Here is a second website with some examples and the answers at the bottom.
http://www.sjsu.edu/writingcenter/docs/Appositives.pdf
is where we learned about the 3 different verb moods. We went over examples of the verb moods. Everyone seemed to grasp this along with changing sentences into the imperative purpose. We reviewed the S-Vt-DO pattern and showed how it is not really different when dealing with the imperative purpose.
We next moved into talk about two more noun roles. We talked about the Noun of Direct Address. Commas are used to set of the Noun of Direct Address to show that it is no grammatically connected to the sentence.
Appositives caused us a little bit of trouble trying to understand whether to use commas or not.
I have looked into it a little further. I looked up 2 websites that I will site below. I also looked in the Our Mother Tongue book. The Our Mother Tongue lesson is on page 66-67. The basic rules that I have found. You use a comma if the information is not needed to understand the sentence. If the information is needed to understand the sentence then you leave the commas out. I read in one source that if the subject is a proper noun then the appositive will always have commas. This would be because the proper noun should give us a clear picture of who or what the sentence is about since the subject is a proper noun. The appositive will just be extra information. If the subject is more unclear about who or what I am specifically talking about then the appositive is necessary to understand the sentence. In that case you would not use the commas since the information is necessary. I also read that the appositive can come before the subject though it most often follows the subject. You should be able to tell which noun is the appositive when there are commas. If there are no commas it is a little unclear. Though I would say most of the time the appositive will be after.
Here is the example from Our Mother Tongue where the appositive is first.
"A fine student and leader,Sam will go places."- This is Exercise A in Lesson 15 page 66. "A fine student and leader" is the appositive. It is obvious in this example because of the comma setting off the phrase in the beginning. Plus, it would not really make sense any other way. The next example in that exercise is not as clear. "My daughter Sarah is my best friend." There is no comma. The book says that "My Daughter" is the appositive. I personally think either one could be in this example. It is not clear. I don't think that is a good example. Where really both could be the appositive depending on what was trying to be said.
I think most of the time the appositive comes after the noun. I think you just need to be aware that it could come before, and you need to look for the commas and be aware of what is being said.
I will copy a couple rules a found at the bottom and another website that gives some examples with answers that I thought were helpful. Try not to get too hung up on these appositives. For the most part they should be pretty straight forward. There are always going to be tricky sentences that seem confusing. Just try to get the basics right now. Some is going to be based on the intent of the writer, and what they are trying to say.
Finally were able to talk about adverbs. Please work on studying Chart I, which is the adverb chart.
Adverbs modify verbs, adjectives, and other adverbs. I tried to relate this back to the-ly words in IEW.
The best thing to start with is memorizing the questions that adverbs answer. How? When? Where? Why? To what extent? How much? Under what condition? How often? I wanted to play an adverb game, but we ran out of time in both classes. We may start off next week with playing that game.
Please let me know if you have any questions.
At Home:
1. Moms read week 7 lesson.
2. Study Chart I, Review chart E and any other chart you need extra work on.
3. Sentences at the back of week 7
4. Take simple declarative sentences and have your child change them into imperative or interrogative sentences. You can use the sentences at the back of Lesson 7. The answers are listed.
Appositive Help- website -http://www.cws.illinois.edu/workshop/writers/appositives/
Restrictive Appositives-( Essential appositives)
A restrictive appositive is necessary to maintain the meaning of the sentence and does not require commas. Usually, a restrictive appositive is a single word closely related to the preceding word. It "restricts" or narrows the meaning of the word it modifies:
- The musician Harry Connick will come to Champaign.
("Harry Connick" restricts the general term "musician.") - My sister Mary has four dogs.
Nonrestrictive Appositive-(non-essential appositives)
A nonrestrictive appositive may be omitted without changing the basic meaning of the sentence. A nonrestrictive appositive is separated by commas. Commas are always used when the word which the appositive modifies is a proper noun:
- Harry Connick, the musician, will come to Champaign.
("Musician" offers additional information about the specific name "Harry Connick") - There are many parades for Mardi Gras, a religious festival celebrating the last day before Lent, in New Orleans, a city in Louisiana.
http://www.sjsu.edu/writingcenter/docs/Appositives.pdf
Tuesday, October 8, 2013
Week 6- EEL The moms won the game, and everyone received candy!!
Thanks so much for playing the relay game today in EEL! I think everyone had fun.
The moms won in both classes. Though I would have to say the win in the second class
was a little iffy. I introduced a lot of new material today. Please let me know if you have any
questions. The compound structure was introduced today. Chart G gives examples of the compound
structure listed out per purpose and pattern. We went over that coordinating conjunctions connect
2 or more independent clauses to form a compound sentence. Chart H is the conjunction chart.
We are specifically looking at the coordinating conjunction section. Please have your child work on
memorizing the FANBOYS. We also looked at the fact the conjunctions also connect words and phrases, and that we need to be aware of which they are connecting. Our new sentence pattern for this week
is the S-Vt-DO pattern. We introduced the direct object. We looked at several examples of this pattern
and how to diagram it. We also showed how to diagram a compound subject and compound verb.
Please do let me know if you have any questions. Next week I am going to try to encourage
the kids to sit a little more in the front. I am unsure if there was some extra drawing and possible
bracelet making going on in the class. I am going to try to remember to talk to everyone about there
being no extra drawing on the white boards or other activities going on during class. I know it is hard
to sit at 2pm in the afternoon and listen. I also don't want to call on kids that may not know the answer
to get them to pay attention. I would appreciate you talking to them about trying to pay attention and answer
questions. I would love for everyone to try to raise their hands to answer. I don't want to call on anyone that
doesn't raise their hand , however, I would like a way to encourage those that do not raise their hand to
try and start. I would appreciate any incentives that you may be able to encourage your child.
Thanks so much. I love this cooler weather!!
Things to do at home.
1. Moms, read the week 6 lesson in your EEL guide.
2. Memorize and copy chart G and H
3. Review charts A-F by writing or repeating orally
4. Task Sheet sentences at the end of week 6
5. You could also do a similar thing as I did in class with using coordinating conjunctions. Write up some basic sentences for your child and see if they can figure out if the conjunction is connecting words, phrases or clauses.
Some examples:
The boy ran a race, and the girl played ball.( connects clauses, compound sentence)
The dog and the cat jumped and played. (connects words, compound subject and compound verb)
David fought Goliath and won the battle.( connects words, compound verb)
Paul and Peter preached the gospel. (connects words, compound subject)
Jake chased the ball, but Tobey ate his treat. (connects clauses, compound sentence)
The dog ran down the street and through the woods. (connects phrases, compound phrase)
All of the sentences above that do not connect clause and that are not listed as compound sentence are simple sentences in structure.
Let me know if you have any questions.
The moms won in both classes. Though I would have to say the win in the second class
was a little iffy. I introduced a lot of new material today. Please let me know if you have any
questions. The compound structure was introduced today. Chart G gives examples of the compound
structure listed out per purpose and pattern. We went over that coordinating conjunctions connect
2 or more independent clauses to form a compound sentence. Chart H is the conjunction chart.
We are specifically looking at the coordinating conjunction section. Please have your child work on
memorizing the FANBOYS. We also looked at the fact the conjunctions also connect words and phrases, and that we need to be aware of which they are connecting. Our new sentence pattern for this week
is the S-Vt-DO pattern. We introduced the direct object. We looked at several examples of this pattern
and how to diagram it. We also showed how to diagram a compound subject and compound verb.
Please do let me know if you have any questions. Next week I am going to try to encourage
the kids to sit a little more in the front. I am unsure if there was some extra drawing and possible
bracelet making going on in the class. I am going to try to remember to talk to everyone about there
being no extra drawing on the white boards or other activities going on during class. I know it is hard
to sit at 2pm in the afternoon and listen. I also don't want to call on kids that may not know the answer
to get them to pay attention. I would appreciate you talking to them about trying to pay attention and answer
questions. I would love for everyone to try to raise their hands to answer. I don't want to call on anyone that
doesn't raise their hand , however, I would like a way to encourage those that do not raise their hand to
try and start. I would appreciate any incentives that you may be able to encourage your child.
Thanks so much. I love this cooler weather!!
Things to do at home.
1. Moms, read the week 6 lesson in your EEL guide.
2. Memorize and copy chart G and H
3. Review charts A-F by writing or repeating orally
4. Task Sheet sentences at the end of week 6
5. You could also do a similar thing as I did in class with using coordinating conjunctions. Write up some basic sentences for your child and see if they can figure out if the conjunction is connecting words, phrases or clauses.
Some examples:
The boy ran a race, and the girl played ball.( connects clauses, compound sentence)
The dog and the cat jumped and played. (connects words, compound subject and compound verb)
David fought Goliath and won the battle.( connects words, compound verb)
Paul and Peter preached the gospel. (connects words, compound subject)
Jake chased the ball, but Tobey ate his treat. (connects clauses, compound sentence)
The dog ran down the street and through the woods. (connects phrases, compound phrase)
All of the sentences above that do not connect clause and that are not listed as compound sentence are simple sentences in structure.
Let me know if you have any questions.
Tuesday, October 1, 2013
Week 5 Interrogatives
Good Afternoon,
It was such a beautiful day! I pray all of you got to go home and enjoy the rest of the afternoon.
Today we did some review of the first 3 sentence purposes that we have studied. I introduced
the interrogative sentence purpose. We focused on turning an S-Vi pattern sentence into an interrogative
sentence using 3 different ways. I gave you the initials C.I. A. to remember the 3 ways. If this is confusing to
your child just don't even worry about using the C.I.A. It was just meant to be a fun way to remember
and look at 3 ways to change a sentence to an interrogative sentence. The C stands for Changing the end mark and voice inflection to make a declarative sentence a question. The I stands for an interrogative pronoun taking the place of the noun. The interrogative pronouns are who,whom, whose, which , what.
The A stands for adding a helping verb to make a question. We worked with all of these forms of questions and diagraming them. Of course there are many other ways to make questions, however, they usually involve other sentence patterns and parts of speech. These will be dealt with later.
Please let me know if you have any questions. There are no new charts this week. Please use this week
to continue to review what has already been worked on. There are 5 sentences again at the end of the
Week 5 lesson to task sheet.
Things to do at home.
1. Mom will read week 5 lesson in EEL guide.
2. Review and study Mastery Charts A-F.
Have your child write and copy the chart. It is also helpful to go over the chart out loud by asking questions to see how much they remember.
3. Task sheet sentences at the end of week 5 lesson in EEL guide. Sentences 1-3 for 1st tour students, and sentences 1-5 for 2nd or 3rd tour students. I mentioned last week that if your child is feeling these sentence are too easy in the guide if they have done them before. Try giving them one of the sentences and having them try the task sheet from memory. (This of course is for 2nd or 3rd year students) It is a good lesson to see how much they can come up with on their own. I just have Abigail write it out on a piece of paper. If you need an example of what I mean, I will be glad to send it to you.
Keep bringing those EEL guides!!!
Karen
It was such a beautiful day! I pray all of you got to go home and enjoy the rest of the afternoon.
Today we did some review of the first 3 sentence purposes that we have studied. I introduced
the interrogative sentence purpose. We focused on turning an S-Vi pattern sentence into an interrogative
sentence using 3 different ways. I gave you the initials C.I. A. to remember the 3 ways. If this is confusing to
your child just don't even worry about using the C.I.A. It was just meant to be a fun way to remember
and look at 3 ways to change a sentence to an interrogative sentence. The C stands for Changing the end mark and voice inflection to make a declarative sentence a question. The I stands for an interrogative pronoun taking the place of the noun. The interrogative pronouns are who,whom, whose, which , what.
The A stands for adding a helping verb to make a question. We worked with all of these forms of questions and diagraming them. Of course there are many other ways to make questions, however, they usually involve other sentence patterns and parts of speech. These will be dealt with later.
Please let me know if you have any questions. There are no new charts this week. Please use this week
to continue to review what has already been worked on. There are 5 sentences again at the end of the
Week 5 lesson to task sheet.
Things to do at home.
1. Mom will read week 5 lesson in EEL guide.
2. Review and study Mastery Charts A-F.
Have your child write and copy the chart. It is also helpful to go over the chart out loud by asking questions to see how much they remember.
3. Task sheet sentences at the end of week 5 lesson in EEL guide. Sentences 1-3 for 1st tour students, and sentences 1-5 for 2nd or 3rd tour students. I mentioned last week that if your child is feeling these sentence are too easy in the guide if they have done them before. Try giving them one of the sentences and having them try the task sheet from memory. (This of course is for 2nd or 3rd year students) It is a good lesson to see how much they can come up with on their own. I just have Abigail write it out on a piece of paper. If you need an example of what I mean, I will be glad to send it to you.
Keep bringing those EEL guides!!!
Karen
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