Tuesday, September 24, 2013

Week 4- Hooray!! Read my email.

Good Afternoon,

     Today in class we talked about interjections and imperative sentences.
I felt like you had a pretty good understanding of the imperative purpose.
We went over that the subject of an imperative sentence is always the implied you.
When writing this as the subject you will always enclose the you within parentheses to
show the word is not actually in the sentence.Imperative sentences can end in a period or
an exclamation point.  We also talked about the noun of direct
address especially in reference to imperative sentences. It can be confusing, but please
make sure you do not confuse a noun of direct address for the subject of the imperative
sentence. We diagrammed examples of the imperative sentences.
     Interjections were our new part of speech. I feel like everyone understood while I
was going over these. Please feel free to ask me questions. I know once you get home
things can get confusing. Email me the questions or I am glad to take phone calls to talk
it over with you. Interjections are diagrammed on a floating line over the subject. This shows
that they are not grammatically connected to the sentence. They can stand along or at the
beginning of a sentence. A mild interjection is punctuated with a comma, and the next
letter is not capitalized. A strong interjection at the beginning of a sentence receives an
exclamation point, and the next letter is capitalized in the sentence.
Things to do at home this week!! There are no new memory work charts this week!! Yay!!
1. Mom should read the week 4 lesson in the EEL Guide.
2. Review memory charts A-F. Have you child write them out, but I find going over them orally
at least once a week helps.
3. Task sheet the sentences in the back of Lesson 4.

Let me know if I can help in any way!!!!
Blessing,
Karen

-I plan to give out some more "treats" this next week for all of those moms who have their EEL Guide!!

Tuesday, September 17, 2013

Week 3- EEL-Mrs. Hinson

Good Afternoon,

     It has been a beautiful day outside. I hope you still get to enjoy some of it.
Today we talked about nouns and pronouns. We talked about all of the different roles
or jobs that nouns have in sentences. We talked about the noun attributes. We quickly
went over the pronoun chart.  We will be memorizing most of the pronoun chart in Foundations.
We also went over the Analytical Task sheet for the first time in class. One thing, that
I did not touch on that was confusing for a few first time moms, was where to find the sentences
to use on the task sheet.  You can task sheet any sentence you want on the task sheet. However, if you would like the answers for your sentences, you can look in your EEL guide.  For each
week of Essentials starting with week 3, there are 5 sentences in the back of each weekly lessons. These are the weekly lessons, that are found in your Essentials of the English Language Guide. This
is the big scary guide that no one opens up. We divided them out at orientation into 24 weeks.
These sentences are for you to go over at home with your student.
The answers are listed. The first 3 sentences are the basic sentences that first year students should be
able to work on after our class. Sentence 4 and 5 are meant for 2nd or 3rd year students .

    I really do want to stress the importance of you doing these sentences in the EEL guide first
in your homeschool especially if you are a new student.  After you have mastered these sentences, then you can move onto the Daily Checklist that Melissa copied for everyone. The Daily Check list that Melissa copied should be secondary to going over the sentences in the EEL guide. It is a great thing to use, but I do caution you away from ignoring the guide and only focusing on the work in the check list. This again is especially true for 1st year students. You may miss some important foundation building if you do not look at the guide or the sentences in it. Please let me know if you have questions regarding this.
    I also really want to stress with you to please read the lesson in the EEL guide each week. You do not need to read it before class. It should help you understand the things I went over in class.  It should not take you very long, and I really do believe it will help you even more than you think.
This weeks lesson starts on page 43. It is a long lesson this week because it gives you step by step instruction for the whole task sheet. We only did tasks 1-4 this week. You only need to read those sections. If you have any questions please call me or email me. Below I am listing some suggestions for you to work on.
    I did forget to mention that there are songs for the pronouns posted on the EEL home page of this blog. Erin made them to go along with the Foundations memory work. 

* I am going to challenge you to bring your EEL guide week 4 to class next week. (Shelly suggested at orientation, to have a small notebook and to pull each week out at a time, so you do not have to lug the whole guide around. ) This is a great suggestion. I will have a small reward for those of you that do bring the whole guide or just week 4.   I follow exactly what is in the guide in class.

What to do this week!
1. Work on memorizing and copying  Chart E and F( noun and pronoun charts)
2. Task sheet using tasks 1-4 for Sentences 1,2, 3 on pages 69-71 in EEL guide for 1st year.
    2nd and 3rd year task sheet sentences 1-5.  ( When I say "task sheet" I mean do exactly what we
did in class. Dictate the sentence ,and then go through questions to find out if it is a sentence , and so on.
3. Work with noun chart by listing nouns and having your child give the attributes of those nouns.

Don't forget those guides next week!!!
Karen

Tuesday, September 10, 2013

Week 2-Verbs

Thanks for two great classes today. We did a thorough review of Chart A. I thought most
everyone seemed to have memorized some of the chart. Please continue to review Chart A and B.
Along with asking your child to name the 4 purposes of a sentence, it can be helpful to ask them the other way. Give them the list : Declarative, Interrogative, Imperative, and Exclamatory and ask your child
what those are. We did this when I was going over Chart A on the board. 

We looked at the Verb Chart, which is chart C. This chart contains a lot of information.
We went over most of it during class. I wish I had worked a little bit more on just picking
out the verb in a sentence.   We will cover all of the items on Chart C throughout the coming weeks.
Please continue to work on loading the grammar,which is primarily memorizing the charts. 
The week 2 lesson in your EEL guide does a good job explain all of the parts of Chart C and Chart
D. I encourage you to read through it. Please let me know if you have any questions or concerns.
I am going to forward some songs put out on CC connected . One of the songs puts chart C to song.
I am just sending these for you to use if you choose. 
Along with memorizing the charts, you can work with your child on picking the verbs out in any sentence.
Either make some up , or find some in a book. 
Karen  

Wednesday, September 4, 2013

EEL Week 1

I hope you all made it through class well. Please do not hesitate to let me know if you have any questions or concerns.
I know many of you may feel overwhelmed if this is your first year in Essentials. It is normal to feel this way.
Please let me know what I can do to help. I know I presented a lot of information this morning.
I am sending this update via email. I will also post it to the blog. Please subscribe to my Essentials page on our blog.
The address is ccofgreensboro@blogspot.com You will need to subscribe to Melissa's page and mine separately.

We covered Chart A in class. I know it is a lot of information. Our goal is to memorize the chart. If copying the whole chart is 
too overwhelming for your student, then please break the chart down in bite size amounts to have them memorize. The charts 
are a tool to be used. Please do not let them enslave you. You can break it down into pieces. If all of the information is new, maybe start
with having your child copy and memorize the 5 parts of a sentence and the 8 parts of speech. Once they have this down, then you
can have them do the 4 structures. Then move on to  the 4 sentence purposes. You can do each part separately if the whole of the chart overwhelms you.
Working on the memory work of Chart A is a main goal for this week. If you  have a tour 2 or 3 child you can work through the chart similarly to what I 
did in class.  You can give your child a sentence and have them give you the purpose, pattern and structure. You could also just have them give you purpose 
and structure if they do not understand pattern yet. Also, turn it around and give them a purpose, structure and /or pattern and have them give you a sentence.
This would be an advanced skill especially to include the pattern.  Another suggestion  is to give them sentences or phrases that may not be a sentence  and have
them go through the 5 parts of a sentence to determine if the group of words is a sentence.

I also showed you Chart B in class. I made some suggestions on how to use this chart. If you have a first year student, just have them copy the chart. If you
have a 2nd or 3rd tour child maybe have them go through and write a sentence for each pattern. This may also be a challenge. You could also go through it and
do the chart together making simple sentences for each pattern. 

The language "ticket" for coming into class does NOT have to be written. The answer just needs to be told to me entering the class. 

Please do not hesitate to contact me with any questions.

Karen