Snow!!
I hope everyone is enjoying the snow. I am sorry we had such a rushed class today.
This week we are still working with the complex structure and the S-Vt-IO-DO pattern.
We did quickly review interjections, and we talked about the interrogative purpose.
We were able to quickly go over task 5 and 6 in both classes. Task 5 is changing sentences
based on purpose and structure. We have worked with rewriting sentences by purpose , but not as much by structure. This is a dialectic skill. It does take time to learn this skill.
Next we went over the Quid et Quo. Everyone has this sheet page protected in section 5 of your student notebook. It should be behind your page protected task sheet. I recommend using the detailed format. The basic format leaves out some options, and I think it is more confusing with these options missing. The detailed format is on the back side of the basic format.
We worked through how to do the Quid et Quo. The Quid et Quo is basically describing each word in the sentence. These attributes come directly from the memory charts for that part of speech. Please let me know if you have any questions. I did mention in class that I like to do the Quid et Quo verbally. I think it helps the kids to really think about what attributes should be attributed to that part of speech. I do recommend waiting to do this verbally until your child has done the worksheet and understands it. The sentences that are in the back of the EEL lessons have the answers to Task 1-6 of each sentence in that lesson. Please let me know if you have any questions. I am sorry we did not get to the verb anatomy or the verb tenses.
I was planning to go over the verb tense by time and form with the verb anatomy. The time and form of verb tense is explained on the verb chart. If you have time to look over that this week, please do so. Also, you can work with it by copying Chart N, which is the verb anatomy for the verb 'to have' . We will try to quickly look over this at the beginning of class.
Please feel free to contact me with any questions you may have.
Things to do.
1. Read lesson 15 in the EEL guide.
2. Copy chart N.
3. Review verb tense on verb chart.
4. Task sheet sentences in lesson 15.
Tuesday, January 28, 2014
Wednesday, January 22, 2014
Week 14
Wow! I am glad week 14 is over. How about you?
Yesterday was a crazy day. There is a lot of sickness going around.
I hope I was somewhat coherent yesterday in class. Please ask me
questions if there is any confusion. The complex structure does take
some time to understand. The first part of class was a review of the S-Vt-IO-DO
pattern along with the complex structure. We were also able to review the imperative
purpose. Each class looked at 2 sentences. We looked at a sentence with an adverbial dependent clause and one with an adjectival clause. I hope you saw the differences in each. If you have any questions please let me know. Adverbial Clauses answer the same questions as adverbs, and they begin with a subordinate conjunction.(www.asia.wub) Adjectival clauses(who/which) answer the adjective questions and begin with a relative pronoun.
Verb Voice was introduced yesterday. Linking verbs do not have a voice!! Active voice is basically when the subject of the sentence preforms the action of the verb. Passive voice is where the subject does not preform the action . Here was my main example:
Mrs. Hinson threw the ball.(active voice- Mrs. Hinson is the subject , and she is doing the action of the verb)
The ball was thrown by Mrs. Hinson. ( passive voice- The ball is the subject of the sentence. The ball is being acted upon, but the ball is not doing the action.)
Here is the blue print for changing an active voice verb to a passive voice verb.
1.Add a helping verb
2. The verb becomes the past participle
3. If there was a direct object in the active voice sentence, the direct object will become the subject in the passive voice sentence.
There are some verbs that are hard to change into the passive voice. It will just depend upon what verb is being used. Some sentences you will have to modify to be able to change into the passive voice. We did talk about this in the first class. I touched on the verb anatomy in the first class, but we chose to diagram a second sentence in the second class. We will work with the verb anatomy in class some next week. We went over it several weeks ago. The chart for this week is DD, which is an advanced chart. Chart DD is working with the passive voice. You can also choose to work with chart CC , which is the active voice.
Basically, you just want your child copying this to learn the pattern. You can pick other verbs to work.
I used 'to save' in class. It works well with changing it to passive. For example - I save(active) , I am saved(passive) . To love is the verb used on the chart. As I said above not all verbs will work in changing to the passive voice when just using a pronoun with no other words for objects. If you have questions about this, please ask me.
Things to do this week.
1. Read lesson 14 in the EEL guide.
2. Work sentences in the back of lesson 14.
3. Work with Chart CC/DD.
4. Review other charts that your child may need extra time studying.
Please contact me if you have any questions through email or call me.
Yesterday was a crazy day. There is a lot of sickness going around.
I hope I was somewhat coherent yesterday in class. Please ask me
questions if there is any confusion. The complex structure does take
some time to understand. The first part of class was a review of the S-Vt-IO-DO
pattern along with the complex structure. We were also able to review the imperative
purpose. Each class looked at 2 sentences. We looked at a sentence with an adverbial dependent clause and one with an adjectival clause. I hope you saw the differences in each. If you have any questions please let me know. Adverbial Clauses answer the same questions as adverbs, and they begin with a subordinate conjunction.(www.asia.wub) Adjectival clauses(who/which) answer the adjective questions and begin with a relative pronoun.
Verb Voice was introduced yesterday. Linking verbs do not have a voice!! Active voice is basically when the subject of the sentence preforms the action of the verb. Passive voice is where the subject does not preform the action . Here was my main example:
Mrs. Hinson threw the ball.(active voice- Mrs. Hinson is the subject , and she is doing the action of the verb)
The ball was thrown by Mrs. Hinson. ( passive voice- The ball is the subject of the sentence. The ball is being acted upon, but the ball is not doing the action.)
Here is the blue print for changing an active voice verb to a passive voice verb.
1.Add a helping verb
2. The verb becomes the past participle
3. If there was a direct object in the active voice sentence, the direct object will become the subject in the passive voice sentence.
There are some verbs that are hard to change into the passive voice. It will just depend upon what verb is being used. Some sentences you will have to modify to be able to change into the passive voice. We did talk about this in the first class. I touched on the verb anatomy in the first class, but we chose to diagram a second sentence in the second class. We will work with the verb anatomy in class some next week. We went over it several weeks ago. The chart for this week is DD, which is an advanced chart. Chart DD is working with the passive voice. You can also choose to work with chart CC , which is the active voice.
Basically, you just want your child copying this to learn the pattern. You can pick other verbs to work.
I used 'to save' in class. It works well with changing it to passive. For example - I save(active) , I am saved(passive) . To love is the verb used on the chart. As I said above not all verbs will work in changing to the passive voice when just using a pronoun with no other words for objects. If you have questions about this, please ask me.
Things to do this week.
1. Read lesson 14 in the EEL guide.
2. Work sentences in the back of lesson 14.
3. Work with Chart CC/DD.
4. Review other charts that your child may need extra time studying.
Please contact me if you have any questions through email or call me.
Tuesday, January 14, 2014
Week 13
Good Evening,
We went over a lot of new material today. I was not sure how everyone was taking all the information.
Please do let me know if you have questions. Moms, feel free to ask me questions in class or after class.
Also, do not hesitate to email or call me with any questions of concerns. We will be covering the complex structure for several weeks, so please do not fear.
I introduced the indirect object today. Our new sentence pattern is the S-Vt-IO-DO. Here are a few things I mentioned about indirect objects:
1. They can only be present when there is a direct object.
2. They will located between the transitive verb and the direct object.
3. They will not be part of a prepositional phrase.
4. Indirect objects are nouns or pronouns.
5. The indirect object answers the question " to whom or for whom ".
For example in the sentence: I gave the dog a bone. The subject is "I", the verb is "gave"
I would ask the first question- " I gave who or what?" The answer is " I gave a bone" Bone is
the direct object. Since I have a direct object, I can have an indirect object.
"dog" is the indirect object since it answers the question " I gave a bone to whom?
I introduced the complex structure today. We first went over the terms that are important to understand.
The memory work that I went over is found in week 4 and 5 of your EEL memory work in you student notebook. We went over a clause, phrase, independent clause, dependent clause and a complex sentence.
There are two types of dependent clauses: adjectival and adverbial. A complex sentence consists of an independent clause and one or more dependent clauses.
Adjectival Clauses
1. These are also known as who/which clauses in IEW.
2. They begin with a relative pronoun. (see the pronoun chart for a list of relative pronouns)
3. Modify nouns or pronouns and answer the questions that an adjective answers.
4. Are diagrammed with a dotted line connecting the adjectival subject to the noun it describes in the independent clause.
Adverbial Clauses
1. They begin with a subordinating conjunction. (also known as www.asia.wub on you conjunction memory work chart.)
2. They answer the same questions that adverbs answer: how, when why, where , how often , how much, to what extent, under what condition.
3. They are diagrammed by connecting the verb of the independent clause with the verb of the dependent clause by a dotted line.
What to do this week!!
1. Moms should read lesson 13 in the EEL guide.
2. Go over the above concepts with your child.
3. Work on sentences in lesson 13 of EEL guide.
4. Work on Chart M
5. Review Charts :A,E,F,H,I,L
6. Work on memorizing the following if your child does not know:
FANBOY-Chart H
www.asia.wub-Chart H
The questions that adverbs and adjectives answers.-Charts I and L
Linking verbs
The list of prepostitions
Memory work for week 4 and 5 with definitions of clauses,phrases,dependent and independent clause
The list of relative pronouns
Please feel free to ask me questions!!
We went over a lot of new material today. I was not sure how everyone was taking all the information.
Please do let me know if you have questions. Moms, feel free to ask me questions in class or after class.
Also, do not hesitate to email or call me with any questions of concerns. We will be covering the complex structure for several weeks, so please do not fear.
I introduced the indirect object today. Our new sentence pattern is the S-Vt-IO-DO. Here are a few things I mentioned about indirect objects:
1. They can only be present when there is a direct object.
2. They will located between the transitive verb and the direct object.
3. They will not be part of a prepositional phrase.
4. Indirect objects are nouns or pronouns.
5. The indirect object answers the question " to whom or for whom ".
For example in the sentence: I gave the dog a bone. The subject is "I", the verb is "gave"
I would ask the first question- " I gave who or what?" The answer is " I gave a bone" Bone is
the direct object. Since I have a direct object, I can have an indirect object.
"dog" is the indirect object since it answers the question " I gave a bone to whom?
I introduced the complex structure today. We first went over the terms that are important to understand.
The memory work that I went over is found in week 4 and 5 of your EEL memory work in you student notebook. We went over a clause, phrase, independent clause, dependent clause and a complex sentence.
There are two types of dependent clauses: adjectival and adverbial. A complex sentence consists of an independent clause and one or more dependent clauses.
Adjectival Clauses
1. These are also known as who/which clauses in IEW.
2. They begin with a relative pronoun. (see the pronoun chart for a list of relative pronouns)
3. Modify nouns or pronouns and answer the questions that an adjective answers.
4. Are diagrammed with a dotted line connecting the adjectival subject to the noun it describes in the independent clause.
Adverbial Clauses
1. They begin with a subordinating conjunction. (also known as www.asia.wub on you conjunction memory work chart.)
2. They answer the same questions that adverbs answer: how, when why, where , how often , how much, to what extent, under what condition.
3. They are diagrammed by connecting the verb of the independent clause with the verb of the dependent clause by a dotted line.
What to do this week!!
1. Moms should read lesson 13 in the EEL guide.
2. Go over the above concepts with your child.
3. Work on sentences in lesson 13 of EEL guide.
4. Work on Chart M
5. Review Charts :A,E,F,H,I,L
6. Work on memorizing the following if your child does not know:
FANBOY-Chart H
www.asia.wub-Chart H
The questions that adverbs and adjectives answers.-Charts I and L
Linking verbs
The list of prepostitions
Memory work for week 4 and 5 with definitions of clauses,phrases,dependent and independent clause
The list of relative pronouns
Please feel free to ask me questions!!
Thursday, January 2, 2014
Happy New Year!!
I hope everyone has had a wonderful break! Next week we are back to class. If you are like my family, we have been totally on break the past 2 weeks. It is going to be hard to get back to work on Monday.
I just thought I would let you know that we will be hitting the ground running on Tuesday in EEL.
We will be looking at a new sentence pattern and a new structure. Do not stress out on me though.
We will work through it together. I just thought I would warn you. It would be great to do some basic reviewing on Monday. It would also be helpful to review the S-Vt-DO sentence pattern if possible.
If you do not get to the review, it will still be okay. I will do very basic review first thing, but it will
take the whole class to do the lesson.
I am looking forward to seeing you all. Please email me if you have any questions at all.
Karen
I just thought I would let you know that we will be hitting the ground running on Tuesday in EEL.
We will be looking at a new sentence pattern and a new structure. Do not stress out on me though.
We will work through it together. I just thought I would warn you. It would be great to do some basic reviewing on Monday. It would also be helpful to review the S-Vt-DO sentence pattern if possible.
If you do not get to the review, it will still be okay. I will do very basic review first thing, but it will
take the whole class to do the lesson.
I am looking forward to seeing you all. Please email me if you have any questions at all.
Karen
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