It is a privilege to tutor your children. I love their energy, their diving right in to the material and wrestling with it. Thank you for all that you do to prepare them at home. You and they are treasures.
More overview! Remember, soon we will back up and take this one step at a time.
In class we competed by writing out Chart A (Sentence Classifications). I won today, but it was close! Keep practicing every day. Next week we will review this again, but this time moms will compete against kids. Moms, get ready!
We also looked at the part of speech overview (p. 443 in the EEL Guide). This lists the 8 parts of speech and the definitions that correlate. It also takes it a step further and gives the question to ask in order to determine usage in a sentence.
We also did a big verb overview in class, walking through Chart C (Verbs). We covered the entire chart, but you only need to work on memorizing…
1st year student:
* Definition of a verb (gray bar at top of chart)
* Question to ask in order to identify a verb in a sentence (gray bar at top of chart).
2nd and 3rd year student:
Go as far as you can go then push a little further. The suggested order for memorizing is the gray boxes, then the bold type, then the italic type.
* I would love to see that everyone in the 2nd and 3rd year knows at least the 4 verb types and 4 verb attributes.
We also talked about the difference between the transitive and intransitive verb. We will cover this again on week 6, so don't be too concerned with getting this quite yet.
What do I do this week?
Practice Chart A (Sentence Classification) again
Work on Memorizing a portion of Chart C (Verbs)
IEW
It was so wonderful to hear your first compositions! I adored your lovely illustrations. I had forgotten to mention adding illustrations (it's optional). We will let more people read next week.
Who/Which Clause
Learned who/which clause dress-up (p 31 student text)
Practiced creating w/w clauses by writing…
(My Name), who , loves Essentials class.
Remember, the w/w is extra information that describes the noun it follows. The sentence must still be complete if you take out the w/w clause. Also, it needs to be set off by commas.
Key Word Outline
We did the key word outline (KWO) for this week's source text (Jamestown, p. 34)
We practiced adding a w/w clause.
Final Clincher/Title
We touched on the final clincher (last sentence) of a paragraph and how we repeat or reflect some of the words to create a title that wraps up the package and adds a bow on top. The repeated/reflected title is that extra touch.
Vocabulary
We briefly introduced this week's vocabulary words: askew, presume, flank, reverently.
What do I do this week?
Write a paragraph from your KWO and add in both dress-ups we have learned so far, -ly and who/which. Underline these in the text. Add a vocabulary word. Create a title by repeating or reflecting words from your last sentence. Check off your checklist and put your final draft and the checklist in a page protector. You can also add an illustration if you would like.
*** Moms, please remember that with these dress-ups, only do what your student can handle. As we add more, feel free to edit that checklist and make it manageable for your student. Right now we only have two, the -ly word and the w/w clause.
If you are overwhelmed or not getting this please talk to me. Give me a call or shoot me a text or email so we can connect. Often, the big challenge in the beginning is just learning to navigate the maze of information.
Blessings to each of you!
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