WORD OF ENCOURAGEMENT
"...let your light shine before men, that they may see your good deeds and praise your Father in heaven."
Matthew 5:14-16
What privilege we have to study and learn the English language so we can better share the word of God in spoken and written words!
EEL: We started with a sentence on the board again and worked our ATS tasks 1-4.
Jesus loves me, and He loves you.
New material this week:
Structure: Compound (FANBOYS)
Purpose: Interrogative
Pattern: S-Vt-DO
I introduced Interrogative purpose in the Compound structure this week. Remind your kids of the three ways to make an Interrogative sentence:
1. Add a ?
2. Use an Interrogative pronoun as the subject (Who, Whose, Whom, Which, What)
3. Add a helping verb - do, does, did, has, have, had...
When diagramming your Compound Interrogative sentence and use a helping verb, the helping verb comes before the main verb on the predicate side of your diagram.
Phrase: We were reminded that a phrase DOES NOT contain a subject or verb and it may be used as a single part of speech. This led to our next part of speech...
P.O.S. - Prepositions: relates a noun or pronoun to another word. (Pr)
We saw how a Preposition with the noun/pronoun makes a Prepositional Phrase and the noun/pronoun is called the Object of the Preposition (OP)
Pr AA OP
Bobby hugs his mother in the morning.
(AA = Article Adjective)
Every prepositional phrase answers either an adverbial question or an adjectival question. We only focused on Adverbial this week - we will get to Adjectival on week 10. The above picture is an AMAZING way to remember how to diagram prepositional phrases!!
Remembering what the Adverb definition is and the questions it answers...
How? When? Where? Why?
How often? How much?
To what extent? Under what condition?
In the prepositional phrase above, we find that 'in the morning' answers When does Bobby hug his mother? So the prepositional phrase is an Adverbial Prepositional Phrase. You need this information in order to place the phrase in your diagram correctly.
At the end of class we used the sentence 'Did Dad love me, and has he brought presents?' on our ATS to practice the Interrogative purpose. We didn't get to using/diagramming with prepositional phrases this week but we will begin using them soon! As you're practicing with the ATS remember that your can use the same sentence multiple times to gain confidence in the process!
HOMEWORK: Mom: read ahead for week 9. There may be things that we don't get to in class; therefore, if you read the week's lesson you can introduce new info to your child!
Kids: ATS and charts! Chart J is prepositions - do this one at least once! We are still working toward a goal of 260 charts by week 12 to earn the Sonic gift card - help our class out to get there. :)
IEW: We gathered around our tables and read our papers. The kids are doing a great job listening for dress ups in their friend's papers!
We spent some time learning about Quality Adjectives. We found that the now banned adjectives pretty/ugly and big are vague and they don't lend themselves to giving the reader a picture of what is happening.
We also learned that Because isn't the only way we can give more information in a sentence. The kids can now use www.asia.b as a clausal dress up.
When While Where.As Since If Although.Because
Use these words to begin a sentence or at the end of a sentence to provide more information.
While Thomas Jefferson was the third president, he wrote the Declaration of Independence.
Thomas Jefferson wrote the Declaration of Independence while he was the third president.
***If the www.asia.b clause is at the beginning of the sentence, use a comma at the end of it. If it is at the end of a sentence, a comma isn't necessary.***
The kids are now to use 1 www.asia.b clause in every paragraph of their papers. But remember: EZ+1!!! If your child isn't ready to add this new dress up, don't use it. Stick to what they know!
We are still in Unit 4 - 'Some'-a-rizing a Reference. This week's source text is The Louisiana Purchase. I demonstrated the method for writing their KWO this week.
1. Read through the entire source text.
2. Read through the source text again and mark interesting (to them!) facts. Choose 4-7 facts.
3. Read again and add the facts to the KWO. Remember - you can change the order of your facts but get them on the KWO first!
4. Read then write your KWO in your own words.
Also, a good way to make sure all the above steps get done is to assign steps to days of the week. Since we meet on Wednesday, this is how we do it at our house:
Wednesday: class day - Timothy generally begins working on his KWO in class.
Thursday: Read through the source text together and validate the facts he found interesting.
Friday: Finish the KWO and he reads it aloud to me so I can make suggestions for dress ups, etc.
Monday: He writes his rough draft and adds in dress ups, etc that he knows. We watch for banned words!
Tuesday: He dictates his paper to me and I type it in. He points out where his dress ups are and tells me how to mark them in his paper. Then he reads it aloud again and we make changes if needed.
You may have a system in place that works for you - that's great! If not, and you're struggling to get the IEW portion done at home, try the system above and see if it works for you. Tweak it if needed to fit your style. I put it here in order to give some guidance if needed. I don't want anyone to feel behind or defeated because this is a tough way to write! Please let me know if you have any questions or need some help!
HOMEWORK: Mom: read through Lessons 12: Trail of Tears. Still utilizing Unit 4!
Kids: KWO and paper! You can do it!
PASSWORD FOR NEXT WEEK: What does www.asia.b stand for?
Have a great weekend - see you on Wednesday! As always, please, PLEASE contact me if you need some encouragement or help! That's what I'm here for!!
Be blessed!
M
