beyond fragments and run-ons e.l.d. for sentence sense · fragments punctuation (circle errors)...

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Beyond Fragments and Run-OnsE.L.D. for Sentence Sense

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My top priority in this institute is to _____________________________________

__________________________________________________________________

__________________________________________________________________

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Download complete handout at cabe2016.sched.org or www.tonyasinger.com/resources.

[email protected]

Twitter: @TonyaWardSinger

C.A.B.E. 2016 • San Francisco, CA March 24th, 2016

AnalyzeSentence-LevelLanguageUseEarly Emerging Exit Emerging Early Expanding Exit Expanding Bridging � Frequent errors except when copying learned sentences.

�Writing is in words and phrases.

� Some correct structure with simple sentences. Errors sometimes impede meaning.

� Sentences are short and simple, often formulaic. Guillermo likes pizza.

� Mostly correct sentence structure. Errors may sometimes impede meaning.

� Short and some expanded sentences. Trang plays soccer behind the school. She loves soccer because it is fun.

� Mostly correct sentence structure. Errors rarely impede meaning.

� Uses at least one complex sentence with dependent clause. In order to make the team, Juan practices every day.

� Correct use of of sentence structure. Occasional minor errors don’t imede meaning.

� Uses a variety of sentence structures including multiple complex sentences, as appropriate to purpose and audience.

Note sentence construction errors: � fragments � punctuation (circle errors) Because she goes. . , ? ! ; : “ ”

� run-ons � capitalization I ran home and got a ball and then I went to the park. � starting a sentence

� proper nouns � syntax (word order) � random capitals

� adjective order: The dog black � question syntax: He can eat?

� note other:

Adapted from Portrait of EL Language Use by Tonya Ward Singer and Katherine Strach. Copyright © 2004-2016. All rights reserved.

Writing Sample: A Opinion Excerpt from 5th Grade ELL

I believe kids should not be cut of a team. Because they should know how to feel to be in a team and try realy hard to make it in the team and try their best and listen to the coach to. If kids get cut they would feel realy sad and not Happy and they be desapointed of themselves. And they would say to themselves I won’t be able to play basketball even if I like to play and it’s my favorite sport.

Writing Sample: B Narrative Expert from 3rd grade ELL

It was a beautiful day to go to the park. Joanna wanted to play because she didn’t have homework. The next day Joanna bought a new. Dress and she said. Don’t tuch it. The next day. A monster want to play with Joanna because she was pretty and the monster was from Japan.

Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 2

Analyze Language in Complex Texts

Narrative Text Excerpt– Narrative of the Life of Fredrick Douglass

Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman: and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatable with each other.

Source: Douglas, F. (1845). Narrative of the Life of Fredrick Douglass. e-book version by José Menéndez. Retrieved February 2nd, 20013 from http://www.ibiblio.org/ebooks/Douglass/Narrative/Douglass_Narrative.pdf.

Information Text Excerpt– What Are Hurricanes?

Hurricanes are large, swirling storms. They produce winds of 119 kilometers per hour (74 mph) or higher. That's faster than a cheetah, the fastest animal on land. Winds from a hurricane can damage buildings and trees.

Hurricanes form over warm ocean waters. Sometimes they strike land. When a hurricane reaches land, it pushes a wall of ocean water ashore. This wall of water is called a storm surge. Heavy rain and storm surge from a hurricane can cause flooding.

Source: http://www.rcoe.us/educational- services/files/2013/11/asmt- sbac- ela- gr7-sample- items.pdf

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Notes:

Notes:

Name: _________________________________________________ Teacher: _________________ Date:____________________

Sentence Chart with Adjectives Examples

Literary Example: The mean wolf blew down the house of straw. starter adjective noun verb

The

A

one

greedy

mean

misunderstood

wolf

canine

blew down

destroyed

the house of straw

Content Example: A destructive temblor collapsed bridges and destroyed homes. starter adjective noun verb

A

One

Many

Several

destructive

harmful

surprising

earthquake

earthquakes

temblors

wrecked

shook

collapsed

cities

blocks of homes

bridges



Sentence Chart with Adjectives and Adverbs Examples

Literary Example: The misunderstood canine efficiently destroyed the house of straw. starter adjective noun adverb verb

The

A

one

greedy

mean

misunderstood

wolf

canine

efficiently blew down

destroyed

the house of straw

Content Example: Several colorful crabs navigate carefully along the ocean floor. starter adjective noun verb adverb

Many

Several

A few

clever

hungry

colorful

dolphins

sharks

crabs

swim

navigate

claw

quickly

carefully

intently

through the sea

in the open ocean

along the ocean floor



Sentence Chart with Embedded Clause Examples

Literary Example: The wolf, a greedy animal, blew down the pigs’ homes. subject , embedded clause , verb The wolf a greedy animal

a misunderstood mammal

blew down

destroyed

the house of straw

to pig’s straw home

Content Example: Loma Prieta, a magnitude 6.9 earthquake, injured more than 3,000 people. subject , embedded clause , verb Loma

Prieta

a magnitude 6.9 earthquake

a Northern California temblor

an earthquake that rocked CA in 1989

injured

destroyed

more than 3,000 people

963 homes

Source: http://www.consrv.ca.gov/cgs/News/Pages/loma_prieta.aspx



Simple Sentence Chart with Adjectives

starter adjective noun verb


what? where? how? why? when?


Sentence with Adjectives and Adverbs

starter adjective noun verb adverb



1. Original Sentence: We are learning to expand sentences

2. Write one or two clauses that you will add to the original sentence:

Where? (in • on • at • to • by • near • far from • behind • in front of • under • beside • through • _________________)

at a professional learning institute

How? (by • through • with• _______________________________________________________________)

by adding new clauses

Why? (because • since • in order to • so • due to • ____________________________________________)

in order to strengthen our writing

When? (before • after • during • while • whenever • when • as soon as • on • at • in • __________________)

during a professional learning institute

3. Revised Sentence:



1. Original Sentence:

2. Write one or two clauses that you will add to the original sentence:

Where? (in • on • at • to • by • near • far from • behind • in front of • under • beside • through • _________________)

How? (by • through • with• _______________________________________________________________)

Why? (because • since • in order to • so • due to • ____________________________________________)

When? (before • after • during • while • whenever • when • as soon as • on • at • in • __________________)


Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved.Copyright © 2005-2016 by Tonya Ward Singer. All rights reserved. 10


1. Original Sentence:

2. Write one or two clauses that you will add to the original sentence:Where? (in • on • at • to • by • near • far from • behind • in front of • under • beside • through • ________________)

How? (by • through • with• ______________________________________________________________)

Why? (because • since • in order to • so • due to • ___________________________________________)

When? (before • after • during • while • whenever • when • as soon as • on • at • in • ________________)

Contrast: (but • yet • although • despite • while • unlike • rather than • however• ________________)




Examples of Content-based Sentences to Expand:

Science: The plant grows. Puffer fish puff up. Birds have different beak shapes.

Social Studies: Rosa Parks sat in the front of the bus. The Romans constructed aqueducts. Cesar Chavez fought for farm-workers.

Language Arts: Akiak won the Iditarod. Stanley Yelnats saved Zero’s life. Juliet drank poison.

Math: Add the numbers in the parenthesis first.

Write a simple sentence to expand from your curriculum:



1. Make a flow map of the original run-on sentence. Write words that link ideas (such as “and” and “then”) outside

of the boxes:

2. Choose at least one precise linking word to replace “and” or “then:”Cause and effect: (because • since • in order to • so • this lead to • thus) Why? Sequence: (before • after • during • while • last week • a long time ago • on Sunday) When? Contrast: (but • yet • although • despite • while • unlike • rather than • however)

3. Re-write the original run-on into two or more sentences: _______________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________


Why? because in order to

since due to

as a result of so

this lead to thus


Contrast but yet

although despite

while unlike

however rather than


How? by as

through like

with using


When? before during after

as soon as while whenever

in _____________________ (For example: in winter, in January, in the morning).

at _____________________ (For example: at three o’clock, at night).


Where? in on by

under over

in front of behind

far from close to


Grade:'''''''''''''''Unit:'''' '' ''''''''''''Level:'________________' '

Explicit(Language(Teaching(Planning(Page(Language'Objective:''' ' ' ' ' ' ' ' ' ' '

Teach(Language:((Introduce(Model(Language('Source:'o Teacher'o Text:'

Sentence(s)'to'write/highlight'as'model'for'language'goal:'''''''Circle'strategies:''choral'response•'mark'text'•'point'•'other:'

Structure(Language(Use((Choose:'o TPS''o TPWS'o TWPS'o Numbered'heads'o Inside/outside'

circle'o Other:(

Question/Task:''Circle'scaffolds:'response'frame'•'model'answer•'word'bank'•'organizer'Write'scaffolds:''''''''

Teach(Language:(Extend(Extend'to'new'context,'provide'fewer'scaffolds,'and/or'expect'more'complexity'

Model(Language('Source:'o Teacher'o Text:'

Sentence(s)'to'write/highlight'as'model'for'language'goal:'''''''Circle'strategies:''choral'response•'mark'text'•'point'•'other:'

Structure(Language(Use(((Choose:'o TPS''o TPWS'o TWPS'o Numbered'heads'o Inside/outside'

circle'o Write'o Other:'

Question/Task:''Circle'scaffolds:'response'frame'•'model'answer•'word'bank'•'organizer'Write'scaffolds:'''''''


Grade: Unit: Level: ________________

Explicit Language Teaching Planning Page Language Objective:

Teach Language: Introduce Model Language

Source: o Teachero Text:

Sentence(s) to write/highlight as model for language goal:

Circle strategies: choral response• mark text • point • other: Structure Language Use

Choose: o TPSo TPWSo TWPSo Numbered headso Inside/outside

circleo Other:

Question/Task:

Circle scaffolds: response frame • model answer• word bank • organizer

Write scaffolds:

Teach Language: Extend Extend to new context, provide fewer scaffolds, and/or expect more complexity

Model Language

Source: o Teachero Text:

Sentence(s) to write/highlight as model for language goal:

Circle strategies: choral response• mark text • point • other: Structure Language Use

Choose: o TPSo TPWSo TWPSo Numbered headso Inside/outside

circleo Writeo Other:

Question/Task:

Circle scaffolds: response frame • model answer• word bank • organizer Write scaffolds:


Academic Language and Nominalization

In academically dense text, entire concepts are often condensed into a noun phrase that becomes the subject or object in a sentence. This is called nominalization. Examples of nominalization are in italics in each of the boxes of this flow chart.

Directions:

1. Connect two or more ideas from the chart using these frames:

Since _______, _______ _________ because _______ Thus __________.

2. Connect two or more ideas from the chart using these frames:

Due to ________, _________ _________ as a result of ___________ __________ has lead to ___________

3. Discuss: Which cause and effect words and phrases require a nominalized form? How willyou support students with using these words and phrases correctly to articulate cause andeffect?


Collaborative Brainstorm


beyond fragments and run-ons e.l.d. for sentence sense · fragments punctuation (circle errors)...

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