Yesterday we had a good day of review! We looked at lots of linking verbs and practiced distinguishing the predicate nominatives from the predicate adjectives. We also studied the difference between a transitive verb and a linking verb.
A transitive verb is action and it transfers the action onto an object – the direct object. A linking verb is like an equals sign, linking the subject to either a noun/pronoun or an adjective.
We worked with prepositional phrases and deciding whether they were adjectival phrases or adverbial phrases. The questions for adjectives and adverbs really help with this.
We also saw some compound subjects and compound OP’s.
After doing the charts for this week and the sentences, maybe you can try to take a simple sentence and add a prepositional phrase to answer some of the adj or adv questions. You can also try creating sentences with compound subjects, verbs, DO’s, PN’s, PA’s or even a compound prepositional phrase!
Math time next week will be 11’s – 15’s. I love their competitiveness!
In writing, we reviewed the parts of a good story. We talked about similes and the kids are encouraged to add 1 to their writing. We read part II and III of the source text and discussed the brainstorming pages.
I like to use my kids’ rough drafts as teachable moments in spelling and punctuation. I have added the misspelled words to their spelling lists. We talk about how to punctuate conversation and capitalization rules. There is a great list of comma rules in the SRN as well as other punctuation and grammar rules.
I look forward to reading their hard work and creative stories.
Have a fantastic week!
Yesterday we studied our last part of speech – adjectives. We learned a hand motion that helps us to remember the definition and the questions for adjectives. We went over the adjective chart. We studied a new sentence pattern: s-vl-pa.
As always, copy and memorize the charts and some or all of the sentences in the back. If you want more, go through the adjective chart and have your student write a sentence for each kind of adjective. Students can also make up sentences, either s-vl-pn or s-vl-pa for each and every linking verb. How about a compound subject? How about a compound predicate adjective?
In writing, we talked about the 3 parts of a story – relating to the 3 paragraphs. I decided to give them the KWO, so that they could focus on the writing and adding lots of wonderful detail and description and conversation. Take some time to do the brainstorming page 110. If you get the 1st paragraph done, go ahead and give them the 2nd KWO and start on that (of course, after you read the source on p. 112).
Next week we will focus on paragraphs 2 and 3. I want to collect these papers on week 12.
Also on week 12 we will have our auction. Clean out the bottom of the bins! The more items we get, the more we can auction.
Lots of review in EEL today. We reviewed the 3 ways to make an interrogative sentence, transitive vs intransitive verbs, adverbs and adverb questions, and the compound structure.
New in EEL were prepositions and how to diagram prepositional phrases. We also briefly talked about article adjectives (a, an, the).
This week, work on memorizing the prepositions with the song from cycle 1. Continue working with the sentences for this week. Continue copying copying copying charts for mastery. Try taking sentences like “Tom threw the ball” and adding some adverbs to answer the adverb questions. Try adding adverbial prepositional phrases. Change the sentence to interrogative – analyze and diagram. Write a prepositional phrase for every preposition – identify the OP. These are just some ideas to work with this week.
Next week we will leave transitive and intransitive verbs and go on to linking verbs. 🙂
In Writing…(here you go Mel) 🙂
We learned a new dress-up: the who/which clause – check out p. 66 in the writing book.
We looked at the “5 senses and emotion” words in the SRN (p. 36-40) and we will be adding some of these to our writing this week.
This next assignment is a 2-week 3-paragraph paper. Instead of a report which is non-fiction, we will be using our creativity to write fiction now, based on pictures.
See p. 99 or p. 104 (pick 1 of these pages to do). Instead of a topic sentence and a clincher, the first and the last sentences will describe the central fact of the picture and will use past tense. (Example from p. 99…Billy ran as fast as he possibly could from the arrow shooting aliens.) The sentences in between will be the story behind the picture…like an event description…and will use past perfect tense. (Ex. Billy had seen the spaceship land in the field and had gone over to check it out. The aliens had been friendly at first…) See p. 98 for ideas for the details.
Maybe a goal for this first week is to get the KWOs done for the 3 pictures and the first paragraph written. We made some adjustments to the checklist for this assignment – we can make sure everyone is on the same page for that next week.
In week 9 we examined linking verbs, the last of the 4 verb types. We talked about the difference between a s-vt-do sentence and a s-vl-pn sentence. A transitive verb transfers action onto the direct object, but a linking verb is like an = linking the subject and the predicate nominative.
God gives us linking verbs in the Bible to “rename” himself. “I am the true vine and my father is the gardener.” “I am the God of Abraham.” “I am Jehovah” “I am the light of the world” (These are in your guidebook on p. 152.)
The charts that might be good to study and copy and work towards memorizing are C, D, E, and the new one K. Try out the sentences from the lesson. Memorize the linking verbs (jingle bells).
We talked about the very very common misuse of pronouns as a predicate nominative. Practice answering questions with nominative pronouns as predicate nominatives…”Is the captain John? Yes, the captain is he.” This is not as crucial when we speak, but learning the correct form and using it in our writing is important and shows mastery of the English language!
Practice the 15s for next week! They are really doing a great job! I wouldn’t want to go up against them!
The kids will be finishing their “stories” this week. Adjust the number of paragraphs as needed. It is better to do 1 quality paragraph than to do 3 so-so paragraphs.
We introduced alliteration – that was fun! See if they can add alliteration to their writing. We also introduced #2 opener (prepositional phrase). Some students are still working on recognizing a prep. phrase. Give them all the help they need. We will continue to work with these the rest of the year.
I hope you all are planning on coming to our Christmas lunch/party and Memory Stamp Challenge
It is on Tuesday, December 3 from 12 – 3.
Bring some food to share (***or would everyone like to just get pizza???***).
We will play a couple fun games in the gym.
Then we will do the Memory Stamp Challenge. Here is how that will work.
7 or so moms will each have a subject and a stamp! Kids will get a booklet and will travel about from station to station answering memory questions from our memory work. They will get stamps on the appropriate subject page.
I think the kids will like collecting stamps!
Could you weigh in on….
1. Pizza or potluck?
2. Would you be willing to be a “stamper”?
Let’s start with my goof – appositives. A nice (and correct) example of appositives and how to diagram them is on p. 120. An appositive is a noun (or pn) directly beside another noun which explains or identifies it. For more information on appositives, see Our Mother Tongue lesson 15.
Noun of Direct Address – the person or thing that is being directly spoken to. They are set off with commas, and diagrammed above the subject – in the same spot an interjection would be diagrammed.
note: if you want a compound imperative sentence, NDAs must be used to clarify different subjects. (See sentence #1 and #3 on p. 127.)
Adverbs – We learned a song for the definition of an adverb and the adverb questions. (Itsy-bitsy spider) See the adverb chart. Commit this to memory! Knowing those AV questions will help as our sentences get more complicated. Check out the middle of p. 122 for examples of when an AV modifies an adjective or another AV. Also, check out the top of p. 123 where it gives examples of how adverbs answer each of the adverb questions. Copy, copy, copy the adverb chart.
Imperative, compound, s-vt-do: We continued working with transitive verbs and direct objects and put them with an imperative purpose. We talked about how the mood and person of the verb changes when the purpose is changed from declarative to imperative. Practice analyzing and diagramming the sentences in the back of the lesson.
Math: we will be playing with the 13s next week. This usually requires time and diligence to learn!
Writing: Vocab seems to be coming along nicely. It is great to see them using and learning these words. Great job! We checked to see if their paragraphs had a topic sentence and a clincher. Great job again! We did the KWO for the second paragraph about Vikings being Explorers. Students will write the second paragraph and then write an introductory sentence and a final clincher to tie the 2 or 3 paragraphs together. We quickly reviewed the 2 sentence openers #3 and #6. Check their final drafts with the checklist on p. 61.
I introduced conjunctions.
Coordinating Conjunctions – FANBOYS – connect grammatically equal words, phrases, or clauses. ex. 2 subjects or 2 verbs or 2 direct objects or 2 clauses.
Subordinating Con. – http://www.asia.wub
are the most common. They begin dependent (subordinate) clauses. We will see these when we do complex sentences.
Students should memorize the def. of a conjunction, the FANBOYS, and http://www.asia.wub
words. They should become familiar with relative PNs and the other words on the chart H.
We had a new sentence structure – compound! (2 simple sentences joined by a fanboys) We had a new sentence patter – s-vt-do. The DO receives the action of the verb.
This week, read the lesson in the guide. Hopefully everyone is doing this – teachers, not students. It has a lot of information. Work through this week’s sentences – although only #1 and #2 are basic. Get familiar with the new question in the question confirmation. NOTE: In the question confirmation, there is an extra question at the end. (“Can ______ replace or describe ______?”) don’t worry about this question. I will talk about that question week 9.
Copy and recopy the conjunction chart. Read through chart G several times to get familiar with compound sentences. If you want, just focus on the first block – declarative. Practice other charts that need practice.
If you want more info – Our Mother Tongue is an excellent resource. Page 60 talks about conjunctive adverbs.
Sentence Openers! #3 is to begin a sentence with an -LY word, and #6 is a very short sentence. Varying the way our sentences begin keeps our reading from becoming monotonous.
Read the source on p. 56 and do a KWO for the topic of Vikings – Warriors. Try to have this first paragraph on warriors finished by week 7. We will be doing the KWO for topic B: Explorers week 7 together in class. If your student would like to do a 3rd paragraph, work on that during the break. Checklists are p. 61/62.
phew! Let me know if you have any questions. Have a great 2 weeks!