Category Archives: Essentials

This information pertains specifically to those in Essentials.

Week 7

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.
Advertisements

Leave a comment

Filed under Essentials

Essentials Week 2

Week 2 was all about verbs.  Students can be working on charts C and D, with the goal of memorizing them eventually (think in terms of years?!).  Review A and B also.  Chart A is the most important.
The guide has great info on verbs in week 2 and in the back.
Next week will get into specific sentences and diagramming.
For the writing, finish the key word outline (KWO) for the paragraph on page 14.   There is a nice brainstorming activity on p. 15 to get ideas for quality adjectives, strong verbs, and LY words.
Level B students can also do the 2nd paragraph if desired.
Remember to cut out and learn the new vocab for this week.
Level A checklist is on page 19 and level B is on page 20.
You might want to teach the guidelines on page 18.  Since Sabrina is typing, I have set up a paper with this format, and then she uses it over and over again.  This is totally up to you – we did not do this our first or second year, so don’t feel pressured to do it.
It is a good idea to get the students to identify and mark their dress-ups, like on page 13.  I will continue to talk about this – but it is up to you.
The kids are really doing a great job!  They are fun to be with and tutor.

Leave a comment

Filed under Essentials

Essentials Week 1

Our first week went beautifully!  I was thoroughly impressed with the participation level of all the students.  Tieg even came up with some answers already this morning, my little focus-challenged child.
I won’t be writing an email after every week, but since we are just getting started, I thought it would be a good idea to recap and give suggestions – and cover anything I forgot yesterday!
EEL (Essentials of the English Language)
We covered Chart A (the map).  Students should work to have this chart memorized by copying the chart 1x a day.  Let them look at the “answers” as much as they want.  Soon they will not look because it is faster to not look!
I did not go over the parts of a sentence (bottom of chart A)  Depending on the level of the student, review/teach these parts.  They are learning parts of speech for foundations this week so BONUS!
Students can copy the other extra charts also, like Sentence Components and Structures, Sentence Patterns, and Sentence Classifications.
We also briefly discussed subject/predicate with chart B.  Students can copy chart B (don’t overload) or do it orally.  The goal is to become familiar with the sentences and seeing how sentences change when the pattern or purpose changes.
Math:  That was fun!  We will do addition flashcards again next week and then week 3 start with multiplication 3s and 4s.
IEW (Institute for Excellence in Writing)
Students should cut out, color, and memorize vocab for lesson 1 and use at least 1 of the words in their paragraph(s).
We did a KWO (key word outline) for the paragraph on p. 6.  From this, the students will rewrite the paragraph in their own words.  Page 7 can also be assigned.
We talked about banned words and quality adjectives.  Use the brainstorming on page 9 to help with ideas to add quality adjectives to their paragraphs.
Use the checklist on p. 10 to “grade” the paper when finished.  Bring everything to class.
Have a great week and let me know if you have any questions!

Leave a comment

Filed under Essentials

Recap of Essentials Meeting

 

Here is a quick recap of the meeting just in case things got jumbled together when you got home.
*3-year thinking – don’t think you have to grasp everything the 1st year – have a long term outlook
*the front of the EEL guide has suggestions on how to “do” Essentials at home
*there are punctuation, capitalization, spelling, and homophone stuff in the back
*each student will need to have a binder for class containing:
From the Essentials guide, you will want to copy a set of the “Gear” section.  (Or we talked about having the trivium tables – the trifold.)  That is pages 398-431.  (You don’t have to copy pages 401, 411, 423, or 429 if you don’t want to.  The boxes are too small! – the kids can just write those in a spiral)
Kids also need a copy of p. 435-436.
And, IF you didn’t buy the laminated Quid et Quo trifold at the practicum, they also need a copy of 437and 439.
You also might want to make copies of the student IEW book (the writing book).  Some parents like to keep the original for themselves, and make copies for their kids.

The kids will have a 3-ring Essentials binder with their mastery sheets in page protectors and their IEW book.  They need notebook paper as well.

***We didn’t talk about this, but they will need a page protector with a piece of white paper or white card stock in it – and at least 1 dry-erase marker.  We use these in class.

If you are copying the writing book, you will want the vocab cards in the back on card stock.

Leave a comment

Filed under Essentials