Category Archives: General
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”?
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!
One of my favorite things about classical education is the integration of subjects. Modern education keeps every subject in its own little box. Specialized teachers know their subject well, but rarely make connections to what the student is learning in other subjects.
I distinctly remember in high school, at one time, what I was learning in history corresponded to what we were reading in English. I remember thinking, “Wow! Isn’t this cool!”
Subject integration is something that tutors emphasize in the Challenge program (CC’s jr. high and high school program) but we can start making connections with our kids in Foundations.
Here are some quick examples. Of course connecting geography and history is an easy one. “What water did the warriors in the Hundred Years’ War have to cross to get to their enemy?” If you’ve been through cycle 1, you can locate Jerusalem and discuss the journey just to get to the Crusades. And there is at least 1 timeline card for every history sentence.
Other connections can be made this cycle are between science and history. We will be learning that Copernicus was a great scientist – and soon, science will be focused on astronomy. That makes for an interesting discussion (depending on the age of your student) about heliocentric evidence and the power of the church. You could also talk about fleas and rats (the Black Plague) and what type of consumer they are and where they fit in the food chain. What biomes are found in Europe? Week 13 we will learn about the steam engine…we can connect that to the water cycle!
How about Latin? It’s a great idea to point out words in our memory work that have Latin roots. Many of our science words are Latin based!
Making connections between subjects is something I tried to start doing my 2nd year in CC. As you are exposed to more and more memory work, things will pop into your head from other subjects and other cycles. Memorizing the grammar is first and foremost, and then start connecting those pegs of grammar to each other and watch the wonder of God’s universe grow!