Words of Encouragement:
“Do you see a man skilled in his work? He will serve before kings; he will not serve before obscure men.” Proverbs 22:29
Your children are receiving 2 invaluable things: a godly heritage and a good education. You are just the kind of people that God uses to change the world for good and to bring Him glory.
Latin Word of the Day- nomen (means name)
EEL
REVIEW:
CHART COMPETITIONS: The Moms/Kid Chart Challenge sure was fun! Thanks everybody for jumping in so boldly to race to Chart A.
NEW GRAMMAR: Here are the new concepts we covered today. I so wish I could have had an extra hour to present all these details.
P.O.S- Nouns and Pronouns
CHART E
A NOUN names a person, place, thing, activity, or idea. These are the “who” and “what” of the sentence. They give us the FACE of a sentence.
You will notice my VISUAL chart for E and F. Use the visual or Chart E, whatever helps your student get the facts down!
You will notice my VISUAL chart for E and F. Use the visual or Chart E, whatever helps your student get the facts down!
SPIDO (MAIN JOBS)
SN- is the noun that performs the action of the verb. EXAMPLE: Tressa taught Essentials. Tressa is the subject noun.
PNA-are nouns that are used show ownership and act as if it is an adjective. EXAMPLE: Mom’s keys fell.
IO- is the recipient of the direct object. EX: Give him the book. Who is the recipient of the book? Him!
DO- follows a transitive verb and receives the action. EX: I ate pickles. I ate what? Pickles. The pickles were eaten by me!
DO- follows a transitive verb and receives the action. EX: I ate pickles. I ate what? Pickles. The pickles were eaten by me!
OP- is the noun following a preposition, and is usually in a phrase. EX: The student wrote on the board. On is the preposition and board is the object of the preposition.
PONA (HELPING)
PN completes a linking verb and renames the subject with a noun. Mom is the teacher. Mom is the subject, linking verb=is, teacher is the PN.
OCN follows a direct object and renames it, kind of like a PN.
NDA is the use of a noun to directly address the subject. EX: Let’s eat, dad. We are saying let’s eat to dad. NOT to eat dad.
AP is a noun or noun phrase that renames another noun right beside it. EX: My wonderful community, CC West, met today.
CHART F
A PRONOUN replaces a noun in order to avoid repetition.
To find a SP, ask Who (verb?) or What (verb)? You can read/learn all about pronouns on pages 46-47. Cycle 2 English memory work focuses on Pronouns.
COMBO OF 3
SENTENCE STRUCTURE
A Simple sentence consists of one independent clause.
PURPOSE
A Declarative sentence makes a statement. “to make known officially, announce, make evident or clear”
An Exclamatory sentence is spoken with more emotion – usually excitement or anger - and is written with an exclamation mark instead of a period.
PATTERN
- Subject- Verb Instransitive ( S-Vi ) I sing. The soldier fought. The flower bloomed.
We put these three combinations together to write a few sentences.
DIALECTIC:
DIALECTIC:
ANALYTIC TASKS p.51
Week 3 marks the week that students begin to analyze (or parse) sentences. This is a very dialectic tool- do not dismiss this activity, you will want to do this at least once a day. We walked through these tasks in class.
Task 1: Dictate the sentence to the student.
Task 2: Check the mechanics of the sentence.
Task 3: Use “Question Confirmation” to label each word in the sentence and then classify the sentence with its purpose, structure, and pattern.
Task 4: Diagram the sentence.
Task 5: Rewrite the sentence by altering its purpose and structure. (Modification Confirmation)
Task 6: Identify all the details of each individual word in the sentence. (Quid et Quo)
Analytic Task Sheet p.437-438 - From here on, the student will want to utilize this sheet to analyze sentences. I like to have mine in a page protector or laminated.
MOMS, for those first tour students, focus on ACE charts. (Chart A, Chart C -Verbs, Chart E- Nouns) Find a balance that works for you. Once your student has any part of ACE memorized, add another.
MOMS, for those first tour students, focus on ACE charts. (Chart A, Chart C -Verbs, Chart E- Nouns) Find a balance that works for you. Once your student has any part of ACE memorized, add another.
MATH
Because we were short on time, we jumped right into N2K. We got out our boards out and enjoyed several bouts within our groups.
STYLE:
Who/ which clause (w/w)
-A w/w clause gives more information about a noun. It is adjectival and begins with a relative pronoun.
There are two ways to form this clause:
1. Combine two short sentences. 2. Add information about the noun.
We will come up with some w/w clauses as a class and individually.
"5-SENSE WORDS " What are your five senses?
In stories, using words to describe what things look like, sound like, feel like, taste like or smell like, can make your stories come alive.
DIALECTIC:
Back to KWOing. :) We used Lesson 4: Mayflower Mishap for our source. We KWOed together as a class.
THEN, in our groups, we brainstormed ly words, Who/which, 5 senses, and vocab words. We have a pretty smart group of kiddos! This was not a hard task.
We ended with looking at the checklist and talked a lot about the expectations for the paragraph. Now, go forth and write a paragraph or two! 😊
