Written+Expression

Written Expression Lessons:

Day 1 –
 * Discuss the importance of writing proper sentences. “It is like a code, if you don’t use it correctly the person trying to crack that code will get the wrong message.” I also used to talk a lot about how when you take a test (like MCAS), or write a letter to a someone you don’t know, job resume, etc. your writing is all that the person on the other end knows about you. If you don’t write things correctly, they will get the wrong opinion of you….etc., etc. You get the idea.
 * Introduce the sentence frame. (p.1-5) Have students sky write the sentence frame with you. (You draw it largely on the board, students lock their able, point to fingers and move their entire arm to “trace” the design) As they are tracing they should be repeating, “A sentence starts with a capital letter and ends with a stop sign” - Trace 3 times
 * Have students practice this skill on p. 1-7

Day 2 –
 * Introduce the “subject” symbol. (underline). Students sky write with you and say: The subject names the person, place or thing that the whole sentence is about.
 * Teach the symbols for Person, Place and Thing (person, house, ball). Students do pages 1-17,1-18 after you go over a couple with them. Note that some pictures can be both a place and a thing. (ex; garden, though the answer key says a park is a place)

Day 3 – >
 * Teach that some naming words are common nouns: girl, boy, day, dog, teacher, puppy
 * Teach that some naming words are proper nouns. Proper nouns are always capitalized. Have students help you fill in the following chart (as you write it on the board/chart paper/elmo, etc.)


 * Students complete page 1-23

Day 4 – Compound Subject
 * Show picture on p. 1-31, This picture focuses on two subjects, a boy and his dog.
 * Display a sentence frame with two subject symbols
 * Have students name the dog and the boy
 * Teach: When a thought names two subjects connect them with a connector. Show connector symbol. P.1-29 – Have students skywrite 3 times, repeating the rule.
 * Add connector to the sentence frame. Write the names above the subject pieces, write and above the connector.

Day 5 –
 * Display picture of the kittens p. 1-35. “Sometimes the subject of a thought has 3 or more subjects. We have three kittens in this picture. We could say “kittens” or we could name each kitten with a proper name. (Name kittens)
 * Teach: When you name three or more individual subjects together in the same sentence, you must separate them with commas, and connect the last one with the connector.
 * Show a sentence frame with 3 subjects, two commas and a connector, write the words above.
 * Students complete p. 1-41

Day 6 –
 * Display predicate symbol p.1-47
 * Teach: Predicate, The action of the subject is called the predicate.
 * DO following hand motions while saying, “action of the subject”
 * Students skywrite while they say: “action”
 * Skywrite an arrow from the predicate symbol back to the subject while saying “of the”
 * Skywrite the subject symbol (underline) while saying “subject”
 * Do p. 1-51 together. (examples of barebones sentences are: The dog sleeps. or Fido sleeps.)

Day 7 – Compound predicates
 * Display and Read “ The children work and play”
 * Underline subject, put predicate symbol under each work and play (mountains)
 * Put connector symbol under and (curly loops)
 * Students do the same on page 1-59

Day 8 – Series Predicate
 * Show sentence on 1-63
 * Ask students how many predicates they see in the sentence. (3)
 * Teach: “When there are more than two predicate words, separate with commas and connect the last predicate with a connector.”
 * Do page 1-67

Day 9 – Barebone sentences
 * Display page 1-73 – read together
 * Say, “These are all barebone sentences. Each sentence has only the two essential pieces of a sentence. These sentences are called barebone sentences because they have the bare essentials. There is nothing in the sentence that describes the subject or expands the predicate. A barebone sentence has no details about the subject word or predicate.
 * A sentence only needs a subject word plus a predicate word to equal a complete thought. The formula for a sentence: a subject plus a predicate equals a complete thought. (show image on 1-77)

Day 10
 * Diagramming and editing
 * Students read sentences, underline subject words, draw predicate symbol, connector symbol
 * Teacher shows example - The cup fell and cracked.
 * Have student diagram each sentence on page 1-81 (save this page!)

Day 11
 * Editing - means checking sentences
 * Frame sentences (capitals, periods), check for proper names, check to see if commas are needed.
 * Show example with “the cup fell and cracked”
 * Have students edit page 1-81

Day 12 –
 * Have students practice their skills by writing barebone sentences and digramming and editing their sentences. p.1-85 + 86.