aug. 7, 2012 what can we do to help them understand? robbie faulkner “grammar made easy” by...
TRANSCRIPT
Aug. 7, 2012
What can we do to help themunderstand?
Robbie Faulkner
“Grammar
Made Easy” by Harriett Stoker and Tammy Crouch
Adapted from Robbie’s presentation
start with nouns, verbs, noun markers—articles (K-2)
(students don’t have to know it to be introduced to it.)
“When I see an article, I know a noun is coming.”
start with prepositions (3rd) article, adjective, noun (3-8th)
Skills become progressively complex
Words that are ALWAYS verbs Words that are ALWAYS adverbs- too, quite, very, always,
never, not, almost) (a quote they use “not is not a verb, never is never a
verb…they are both adverbs!”) Questions that only adverbs answer- (Harriett starts this with, “When I say adverb, you say…” students quote-”how,
when, where, why, and to what extent.” Questions that only adjectives answer-Harriett starts this with,
“What are the questions that only an adjective answers?” and students quote, “What kind, which one and how many?”
6 functions of a noun or pronoun- subject, direct object, indirect object, object of preposition, predicate nominative, appositive
Harriett gives students list of pronouns
Common/proper nouns (be able to list these)
Prepositions- (use Preposition Bingo-first day of school, monthly, and
give students a list of prepositions that they are quizzed on and allowed to use any other time throughout the year)
“When I see an article, I know a noun is coming.” “article, adjective, noun” is another article/noun
pattern Every preposition must have an object (quote it often) “I know that the object of the preposition is either a
____ or a ____.” **students say noun/pronoun and identify it… I ask “How did you know?”
“The peace sign”( 98% of the time the verb phrase splits with the subject in the middle)
lots of adverbs end in –ly functions (what are things noun/pronoun can do?)
**create your own schedule to address your needs
Why do we put prepositional phrases in jail?•Because they give us trouble, may cause us to pick the wrong subject
Say hello to linking verbs:(they have to LINK)
For vivid writing, Harriett uses a triangle type of writing: flowers The flowers
The dancing flowers The dancing field of flowers
The boy ran. The cute boy ran quickly. The cute little boy ran quickly. The cute little boy ran quickly down the road.
•Reflexive Pronounso A reflexive pronoun refers to the subject and functions as a complement or an object of a preposition
First Person- myself, ourselves
Second Person- yourself, yourselves
Third Person- himself, herself, itself, themselves
•Intensive Pronounso An intensive pronoun emphasize a noun or another pronoun
First Person- myself, ourselves
Second Person- yourself, yourselves
Third Person- himself, herself, itself, themselves
• Demonstrative Pronounso A demonstrative pronoun points out a person, a place, a thing, or an idea.
this, that, these, those
• Interrogative Pronounso An interrogative pronoun introduces a question
what, which, who, whom, whose
• Relative Pronounso A relative pronoun introduces a subordinate clause
that, which, who, whom, whose
• Indefinite Pronounso An indefinite pronoun refers to a person, a place, or an idea
that may or may not be specifically named
all both everything
neither other
another each few nobody several
any each other
many none some
anybody either more no other somebody
anyone everybody
most nothing someone
anything everyone much one something
Harriett has the students write, on the back of their tests: (about whatever skill they have covered and should know…)
1.sentence with interjection and punctuate correctly 1.write adjective/noun
1.a gerund phrase2.an infinitive clause, phrase
Why put prepositional phrases in jail?
Harriett has them to list on theirpaper, when writing, (at top of paper)what she expects to see:•figurative language•vivid description•adjective/noun, etc.
Harriett always tells
them before hand that
they are going to be
seeing new skills.
Follow-up workshop is possible– just email [email protected]