Wednesday, May 29, 2013
Gold Rush Punctuation Activity
Here are some photos from Open House. These pocket charts are available at Lakeshore (item #DD524) and work with this activity perfectly; each chart has six rows, so with two of them, you'll have the right number to pair with my 12 rules of punctuation. The yellow squares were the rules of punctuation, and you can see the beautiful artwork the kids did. Below is my adorable son, Gregory, with his Depth of Knowledge Dodecahedron or "Bloom Ball." This By the Great Horn Spoon activity was created by his teacher and is available on TpT. He was so proud!
Monday, May 27, 2013
Punctuation Rule #8
Rule #8 states that a comma should be placed before a coordinating conjunction (and, but, so, for, or, not, yet) when it separates two independent clauses, but it should not be placed when these words (and, but, or) separate a compound predicate.
This is a complicated rule which I will explain further in this post. My {freebie} chart on TpT omits nor because it is the least commonly used of the conjunctions. That {freebie} is designed for fourth graders, and the rule as I've stated it is true but incomplete given that many fourth graders are still struggling with what constitutes a complete sentence.
A second part of this rule is that when the independent clauses are joined by and, but, or, or nor and they are short and have parallel structure, the comma is optional. A comma always precedes for, yet and so, no matter the length of the clauses or the parallelism. Some examples (using By the Great Horn Spoon) follow.
The Sea Raven stopped in Callao and took on enough coal to fill its bunkers. (compound predicate)
Jack took his squirrel gun to hunt a jackrabbit for dinner, but he found the rogue who had stolen their belongings instead.
Captain Swain took a shortcut through the Strait of Magellan, and he won the race. OR
Captain Swain took the shortcut through the Strait of Magellan and he won the race.
I also left out how the semi-colon can be used with coordinating conjunctions.
So for those students who are ready for more of a challenge or for your own understanding, here is even more on rule #8.
A semi-colon can precede a coordinating conjunction when it separates independent clauses which contain many commas. For example (using California Gold Rush history)
James K. Polk, who was the 11th President of the United States, confirmed the existence of gold in a speech to Congress on December 5, 1848; and when the Emancipator and Republican published that speech three days later, there was literally a stampede out west.
This is a complicated rule which I will explain further in this post. My {freebie} chart on TpT omits nor because it is the least commonly used of the conjunctions. That {freebie} is designed for fourth graders, and the rule as I've stated it is true but incomplete given that many fourth graders are still struggling with what constitutes a complete sentence.
A second part of this rule is that when the independent clauses are joined by and, but, or, or nor and they are short and have parallel structure, the comma is optional. A comma always precedes for, yet and so, no matter the length of the clauses or the parallelism. Some examples (using By the Great Horn Spoon) follow.
The Sea Raven stopped in Callao and took on enough coal to fill its bunkers. (compound predicate)
Jack took his squirrel gun to hunt a jackrabbit for dinner, but he found the rogue who had stolen their belongings instead.
Captain Swain took a shortcut through the Strait of Magellan, and he won the race. OR
Captain Swain took the shortcut through the Strait of Magellan and he won the race.
I also left out how the semi-colon can be used with coordinating conjunctions.
So for those students who are ready for more of a challenge or for your own understanding, here is even more on rule #8.
A semi-colon can precede a coordinating conjunction when it separates independent clauses which contain many commas. For example (using California Gold Rush history)
James K. Polk, who was the 11th President of the United States, confirmed the existence of gold in a speech to Congress on December 5, 1848; and when the Emancipator and Republican published that speech three days later, there was literally a stampede out west.
Tuesday, May 21, 2013
Commas and Semi-Colons
Last Friday and this Monday, I taught my By the Great Horn Spoon punctuation activity in Gregory's 4th grade class. We went over the rules of punctuation, many of which were new to the students. They were receptive, attentive and eager to try the exercise. The note-taking was a little difficult for some of the students (and I know this from my experience with Gregory). The activity worked out very well in groups, and I will be posting pictures of their finished work on my blog soon. What I loved, aside from these hard-working students and how they dove into the activity, was how easily I was able to check the rule sheets. I simply pulled off the ones that there were incorrectly placed and taped them at the side. The groups were color-coded, so they immediately knew their group had more work to do. Of course, the underlined strips which included more than one rule were the most difficult.
The exercise made me think more deeply about the order and content of the rules.
The rule about lack of punctuation in reported speech isn't really necessary. I used it in my teaching because I was working with ESL students, but I can see that these students don't insert commas incorrectly; furthermore, trying to make sense of the word "that" and its many uses can be overwhelming. Rules about coordinating conjunctions and items in a series need practice well before rules about adverbials and adjective clauses. It would be much better to introduce these rules slowly throughout the first half of the year. Many students in fourth grade are still struggling with what constitutes a complete sentence, so introducing the semi-colon at this point is great but requires patience and many examples. And switching rules 11 and 12 would be "smoother."
If the rule sheet is part of their writing folder at the start of the year, I think that revising their work becomes easier throughout the year. A teacher can simply mark "rule 8," which requires students to reflect on their own writing and the relationships between their ideas.
The whole exercise really focuses on learning the rules and identifying. Working in practice with error analysis exercises is my next step.
Each of the punctuation packets I make now will be power point files with a list of the rule sheets, the group activity in "strips," and the individual activity presented in bubble format. This should give students ample practice.
The exercise made me think more deeply about the order and content of the rules.
The rule about lack of punctuation in reported speech isn't really necessary. I used it in my teaching because I was working with ESL students, but I can see that these students don't insert commas incorrectly; furthermore, trying to make sense of the word "that" and its many uses can be overwhelming. Rules about coordinating conjunctions and items in a series need practice well before rules about adverbials and adjective clauses. It would be much better to introduce these rules slowly throughout the first half of the year. Many students in fourth grade are still struggling with what constitutes a complete sentence, so introducing the semi-colon at this point is great but requires patience and many examples. And switching rules 11 and 12 would be "smoother."
If the rule sheet is part of their writing folder at the start of the year, I think that revising their work becomes easier throughout the year. A teacher can simply mark "rule 8," which requires students to reflect on their own writing and the relationships between their ideas.
The whole exercise really focuses on learning the rules and identifying. Working in practice with error analysis exercises is my next step.
Each of the punctuation packets I make now will be power point files with a list of the rule sheets, the group activity in "strips," and the individual activity presented in bubble format. This should give students ample practice.
Wednesday, May 15, 2013
The Whipping Boy
The Whipping Boy: A Common Core Grammar Review is a freebie in my store. This is an error analysis exercise; the answer key is posted below. Some items have more than one answer because the sentence can be revised multiple ways. If you see that your students need help with the punctuation rules, check out Writing Folder Essentials.
1) Jemmy is a street-smart boy who was taken from the sewers to serve as the royal whipping boy. OR Jemmy is a street-smart boy. He was taken from the sewers to see as the royal whipping boy.
2) Prince Horace likes practical jokes; consequently, he is called Prince Brat behind his back.
3) Prince Horace never listens to his tutor. Therefore, he has never learned to read and write. OR Prince Horace never listens to his tutor; therefore, he has never learned to read and write. OR Prince Horace never listens to his tutor, so he has never learned to read and write.
4) Prince Brat is a selfish boy who enjoys watching the whipping boy be punished.
5) The prince forced Jemmy to come along when he ran away because he wanted a friend. OR The prince forces Jemmy to come along when he runs away because he wants a friend.
6) The prince desperately wants to make friends, but he goes about it the wrong way.
7) Cutwater and Hold-Your-Nose Billy, two ruffians with a reputation for murder, kidnap the boys and hide them deep in the forest.
10) Before he left the castle, the prince packed a basket full of fruit tarts, veal pies, and roast pheasant.
11) Jemmy tricks the rogues into believing he is the prince because he wants them to send Prince Brat back to the castle with the ransom note.
12) The vagabonds plan to send the prince's horse back to the castle along with the ransom note.
13) Since Billy doesn't know how to read and write himself, he asks Jemmy, who he thinks is the prince, to read the note backwards.
14) Jemmy hides under the bed of straw so that he can escape.
15) Jemmy helped the old man get his stagecoach out of the mud; he positioned some driftwood under its wheels.
16)
Prince Brat wants to be a good friend, so he helps Jemmy find pieces of driftwood to sell.
17) The woman who gives the milk to the boys
talks about Prince Brat without knowing who he is.
18) When Prince Horace realizes that people think he is a spoiled brat, he is deeply hurt.
19) There are rats in the sewers, particularly near the tunnel under the brewery.
20) Johnny Tosher, a rat-catcher from the sewers, helped the boys get away from Cutwater and Billy.
21) Prince Brat throws the scoundrels off their trail when he grabs the birdcage out of Jemmy's hand and flings it in the direction of the brewery.
22) By the end of the story, the reader understands that Prince Brat was running away to experience life and enjoy freedom from all the royal trappings; likewise, the King reveals his own frustration with having to live in the palace. OR ....trappings. Likewise, the King reveals . . . .
1) Jemmy is a street-smart boy who was taken from the sewers to serve as the royal whipping boy. OR Jemmy is a street-smart boy. He was taken from the sewers to see as the royal whipping boy.
4) Prince Brat is a selfish boy who enjoys watching the whipping boy be punished.
5) The prince forced Jemmy to come along when he ran away because he wanted a friend. OR The prince forces Jemmy to come along when he runs away because he wants a friend.
6) The prince desperately wants to make friends, but he goes about it the wrong way.
7) Cutwater and Hold-Your-Nose Billy, two ruffians with a reputation for murder, kidnap the boys and hide them deep in the forest.
8) Hold-Your-Nose Billy, who earned his name from
all the garlic he eats, didn’t recognize the prince.
9) Jemmy tries to stop the prince from revealing his identity; however, Prince Brat refuses to cooperate.10) Before he left the castle, the prince packed a basket full of fruit tarts, veal pies, and roast pheasant.
11) Jemmy tricks the rogues into believing he is the prince because he wants them to send Prince Brat back to the castle with the ransom note.
12) The vagabonds plan to send the prince's horse back to the castle along with the ransom note.
13) Since Billy doesn't know how to read and write himself, he asks Jemmy, who he thinks is the prince, to read the note backwards.
14) Jemmy hides under the bed of straw so that he can escape.
15) Jemmy helped the old man get his stagecoach out of the mud; he positioned some driftwood under its wheels.
16)
Prince Brat wants to be a good friend, so he helps Jemmy find pieces of driftwood to sell.
18) When Prince Horace realizes that people think he is a spoiled brat, he is deeply hurt.
19) There are rats in the sewers, particularly near the tunnel under the brewery.
20) Johnny Tosher, a rat-catcher from the sewers, helped the boys get away from Cutwater and Billy.
21) Prince Brat throws the scoundrels off their trail when he grabs the birdcage out of Jemmy's hand and flings it in the direction of the brewery.
22) By the end of the story, the reader understands that Prince Brat was running away to experience life and enjoy freedom from all the royal trappings; likewise, the King reveals his own frustration with having to live in the palace. OR ....trappings. Likewise, the King reveals . . . .
Transitions
Transitions are those words that can begin a sentence (typically followed by a comma) or can come in the middle of the sentence (whoa---now you have to know the rules for the semi-colon); they join ideas beautifully and create flow in your writing. They can be categorized as follows:
additional information: (additionally, also, furthermore, in addition, moreover)
restatement: (actually, in effect, in other words, in short, indeed)
restatement to intensify: (as a matter of fact, in fact, indeed)
exemplification: (for example, to illustrate, for instance)
contrast: (conversely, however, in contrast, nevertheless, nonetheless, on the contrary, on the other hand)
cause and result: (accordingly, as a result of (THIS), consequently, for this reason, hence, thus, therefore)
comparison or similarity: (by the same token, equally, in a like manner, in the same manner, in the same way, likewise, similarly
choice or alternative: (alternatively)
time and sequence (after (THIS)
Check back soon for the rest of the list.
additional information: (additionally, also, furthermore, in addition, moreover)
restatement: (actually, in effect, in other words, in short, indeed)
restatement to intensify: (as a matter of fact, in fact, indeed)
exemplification: (for example, to illustrate, for instance)
contrast: (conversely, however, in contrast, nevertheless, nonetheless, on the contrary, on the other hand)
cause and result: (accordingly, as a result of (THIS), consequently, for this reason, hence, thus, therefore)
comparison or similarity: (by the same token, equally, in a like manner, in the same manner, in the same way, likewise, similarly
choice or alternative: (alternatively)
time and sequence (after (THIS)
Check back soon for the rest of the list.
Tuesday, May 14, 2013
Descriptive words for summaries
Now in the fourth grade, along with other types of writing, Gregory continues to write summaries of the books he has read. His teacher this year had the students compose their summaries online on KidsBlog. Students were able to comment on their peer's summaries. All submissions were reviewed by the teacher before anything was published.
In these summaries, students are usually asked to write a topic sentence including a descriptive word about the story, the author(s) and an underlined title. For example,
The Whipping Boy by Sid Fleischman is an entertaining story about a prince who is spoiled, a street-smart rat-catcher who serves as the royal whipping boy, and the unlikely friendship that develops between them.
I've worked with Gregory on so many different books that are all "good." His classmates, who I meet with weekly during Literature Circles, for the most part, describe what they are reading the same simple way. Hence, the list below from which students, including my boys, can choose.
Thought of another? Add yours in the comment section below.
In these summaries, students are usually asked to write a topic sentence including a descriptive word about the story, the author(s) and an underlined title. For example,
The Whipping Boy by Sid Fleischman is an entertaining story about a prince who is spoiled, a street-smart rat-catcher who serves as the royal whipping boy, and the unlikely friendship that develops between them.
I've worked with Gregory on so many different books that are all "good." His classmates, who I meet with weekly during Literature Circles, for the most part, describe what they are reading the same simple way. Hence, the list below from which students, including my boys, can choose.
Thought of another? Add yours in the comment section below.
Monday, May 13, 2013
Punctuation Review and By the Great Horn Spoon
You would think I couldn't come up with another sentence about this book, but I have. Not just another sentence, but 42 new sentences that pair with the Punctuation Rules I posted. This is a "get them up and out of their seats" activity. A little glue or tape, some group or pair work, and a fun way to review sentence structure and By the Great Horn Spoon. Did I say fun? Well, for those of us who are punctuation-obsessed, this IS fun!
Rule #1
Praiseworthy and Jack departed Boston aboard the Lady Wilma on January 27, 1949.
Rule #2
The Lady Wilma left Boston Massachusetts in January, 1949. (also rule #1)
Rule #3
Praiseworthy uttered, "By the Great Horn Spoon," when Aunt Arabella agreed to marry him.
Rule #4
With the gold dust hidden in his glove, Praiseworthy knocked the ruffian 15 feet up hill and later earned the nickname Bullwhip. (also rule #8)
Rule #5
Weakened and worried about the lost map, Dr. Buckbee wrote to Praiseworthy offering to split the fortune fifty-fifty if he could help.
Rule #6
Quartz Jackson, one of the Hangtown miners, brought his missus to the diggings to show her off.
Rule #7
Jack and Praiseworthy could have gone to Roaring Camp or Cut Throat or Angels Camp, but they settled on Hangtown. (also rule #8)
Rule #8
The Sea Raven stopped in Callao and took on enough coal to fill its bunkers and decks.
Rule #9
Once Jack had finished the last of his coffee, he earned the nickname "Jamoka Jack."
Rule #10
Because of the coal dust on Good Luck, Praiseworthy came up with an idea to find the scoundrel who stole their passage fare. (also rule #4)
Rule #11
The Lady Wilma departed Boston in late January. Finally, its five-month-long journey ended when it docked at the wharf in San Francisco, California. (rule #2)
Rule #12
Praiseworthy and Jack left Hangtown for Shirt-tail Camp; they had heard about a tooth-extractor named Doc Higgins working there.
To download the instructions and purchase the complete activity, visit my store.
Rule #1
Praiseworthy and Jack departed Boston aboard the Lady Wilma on January 27, 1949.
Rule #2
The Lady Wilma left Boston Massachusetts in January, 1949. (also rule #1)
Rule #3
Praiseworthy uttered, "By the Great Horn Spoon," when Aunt Arabella agreed to marry him.
Rule #4
With the gold dust hidden in his glove, Praiseworthy knocked the ruffian 15 feet up hill and later earned the nickname Bullwhip. (also rule #8)
Rule #5
Weakened and worried about the lost map, Dr. Buckbee wrote to Praiseworthy offering to split the fortune fifty-fifty if he could help.
Rule #6
Quartz Jackson, one of the Hangtown miners, brought his missus to the diggings to show her off.
Rule #7
Jack and Praiseworthy could have gone to Roaring Camp or Cut Throat or Angels Camp, but they settled on Hangtown. (also rule #8)
Rule #8
The Sea Raven stopped in Callao and took on enough coal to fill its bunkers and decks.
Rule #9
Once Jack had finished the last of his coffee, he earned the nickname "Jamoka Jack."
Rule #10
Because of the coal dust on Good Luck, Praiseworthy came up with an idea to find the scoundrel who stole their passage fare. (also rule #4)
Rule #11
The Lady Wilma departed Boston in late January. Finally, its five-month-long journey ended when it docked at the wharf in San Francisco, California. (rule #2)
Rule #12
Praiseworthy and Jack left Hangtown for Shirt-tail Camp; they had heard about a tooth-extractor named Doc Higgins working there.
To download the instructions and purchase the complete activity, visit my store.
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