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Welcome back to the fourth entry in my series about sentence patterns. Remember, if you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. So far, you know about Pattern 1, Pattern 2, Pattern 3, and Pattern 4.
To get ready for Pattern 5, let’s first look at the
Read MoreWelcome back to the third entry in my series about sentence patterns. Remember, if you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. So far, you know about Pattern 1, Pattern 2, and Pattern 3.
Now…on to Pattern 4. For this sentence pattern, you need to pay careful attention to the verb. Take a look at our sample sentence:
Read MoreLast week, we began our study of sentence patterns. Remember, if you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. Last time, we discussed Pattern 1 and Pattern 2.
Today, let’s start our study with a new Pattern 2 Sentence:
Read MoreLearning English grammar can be tough, but, as the saying goes, a picture paints a thousand words. So, I am taking the high road on this series and making it visual—thereby sparing well over 980 words…and your sanity!
If you are up on your brain science, you know that our brains seek patterns to make sense of the world. In English, even our sentences fall into patterns. If you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. Look at this:
Read MoreHave you ever tried to describe something without using a prepositional phrase? Well, it’s almost impossible! Although prepositional phrases are not a requirement in every sentence, they certainly do help us:
Read More
Having the right tools in your writing toolbox can make all the difference when it comes time to revise a composition. Do your students need a creative way to link ideas and show association? Then look no further than the correlative conjunction! First, let's look at this simple definition:
Today, we will focus on connecting two nouns for the purpose of simplification. Remember, the reason for the correlation determines which pair of correlative conjunctions to use. Here are three examples to model for your students that will show them how to associate two ideas in a logical manner.
Either – or can show choices.
The dog made a mess in the kitchen. The cat made a mess in the kitchen.
Either the dog or the cat made a mess in the kitchen.
Neither – nor can show the absence of choices.
Maria cannot go to the game tonight. Tammy cannot go to the game tonight.
Neither Maria nor Tammy can go to the game tonight.
Both – and can show a link between two words or phrases.
Henry will be here soon. His big brother will be here soon.
Both Henry and his big brother will be here soon.
Don't forget to mention to your students that both sides of their sentence should be parallel in structure when using correlative conjunctions. Any pronouns or verbs used at the end of the sentence should agree with whatever is mentioned last.
As your students grow in their abilities to use correlative conjunctions effectively, they will show an increased level of maturity in their writing. This is a skill that they can take with them into their future college and career adventures!
EXTEND THE LESSON: Why not make this a group activity?!? Here's an idea to get you started.
In a previous post, I shared my keen interest in Gardner’s Multiple Intelligences. I discussed how the Shurley English Jingles give the intelligences of Word Smarts, Picture Smarts, and Body Smarts a workout. Now, I would like to take it just a bit deeper into the next level in Shurley English.
After students master the Shurley English Jingles, the jingles become a fertile knowledge base upon which the Question and Answer Flow (Q & A Flow) is built. The Q & A Flow is a simple, pattern-based system of questions that the students learn to ask aloud orally. Yes…Shurley English teaches kids to talk to themselves; rather, to ask themselves questions—questions that elicit logical answers that their brains know to be correct, based upon what they have learned from the jingles. I call this kind of questioning “Thinking Out Loud.”
After much practice and rehearsal, using the Q & A Flow, the students then know how to analyze every word in a sentence. We call this Sentence Classification, but it goes way beyond just determining if the sentence is a statement or a question. Students learn to classify the words in a sentence based upon the specific questions they answer from the Q & A Flow. Compared to the way English grammar was always taught years ago, students learned to classify words, but usually only so that they fit into a static list of seemingly unchanging vocabulary. With the Q& A Flow, something quite different and extraordinary replaces that old system. Instead of grouping words into lists that have parts of speech headings, students learn to evaluate how specific words are actually functioning in a sentence, based on context. You see, by the old system, the word basketball is just one of the words that fits into a Noun list. But with the Q & A Flow, students begin to think in terms of the attributes of a word and its use in the context of a sentence. For example, take a look at the following sentence:
We cheered loudly at the basketball game!
Students, using the Q & A Flow, determine that the word basketball, in this context, is really an adjective. I don’t know about you, but when I am working with students and trying to help them comprehend what they read and to be able speak and to write with expertise, I would prefer their brains be adept at this kind of analysis! Can you see how a student’s Word Smarts and Logic Smarts can benefit from this kind of thinking? I consider it nothing less than brilliant.
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