Transcript Writing - Miss Joy

Writing- Framing Your
Thoughts
OVERVIEW-Project Read
by Pat Rakovic MA
CCC/SLP,CAGS
Project Read
• Project Read©/Language Circle© is a
research based mainstream language arts
program for students who need a
systematic learning experience with direct
teaching of concepts and skills through
multisensory techniques
Project Read
–Differentiation of instruction
•Color coded
•Auditory:Saying for each part of
speech
•Visual symbol
•Tactile symbol
•Kinesthetic
What do you do when you have a
great photo
A sentence starts with a
capital letter and ends with a
stop sign.
Literature that teaches Punctuation
Activity
• Draw a sentence frame on your
paper ( board).
• Say it as you draw it.
A noun is a word that names the
person, place, thing, idea and animal
John
Dog
Cars
Discovering the Subjects
• The use of visuals to teach nouns
• TASK
– Use your camera to find subjects in the
pictures.
– Think about what story you might be
able to tell with that particular subject.
Subject line or blue card/sticky note
Game
• Say the noun poem
• Lets think of all the nouns that are
– People
– Places
– Things
– Animals
• You need to listen to your
classmates you can’t repeat what
they say
Books about Nouns
The action of the
subject is called the predicate.
The action can be physical (doing)
or mental (thinking or being).
paints
runs
crash
Predicate
Verbs
• Verbs can be mental/physical it is
what you do.
– TEACH
• Activity: Just call out verbs that
could be used for these pictures.
Books about Verbs
Bare Bone Sentences
A sentence only needs a subject word
plus a predicate word
to equal a complete thought.
Sentence Formula
Cars
crash.
John
paints.
Cars
The dog
crash.
runs.
Activity
• Use student’s names to make
some barebone sentences
– Mary yodels
– Extra points for novel verbs
Where
How
When
Why
A predicate expander expands the
predicate by answering the questions
where, how, when, and why.
Predicate Expanders
• Each Triangle or Predicate
Expander Type would be taught
separately.
• The categories answer the
questions
– Where
– How
– When
– Why
Predicate Expanders
• Predicate Expanders are taught
after the subject and verb because
they are what adds substance to
the sentence.
• Note that the predicate was
marked by four mountains, each of
these mountains represent a
category of expanders
Cars
crash
on the busy freeway.
Cars crash
loudly.
Cars crash during rush hour.
Cars crash because of the rain.
Activity
• Write a sentence using a subject
descriptor.
• Diagram the sentence.
• Did you use any triangles?
Subject Describers describe or
tell more about the subject.
Looks like/ Behavior/
Physical Personality
Numbers
Ownership Set Apart
Subject Descriptors
• Looks/Physical Characteristics
– Shape, size, color, texture, taste,
smell
• Behavior/personality
• Number
• Ownership
• Set Apart
– Sets the subject apart
• The cup, on the desk, fell down.
The dog runs.
The big
dog
runs.
The playful dog
runs.
Three dogs run.
Bob’s
dog
runs.
The dog with the red collar runs.
lll
Joins words, phrases, and
sentences.
Cars
crash.
The red and green cars crash.
lll
Sentence Mobility
• Write a sentence having at least one
predicate expander.
• Diagram it.
• Take the sentence and move the
predicate expander to another place in
the sentence.
Diagramming Sentences
• First put the sentence frame
around each sentence. Alternate
colors for each sentence.
• Then put the symbols around the
words.
• Do you see a pattern ?
• If you see a pattern try to change
it.