Week 2 Recap & Suggested Assignments

Whew!  We had an action packed day today learning about those verbs!
***As our handout stated, verbs can be talented & trickily little things!! I know it all seemed very complicated, but don't worry. We will be studying more about verbs in the weeks to come. We're taking this in bite-sized pieces, so just be committed to keep reviewing the information we cover. Before you know it, you will become a VERB MASTER.***
GOOD JOB on indentifying purpose, structure & even pattern on your sentences today!  (Great job to the mom's as well!!)

IN REVIEW:

~~GRAMMAR~~

1.The function of a subject and verb in sentence.

The spotlight is on the subject and the verb gets the job done by showing action or a state of being.

2.The difference between linking verbs and helping verbs.

Strategy Tip: Practice reciting the verbs off the chart in your packet to silly tunes. Helping Verbs to the tune of "Clementine" and Linking Verbs to the tune of "London Bridges" (dancing in a circle with LINKING hands). 

Remember that a helping verb HELPS another verb, so a verb will follow it at some point in the sentence. A linking verb LINKS two words together, by renaming or describing the subject, so a noun or adjective will follow it. Also, if you can replace the verb with an equal sign and retain the meaning of the sentence, then it's a linking verb.

3.  Practiced identifying verbs and their type, tense, number, person, & mood with the sentences I gave you.


~~WRITING~~
Ancient History Based Writing Lessons #3. Today we learned how to complete KWO (key word outline) - the blueprint for our writing.  Great job on picking out those key words that enabled you to read back the sentence from your notes!!  We also brainstormed those essential strong action verb and quality adjectives to add to your paragraph.


SUGGESTED ASSIGNMENTS:


~~GRAMMAR~~
1.  Continue to practice Mastery Chart A & B - Focus on Memorizing Parts of Speech; 5 Parts of Sentence; Sentence Structures, Purposes & Patterns; Practicing model sentences for Mastery Chart B (for 2nd/3rd year students)
2.  Mastery Charts C & D (Parents remember to scale according to the level of your child - Focus on learning verb definition & types on Chart C)


Modification ideas for the newer/younger students:
Have your child locate the subject and verb in your other schoolwork assignments (or OMT) :)

**No EEL Tasks this week!
Related OMT Lesson #2, 38-43

SWEET TREAT REWARD - Sing the Helping Verbs & Linking Verbs songs once each day (4 days) for a sweet treat! (For 2nd/3rd yr students - list/say all the lining verbs & helping verbs)

~~WRITING~~
1.  Cut out & learn Vocabulary words for lesson 2

Here is a Suggested Writing Schedule for those of you who may be new to IEW or having trouble getting into the writing groove:

WEDNESDAY:

• Since we completed the KWO in class, draft your paragraph.
• Highlight all of the nouns and underline all the verbs in your paragraph.

THURSDAY:

• Pull out your notes from class, your Student Resource Notebook pages, and your thesaurus.
• Using those references, begin to add QUALITY adjectives to describe the nouns (remember to use adjectives that appropriately describe those nouns). (Just write directly on your paper and insert them above the noun you wish to describe. )
• Next, replace lame verbs with STRONG verbs (what do you want your reader to imagine). (Mark out the verbs and write above them their STRONG replacement.)
• Now that you have some kickin' verbs, insert some "ly" words to enhance the story. (Follow the same format- just write them on your paper.)
• Using your composition checklist as a guide, decide where you will insert any other required (by parent)~~STYLE!~~ techniques (write in any other techniques used)

• Stand back and admire what you have just created. Just LOOK at all those additions and revisions you've made!! You deserve a break....and maybe a special treat... and so does your mom! :)

FRIDAY:

• Use a different color highlighter or pen and check your paper for banned words and words that you used more than twice. **Remember, pronouns and articles may be repeated.**
• Take your paper to Mom or Dad and ask them (Oh-So-Politely) to read it. Sometimes, what we intend to say doesn't translate to the reader, so it helps to get someone's perspective.
• Now that you've made all of your corrections, type your paper, making sure it's double-spaced.  Label your paper noting your dress ups etc. and attach the Composition Checklist.  Mom or Dad will complete the checklist.
• Congratulate yourself on a job well done!!
• Consider reading your paper aloud to your family over dinner.

PARENT CORNER:
***We are still working in unit 1 & 2 of your IEW TWSS Binder (blue binder) as these units cover what we did in class today (KWO, summarizing from notes, stylistic techniques etc) and will assist you in coming along side your child this week.

To challenge your student (or for those students who have been in Essentials before or who will be heading off to the Challenge Program soon), follow the suggested writing assignment with the following additions:

-Have the student include dress ups in EACH SENTENCE (quality adjectives, strong verbs, ly words).  If they are familiar with other stylistic techniques (see pg 17-23 of TWSS binder), feel free to have them add those as well!   (note the checklist so they know what you've required)

Modification Ideas for the "newer/younger" student:

-Allow student to dictate the paragraph to you, using his key word outline. **Typing this out for the student is the best method, because it provides clarity when they read it

-Ask student to brainstorm some quality adjectives, strong verbs & ly words and allow them to insert those by writing in.

-Have them follow the remaining instructions above.