Week 5 Recap & Notes

Hi Parents!  I hope you are enjoying our break week.  It will nice to get back to routine after this week.

EEL Recap:  This week we finished covering the S-Vi sentence pattern, and wrapped up our final purpose for simple sentences (the interrogative purpose).  Next week we begin covering compound sentences and will start working on the S-Vt-DO pattern.  Take some time over the break to begin familiarizing your students with coordinating conjunctions (FANBOYS) and subordinating conjunctions (www.asia.wub), a list of which can be found on Chart H.  They will need to be able to identify these as we study more complex (no pun intended) sentence structures.

Make sure to review the interrogative purpose and the forms it can take when diagramming.  This will be especially helpful for your students as they work through Task 5A and have to change a sentence to the interrogative purpose.  We discussed simply having a question mark as the end punctuation (Tara writes?), using a helping verb (Did Tara write?), and using an interrogative pronoun (Who writes?).

Week 4: pages 89-102 of the EEL guide
Blank task sheet: page 435
Weekly practice sentences: page 433
Models of those sentences: pages 97-102.

IEW Recap:  This week we began the unit on Narrative Stories.  We took our skill of making key word outlines and applied that to making a story sequence chart.  The first part of the outline covers the setting & characters of the story - the who, the where, and the when of the story.  The second part of the outline covers the plot & conflict - the what of the story.  Here the students need to identify the conflict, and what the characters thought, said, and did.  The final part of the outline is the climax/resolution/epilogue/moral theme.  Have the students identify each of these items in the story.  This model can be used on any length of story: short stories, Bible stories, fables, and even novels.

The assignment this week is to work through Lesson 9 in the Student book.  Outline, brainstorm, and write a rough draft to bring in on Tuesday.  On Tuesday, we will practice making another story sequence chart in class, then go over editing marks on our rough drafts.

Narratives/Unit 3: pages 27-36 of the TWSS guide
Lesson 9: pages 51-60 of the student book

Lagniappe:  Brandy at Half A Hundred Acre Wood (a fabulous CC blog - consider subscribing to her posts via email or reader) wrote a post on how they use their Essentials notebook at home.  If you're struggling to get in a rhythm of doing Essentials at home, check out her post for some ideas:  http://www.halfahundredacrewood.com/2012/09/our-essentials-student-notebook.html.

If your students are having some trouble with question confirmation, here are some links from the Shurley Grammar site (which is the model EEL follows):

https://www.shurley.com/?3f9b06c8f52a14bd1250c9a862d2d

https://www.shurley.com/pdf/parent_help/Parent_Help_Booklet_Level_2.pdf  (Q/C beginning on page 8)

See you Tuesday!