Week 11:Photo Finish

Hello Essentials families,
We are approaching the end of the semester, and it is going to be a photo finish.  Yesterday was an information packed hour.  We blazed through Math Bingo, Grammar Rule 7c - Who,Which, or That?, Similes and Metaphors, and Unit 5: Writing from Pictures!

Week 11:Assignment
Please refer to the Teaching Writing Structure and Style Weekly Guide for teaching Unit 5 and similes and metaphors at home.  If you did not get home with your Weekly Guide or if you were not able to come to class today, please email me and I will forward the guide, KWO sheet, and Final Checklist to you.

Notebook Tabs:

Similes and Metaphors - We began the class putting tabs on the gray decorations sheet pages 44-45, Similes and Metaphors.  Please complete these at home this week to broaden your child's understanding of our new decorations, similes and metaphors.

Transitional Words and Phrases - We also tabbed the gold resource pages 52 and 53, but I forgot to mention them as we covered Unit 5.  The section titled "Words that Show Sequence and Time" will be greatly beneficial to your child as they include their sentences answering the picture questions - "BEFORE? AFTER? OUTSIDE?" Please use this resource this week.  These gold pages are a "gold mine" for writing with effortless transitions. (Metaphor:)










The Finish Line:
Next week we will focus on celebrating our learning.  Each child will have the opportunity to read from one of their favorite papers this semester.  Please bring whatever paper they would enjoy sharing.  We will also take a "Walk Down IEW Memory Lane" and revisit Units 1 - 5, dress-ups, sentence openers, and decorations that we have covered this semester with a  spirited review game.

At the conclusion of Essentials next week, we will combine classes and enjoy a "Charlie Brown Thanksgiving Feast" combined with math games.  Thank you parents for helping with the refreshments.

Have a fun week writing your paragraph from a picture!  I look forward to the creativity and uniqueness of each one.  If you have time in your schedule, illustrate a simile or metaphor of your choice.  PLEASE WRITE THE SIMILE OR METAPHOR AT THE BOTTOM OF THE PAGE AND IDENTIFY IT AS A SIMILE OR METAPHOR!

Many Blessings and Happy Writing!
Tina

Mrs. Varnell to the Rescue!

Hello Essentials families,
I missed all of you yesterday!  Thank you Mrs. Varnell for coming to my rescue!  What a blessing!  We are battling with a cumbersome cold in our family and we are looking forward to getting back to 100% and seeing everyone next Tuesday.

Please contact me if you have any questions about the completion of Unit IV - Short Report/Essay on the Wonders of Ancient Egypt.  Follow the "Teaching Writing Structure and Style Weekly Guide" to complete the assignment.

STYLE - Erin reviewed the Dress-up "Who/Which Clause" (with Grammar Rules) and Sentence Opener #2 "Prepositional Phrase".  Please include these style elements as indicated in your final draft checklist handed out yesterday and the sample essay that was included in your packet last week.

STRUCTURE - To complete the essay, please include an introductory statement and a final clincher about the wonders of Ancient Egypt.

IEW Vocabulary - Continue studying and using the IEW vocabulary words in your writing, Lessons 1-11.  To emphasize the concept of "reflecting" key words in our Topic Sentence/Clinchers and Introductory Statement/Final clinchers I have recommended looking up synonyms for each IEW vocabulary word in Lesson 11 this week.  Working with these words will strengthen and broaden their vocabulary use in their writing. 

If there are any questions or concerns please call or email me this week.

Next Week - For the final writing assignment of the semester, please have your child choose at least one picture to bring to class next week.  We will be using a picture for our final unit of the semester, Unit 5 "Writing from Pictures."  Please see the note at the end of the weekly guide as a reminder.  This assignment is characterized as writing an EVENT DESCRIPTION based on whatever picture your child decides to bring.  The event can be real or imagined (fiction or non-fiction), so the possibilities are endless.  Pictures that show emotion or action may lend themselves to an easier time with the assignment. I will bring some magazines with pictures and some IEW pictures for anyone who forgets or does not have time to collect one this week.  Many options will be available!  However, I wanted to give the students the option of bringing their own photo/drawing to make this assignment fun and personal.

END OF THE SEMESTER CELEBRATION:
I can't believe we are reaching the finish line on the fall semester!  To celebrate the close of our Essentials semester of learning, Erin and I are planning to have some simple refreshments coupled with math games at the end of class week 12. 

As she announced in class yesterday, the theme will be "A Charlie Brown Thanksgiving." I will have a sign up sheet next week for any of you that can contribute to the menu items:).

Have a blessed week,
Tina

Keeping in Touch - Special Links

Amazing moms, grandmothers, and tutors,
Please let me know if any of you need additional help with any of the units, structure, style, paper labeling, etc.  I would love to sit with you and talk about any questions you have as we near the end of the semester.  I also wanted to remind you that I do have the Teaching Writing Structure and Style DVDs, if you would like to view them let me know.  Have an amazing week.
Blessings,
Tina

Here is the direct link to the Unit 4 Webinar: The Lynchpin for Structure and Style
http://excellenceinwriting.adobeconnect.com/p8h8mogmqz5/

Also, you can find electronic flashcards, quizzes, matching games, make your own tests, etc. on the website Quizlet.  It is a tool my daughter uses often for Challenge and I discovered the IEW vocabulary has already been posted there multiple times.  It might offer a refreshing way to drill vocabulary. Happy studying!
http://quizlet.com/subject/iew-vocabulary/

Unit 4: A Building Block for Structured Writing

Hello IEW families,
The semester is flying by.   As the Foundations memory work piles up and the holidays draw near, I know we are all feeling the end of the semester burden.  Hang in there, as Cynthia announced, only 3 weeks until Christmas break:).  What an amazing semester filled with learning!

*****I apologize for leaving this important point out yesterday. Please review this with your child at home.  When writing reports, do not say "I" or "you." Please see page #37 in your lesson packet for examples.*****

Unit 4: Summarizing Single References
As we begin this new Unit, STRUCTURE is definitely the focus.  We will not be introducing any new elements of Style (dress-ups,decorations) during this unit so that all of our energy can be devoted to the students mastering the extremely important concept of TOPIC SENTENCES AND FINAL CLINCHERS.  As we look into the future of our children's education the most frequent writing assignments they will be asked to complete will be factual essays.  Unit 4 is the first step in mastering the skill of communicating this information in an organized manner.

2 Week Assignment!!!
The Components of your Week 9 and Week 10 assignment:  2-3 Paragraph Essay/Short Report
(1) Subject: The Wonders of Ancient Egypt
(2) Source Texts (1 source per paragraph): Pyramids (page # 35), Sphinx (page # 40), and Mummies (page # 42)
(3) Length: 2-3 paragraph report on the Wonders of Ancient Egypt
(You have the choice to write a 2 or 3 paragraph report over the next 2 weeks - choose from the topics listed below)
                 Topic A - Pyramids (Paragraph 1)
                 Topic B - Sphinx (Paragraph 2)
                 Topic C - Mummies (Paragraph 3)
(4)  Choose 5 Favorite Facts from each source text on each topic.  Please note that on the Parent's Structure and Style Weekly Guide I instructed you to "highlight or underline 5 Favorite Facts" on your source text.  Please disregard that instruction and use the CHECK MARKS in the left margin instead.  After participating in the Unit 4 webinar on Monday evening, I learned a different method that was recommended by Andrew Pudewa.  When students begin underlining and highlighting important facts in their source text, they can get carried away and mark too much information.  Using a check mark in the left margin is easier to see and easier to control.  If your child decides to eliminate or ignore a favorite fact later, they can easily turn the checkmark into an X.  It is impossible to undo a highlighted or underlined fact.  I thought this was an excellent strategy to utilize.  We will continue using the "check marking" method from this point forward:)  Thank you Mr. Pudewa.  If you would like to listen to this seminar at home you can find it at the following address : http://www.excellenceinwriting.com/webinar-archive The title is: Unit 4 - The Lynchpin for Structure and Style (1 hour long and free of charge).  I checked this morning and the Monday night webinar has not been posted yet.  If you are interested check back at a later time.  You can also register to listen and participate in future webinars.

• Another important note about finding their five favorite facts:  They can mark more than 5 and either combine multiple facts onto one line of their outline and/or they can rearrange the facts into any order of their choice once they start writing their paper.  FOCUS ON THE STRUCTURE and PROCESS OF PLANNING AND WRITING -  NOT THE CONTENT OF THEIR PAPER (The structure for each paragraph is: TOPIC SENTENCE, FIVE FACTS, FINAL CLINCHER).

Week 10 we will discuss adding an Introductory Statement, Final Clincher and Title to your child's 2 or 3 paragraph report.

Topic Sentence - Clincher Rule: MEMORIZE, MEMORIZE, MEMORIZE

As we boldly bellowed in class yesterday: "The Topic Sentence and the Clincher sentence must REPEAT or REFLECT 2 or 3 key words!" 
 In your KWO,rough and final drafts please highlight these key words.  This is demonstrated in the sample papers and KWO's I provided in your lesson packet.  See page #36 in their lesson packet.
      For example: 
Topic Sentence:  Everyone knows there are pyramids in Egypt.
Final Clincher:  Today there are more than 30 of these fascinating monuments standing in Egypt to remind us of their great civilization.

Synonym Searches:
In this unit we are focusing on repeating and reflecting(using synonyms) key words. in their topic sentences and clinchers.  I felt this was a perfect time to emphasize using synonyms.  This week I would like for your child to find synonyms for each of their Lesson 9 vocabulary words : ruthless, irate, devastating and chide.

Tips for Success:
(1) If your child is struggling to KWO their topic sentence "they are not getting it" have them simply rewrite a topic sentence directly from the source text and change 1-2 words using a thesaurus.
(2) This week we are "some-a-rizing" a 3 paragraph source text into 1 paragraph.  Think in terms of a funnel.  We are starting with a large amount of information and narrowing it down into what your child decides are the most"interesting" or "important" facts. 
I3 (Interesting/Important/Ignore the rest)
(3)  Think process not product.  Mastering the skill of writing an organized paragraph is the focus - topic sentence, details, clincher. REPEAT AND REFLECT
(4)  Follow the Rough Draft checklist for clear directions on labeling your papers.  Also, refer to the sample "Pyramid" paragraph and sample essay "An Amazing Civilization" for a glimpse of the end product due on Week 11.
(5)  This is a 2 week assignment and there is the option of writing a 2 or 3 paragraph report.  Pace your 2 weeks according to the demands of your home school. 

Have a blessed week, it is an honor to partner with all of you in home schooling,
Write on!
Tina

Week 8 - Excellence in Writing

Hello IEW families,
Excellence in Writing
I hope everyone enjoyed the first "Excellence in Writing Awards" celebration yesterday.  We missed all of the students who were unable to be present, but we will definitely take time in class next week to present your award and your prize.  The goal of this "event" was to encourage each individual child in their writing and to highlight all of the learning and unique writing gifts each of your children possess.  As I typed up each student's sentence, I was blown away by these 9 - 12 year old authors. God is good. Each of these children are a tremendous blessing to me.  I am honored to work with each of you each week. 

Unit III Writing Narrative Stories and the Story Sequence Chart
This week is our last week with Unit III.  Next week we will move forward to Unit IV.  The assignment is to complete Lesson 10, "The Fall of Babylon" story.  Please look to the Weekly Guide for ideas on how to pace your week.  Two week papers allow for a lot of flexibility in how you attack and complete the assignment.  The main goals are for your child to grasp the structure of a story and the elements of a story.  Each child drew a plot map in class to review that structure one more time before completing this last paper.  Use your final checklist for guidance on what Style elements to include and how to label the final draft. 

When you are Key Word Outlining, remember that we are NOT outlining every sentence in the story.  Read the whole section (for example, Section III Climax and Resolution) and then answer the Story Sequence Chart questions (located beside the outline) to form a KWO that will allow your child to retell the story in their own words.  YOU MAY  PULL WORDS FROM THE STORY, OR YOU MAY PULL WORDS FROM YOUR BRAIN.  Please call me or email if you need any guidance in this part of the writing process.   FLEXIBILITY IS THE KEY WITH THE STORY SEQUENCE CHART.

Grammar Rules Focus - Using Quotation Marks in Dialogue
DECORATION - Conversation
This week we are continuing to focus on using conversation in their story telling.  Review Rule 4 from the Grammar Rules section in your notebook for correct punctuating rules.  I included another quotation mark practice sheet in their lesson pack.  Complete this if your home school time allows.  They will receive Writing Rewards for completing these exercises, but they are OPTIONAL.  On the back I also provided a practice sheet that provides a look back at the Contractions vs. Possessive Pronouns rules.  COMPLETE IF TIME ALLOWS. At home, I use these as a quick warm-up before we start writing each day.

Moms, take a few minutes to read the back of the Structure and Style Weekly Guide.  I included a Q & A featuring Andrew Pudewa from the IEW Writing Forum. He explains the purpose behind Unit III and provides insight on the upcoming Units in IEW.  I found it very informative and I wanted to share it with all of you.  Also, "Leigh at Lunch" on blog talk radio at noon features an interview with Andrew Pudewa, tune in if you have time at lunch or you can go there anytime after the taping and hear the conversation.

Have a blessed week,
Tina

Week 7 - It's Time for a Party! Revised post

Hi Moms,
For some reason the extensive post I composed this morning disappeared and only a small portion of the information I shared has appeared in your inbox.  I will try to remember most of my original post:)  Here we go again...

Greetings Essentials families,
At long last we have reached the goal of a "Writing Rewards Celebration."  All of the students have looked forward to this event and it should be a fun time to celebrate their hard work and learning this semester!  The theme and menu will be a surprise.  Additionally, each individual student will be recognized at the celebration with a certificate for "Excellence in Writing."  Erin and I have decided that we will celebrate at the end of the IEW/Essentials block.  We will make a quick class change, eliminate math games, and party at the end of class (approximately 2:40-3:00).

STRUCTURE - Unit III - Summarizing Narrative Stories - The Story Sequence Chart
Yesterday we reviewed Unit III Structure - The Story Sequence Chart.  All of the students are working hard and enthusiastically to understand the grammar of the unit (characters, setting, conflict, plot, climax, resolution, moral or theme).  This week challenge your child to memorize the elements of The Story Sequence Chart.  In their lesson pack I included a memory song to help them memorize this information.  The song is to the tune of Thomas the Tank Engine's theme song.  If your child prefers to learn from a list instead of a song, I also included a memory help in the form of a list - The 4 C's and the 5 Keys.  Memorizing this information will help greatly as we move forward in IEW.  Also, if your homeschool schedule allows continue to practice the Banned Words Song from last week, the IEW Grammar Memory Work, and IEW Vocabulary.  We will be spending time next week playing a review game covering all that we have learned this semester, so REVIEW, REVIEW,REVIEW - and let the games begin!!!

STYLE - NEW DECORATION  - "CONVERSATION"
We discussed adding a new decoration to our writing, "conversation" between characters.  We highlighted the list of Grammar Rules in the back section of their notebooks, Rule 4: Using Quotation Marks in Dialogue.  Because the list is extensive, I have recommended two exercises that you and your child can complete this week in an effort to master these rules.  As always, these recommendations are optional and subject to our own homeschool schedule.  The first exercise is located in the Grammar Rules section of your student's binder p. 68, the second exercise was distributed in class.  Please refer to your Weekly Guide for pacing these exercises over the week.  Next week I plan to provide a practice sheet again.  Hopefully, this will aid everyone in gaining a strong command of using conversation in their writing and properly punctuating it.

Attention Class #2 - Some of you got away on Tuesday without a copy of the "History Note: Babylon" sheet. I know I didn't catch everyone before you left.  I will give you a copy next week for your child to illustrate:)

Lesson 10 - 2 Week Assignment!!! "The Fall of Babylon"
In class we completed Key Word Outlining the first section of the story your child will write over the next two weeks.  Please use your Weekly Guide and Final Checklist to help you at home as you work to complete the KWO, brainstorming, and rough drafts for sections I and II  (Section I - Characters and Setting, Section II - Conflict and Plot).  Your child will not be required to turn in a rough draft next week, but please bring your lesson packet to class.  We will be reviewing the third section of the story next Tuesday.

"True education is a transformational process in growing in knowledge, understanding, and wisdom."
Unit III is a wonderful opportunity for your child to learn critical thinking skills.  Asking questions is the next step beyond the "grammar" stage of learning.  Use Unit III to help your child grow to this new level of "understanding" by analyzing the story and having them formulate the questions to complete the KWO.  In class we used the microphone as a fun prop to emphasize the importance of the question and answer process.  At home continue to practice asking questions.  Use the questions directly from the Story Sequence Chart as a script.  You can have them ask you the questions and/or you ask them the questions.  Model the process for them.

I hope you have an enjoyable week of writing.  I am looking forward to next week's celebration!

Blessings,
Tina

What is a Who/Which Clause???

I apologize for not catching a final checklist error.  We have not covered the dress-up Who/Which clause this year.  I am planning to include it in Unit IV.  Please do not feel any need to include one in your Final Draft, unless you already understand what they are and you want to include one as a bonus!!!  Extra writing rewards for anyone including a Who/Which Clause:)  If you do not know what a who/which clause is just look forward to learning about them in Unit IV.
Mrs. Gaines

Happy Monday!

Hello Essentials families,
I hope you enjoyed writing your stories this week.  If time permits today, please practice reading your final drafts aloud.  We will spend our time in Writer's Circle in intimate groups reading our stories to one another. It will be beneficial if you prepare to present!  Use expression as you tell your well-written stories:)  I loof forward to seeing you all tomorrow afternon.
Happy writing,
Love,
Mrs. Gaines

Week 6: Using the Story Sequence Chart - Options

I forgot to mention that there are some options for your child as they rewrite their story...

Remember this is fiction!
Here are some options:
a. Straight summary: no changes, just key elements.  Be honest to the original.
b. Elaboration: Add or change the details. fables/myths/fairy tales okay to change
c. Variation: Change characters/setting - new basic problem

Don't be afraid of the Story Sequence Chart - Trust the system!  Keep it simple!

Happy Writing!
Mrs. Gaines

Unit III & the Story Sequence Chart

Hello Essentials families,
Yesterday we set out on  a new journey into Unit III - Summarizing Narrative Stories. (Chugga - Chugga, Choo! Choo!)  I put together a "hefty" packet for their lesson this week.  This is intended to be gift of resources, not to overwhelm:)  In their lesson packet I compiled some tools in the form of handouts to help you and your child to get a clear picture of the elements of the story sequence chart.  Please page protector these handouts to keep throughout the year.  This is the material that I want them to "MASTER" for Unit III.
(1)  Elements of the Story Sequence Chart
(2) The Story Sequence Chart
(3) The 5 W's and the H
(4) Model Key Word Outline Sheet
(5) The Story Map
(6) The Plot Graph
Some of these sheets are not "IEW" (The 5 W's and the H, The Story Map, and The Plot Graph), however we all learn differently and I wanted to provide some VISUAL tools to help the children comprehend how a story is developed.  Use them at home to help your child understand the story sequence.   If you page protector them, you can use the ones that appeal to your child again and again with a dry erase marker.  I did not copy most them front to back so you would have the freedom to arrange them how you want to in the page protectors and in their notebooks.
I would suggest placing them in Section 8 of their notebooks next to the UNIT III Chart.  The Unit III chart currently in their notebook puts all these handouts into one.  I hope these will help your teaching at home:) 

NEW VOCABULARY AND MEMORY WORK RESOURCES ARE IN YOUR CHILD'S NOTEBOOK!!!
(1) In the front of the green IEW vocabulary sheets you now have a master list of all of the IEW vocabulary for the year.  (Please thank Melissa Harrell for compiling this list for everyone.)
(2) In the front of your child's notebook or in the EEL Memory Work section you will find an IEW Memory work page.  I compiled all of the questions from last week's grammar game for you and your child to review and memorize.

Week 6 Lesson - Unit III Narrative Story Sequence - Story of Choice
This week please follow the suggested schedule handed out in class yesterday.  Each child selected a source text (story) to use for this lesson.  Next week we will spend a large portion of the class sharing our stories with one another.  It will be fun! 
USE YOUR HANDOUTS TO UNDERSTAND HOW TO COMPLETE THE KEY WORD OUTLINE.  They can write their Key Word Outline and rough draft in their purple composition books.  Moms/Tutors, each child brought home an ANSWER KEY with their story.  This is for you to use as you guide them through the Key Word Outlining process.  Model, model, model for them as you go through the questions.  You can not help too much!  This is the first time they have gone through this process and they need  you to guide them through it.   Ask the questions and have them or you write down KEY Words to outline the main elements of the story in their purple composition books.  Remember that we are SUMMARIZING the story and then RETELLING it in their own words.  Their final draft should only be a ONE PARAGRAPH or THREE PARAGRAPH story, even if their source text is two pages and six paragraphs long:)  DO NOT KEY WORD OUTLINE EVERY SENTENCE.  Ask the Story Sequence Chart questions and pull out key words to answer them, just like we did in class yesterday with the 30 second/1 minute TV songs. This assignment is intended them to see a story from the beginning to the end.  
 (A)  There are three main parts to every story:  (3 C's)
                 (1) Characters and Setting
                 (2) Conflict or Problem
                 (3) Climax and Resolution
(B)  Through asking the questions on the story sequence chart they should be able to identify the following: Characters, Setting Conflict, Climax, Resolution, Moral or Theme
(C)  They can combine all of these elements into a one paragraph story summary (Level A checklist), or a three paragraph story summary (Level B Checklist).
(D) Include all of the required dress-ups and sentence openers on the checklist.  New this week - #2 Prepositional Phrase Sentence Opener and Show Emotions!

If your child watches a TV show/video this week turn it into an IEW Review by asking them, "WHO are the characters? WHAT is the setting? WHAT is the Conflict/Problem? WHAT led to the climax? HOW was the conflict resolved (Resolution)? WHAT is the moral or theme learned? 

Memory Work Challenge: Through the use of the Banned Words Song (to the tune of "The Adams Family") or by straight memorization be able to recite the list of banned verb and banned adjectives.  The song sheet is in the very front of Section 9 in their notebooks.  


Math Drills: 11's, 12's and formulas                Grammar Rule: 2a Semicolons

Thank you for hanging on during the rapid ride yesterday through Narrative Stories - Unit III.  I hope they enjoy retelling and rewriting the stories they selected yesterday!  Call me or email if there are any questions you have this week.


Blessings,
Tina

Week 5: Review Units I and II

Hello Masters Families,
REFLECTION AND REVIEW:
I love weeks where we get to review and reflect on what we have have learned so far.  I hope all of the students enjoyed the game atmosphere as an opportunity to work together and celebrate all of the IEW Grammar (memory work) they have mastered.  Just remember, that this is a year long process and we will continue to drill and do all of these skills ALL YEAR :) I didn't expect for every question to be answered perfectly, or our jobs would be obsolete!  As a tutor, I like to use these review "games" as a tool to assess what the students as a whole have really mastered and where I need to put more emphasis as we move forward. 
WEEKLY ASSIGNMENT:
Follow the Weekly Guide presented in class yesterday.
At home this week, we will be completing the Final Draft of "The Plant of Life"paper.  You can determine how many paragraphs you would like to Final Draft for next week and present them as a 1, 2, or 3 paragraph paper.  Illustrating is optional.  When you turn in your paper, please turn it in following the same format as the first two papers.
(1)  Typed or neatly hand-written
(2)  IEW Unit II or MLA Format
(3) USE YOUR FINAL CHECKLIST SHEET AS A GUIDE and Label all STYLE elements as indicated.  Underline all dress-ups and vocabulary (**one of each in each paragraph**),  Label alliteration in the right margin.  Label sentence openers in the left hand margin. 
Special focus for this paper only:*** Bold or highlight three words or phrases, one for three different senses, in any paragraph.
We reviewed labeling in class yesterday to help clarify how to label our papers.  Please remember that the purpose of the labeling is to teach the students the STYLE elements we are learning.  We want them to grasp the difference between dress-ups and openers and for them to see the variety of sentence patterns (openers) in their writing. Please don't worry about doing it "right or wrong" as long as your child is learning the elements of STYLE:) 
(4)  Please turn in their paper housed in a clear page protector with the Final Checklist.  If their paper exceeds one typed/written page, just place the "Final Checklist" between the two pages in the page protector.
DECORATION - ALLITERATION:
As an option you may complete the Alliteration exercise located in Section 9 on your Student's Notebook.  The Alliteration exercise is printed on light gray paper and is page #42. We turned to the page in class yesterday.  For all parents/students who were not able to be present in class yesterday, I wanted to clarify where you can find this sheet.
WRITER RECOGNITION:
When the Writing Rewards jar is full we will have a party to celebrate.  At this time, I am planning to recognize each individual student for a strength in their writing at the "Writing Reward" party.  It may be a "Top Title", "Amazing Alliteration", "Voluminous Vocabulary", or "Dress-up Dynamo" etc. etc.  My purpose in this is to build each individual student's confidence and enthusiasm about their writing.  They are each gifted by God and a blessing to be with every week.

DRILL (IEW GRAMMAR):
Continue to drill IEW Vocabulary Lessons 1-5, Unit I and II charts, and the Outlining Rule.
Drill Math Facts for this week : 9's, 10's and Cubes.
Grammar Rule Focus for the week: Rule 5 Possessive Pronouns vs. Contractions

Call or email if you have any questions. 

Blessings,
Tina

Week Four 5 Sense Adjectives in Stories

POPCORN AND HOT CHOCOLATE FOR EVERYONE!  IT WAS A SENSORY EXPLOSION!
In weeks 1-3 we learned to use quality adjectives, strong verbs, and -ly words in our writing.  This week our focus was to use these dress-ups to help your reader see, hear, feel, smell, and taste what the characters in their stories are experiencing.  This makes their stories more fun and exciting to read. 

At home complete the KWO on paragraph I and complete the brainstorming before writing the rough draft.  After that, you can follow the guide as written.  On the strong verbs section of the brainstorming, you may choose verbs from the source text that need to be strengthened and then add an -ly word to that verb choice. 

FIVE SENSES SEARCH:  On page 25 of the lesson packet, there is a short exercise I recommend that you do with your child at home to help them effectively use five sense adjectives and verbs in their writing.  Look at the sample story on page 31.  Have them "search" for some of the quality adjectives, strong verbs, and -ly words that describe what something looks like, sounds like, feels like, smells like, or tastes like?  There is an opportunity to "search" for the sensory words in each paragraph.  Have fun with this exercise!  This will allow them to see sensory adjectives and verbs in action.

Remember this is a two week assignment so your child will not be turning in a final draft next week:) 

If your child has mastered the KWO structure, you can use the sheets provided in the lesson packet to KWO this week instead of KWOing in their composition books.  Just be sure to cover up the original source text when they are orally retelling the story from their KWO and when they are writing their rough drafts.

Over the two weeks, you have the choice to complete one, two or three paragraphs.  Choose whatever best fits your homeschool.  Use the "Final Checklist" as your guide while writing.  For daily instruction, use the guide I provided in class yesterday.

FOCUS FOR THE WEEK:
Structure - Unit I/II Notemaking (KWO) and writing a summary from KWO
Style (NEW)  Using Five-Senses adjectives in Stories
         (REVIEW)  Dress-ups : v, adj, -ly, voc 
                              Decoration : alliteration
                              Sentence Openers:  #3 ( -ly) sentence starter and #6 (very short sentence)
IEW Vocabulary Quiz #1 can be given at the end of the week.

Have an enjoyable week of writing!  This story should be a fun one!

Blessings,
Tina 

Week 3 Key Word Outline Reminder

Just a reminder:
We chose not to complete the Key Word Outline for The Oldest Story Ever Known in class yesterday so we could focus on REVIEW and NEW (Sentence Openers) Style elements.  Please have your child complete his/her Key Word Outline in their composition books just like we did in week one and two.  Adjust the weekly schedule so that you do the whole KWO today and brainstorm dress-ups.  The schedule should then resume for the week as written.  As always the schedule is just a "suggested" guide for those of you who like the assignment broken down into steps. 
Blessings,
Tina

Week 3 Introducing... Sentence Openers

Hello IEW families,
Structure:
Unit I and Unit II Review
Unit I - Notemaking and Outlining
Unit II - Summarizing "SOME-arizing" from Notes (KWO)
New Style - Sentence Openers:
We introduced the new stylistic technique of using a variety of sentence openers to strengthen your student's writing.  We discussed how we normally use #1 openers (sentences that start with a subject) in our speaking and writing.  We learned how to use  #3 openers (sentences that begin with an -ly word), and the #6 sentence pattern (a very short sentence containing only 2-5 words) to create variety in our writing.  These new stylistic techniques will need to be included in their paragraphs this week about the "Oldest Story Ever Known".  Please have your child label all #1, #3, and #6 openers in their paper - left hand margin.
Review and New "Dress-up Drama" Activity with Style:
I hoped to get them very excited about using STYLE to make their writing more dramatic through the "Dress-up Drama" activity.  We focused on replacing boring "blahjectives" and "weak" verbs (BANNED WORDS) and using all style elements we have learned to dress-up our sentences. The students DRESSED-UP (used quality adjectives, strong verbs, -ly words, vocabulary), DECORATED (used alliteration), and INCORPORATED NEW SENTENCE OPENERS ( #3 -ly and #6 very short sentences) to make their fellow classmates dance, descend, and prance across the classroom.  The goal with all of these STYLE elements is to get the students to use them so often that they become very EASY to use and eventually second nature to them.
Weekly Assignment:
IEW Ancients Lesson 4 - "The Oldest Story Known" History Note - The Story of Gilgamesh is included in Volume One The Story of the World. This week we are writing a paragraph about the background of the story and next week we are going to tell the story of Gilgamesh in our assignment.  If you have The Story of the World Volume One it might be a fun bonus to read it this week. 
(1) Study IEW Vocabulary Words for Lessons 1-3
(2) Make a Key Word Outline of the paragraph page 22 "The Oldest Story Ever Known" by following the Outlining Rule (3-4 words and symbols and numbers are free).
(3) Cover the original paragraph.  Use only your outline to help you write a paragraph in your own words.  Add the dress-ups and the sentence openers listed on the checklist, page 23.  Underline only one of each dress-up (Adj, V, -ly, voc) and decoration (alliteration).  Label alliteration (allit) in the right margin.  Label sentence openers (#1, #3, #6) in the left margin.
(4) After a proofreading your paper, write a final draft. 
*****REMEMBER NO BANNED WORDS!*****
(5) Illustrate your paragraph if desired.  (OPTIONAL)

If you have any questions or concerns about the assignment this week please contact me.  I am always here to help. The students are doing an amazing job, I can see their confidence with the material growing each week.  The class participation is fantastic.  Have fun writing this week!!!
Blessings,
Mrs. Gaines

Week 2 Level A IEW Helpful Hints

Dear moms,

I have listed a Level A alternative assignment at the bottom of the Weekly Guide.  However, I would also like to offer some more options in the event that you and your student are not ready to write that first paragraph.  Your child will benefit tremendously by remaining at the Unit I - Key Word Outlining task.  If you decide that your child is presently needing more time focusing solely on Key Word Outlining and retelling the story, that is a completely wonderful and beneficial task to complete.  It would be very difficult to move forward before they are ready.  Remember, we are spending all of September learning Unit I and II, there will be many more oportunities to write that first paragraph. Here is what an example schedule would be:

Day 1 Complete the Key Word Outline for the paragraph on Ziggurats.
           Drill the Outlining Rule "3-4 words max. and symbols and numbers are free."
           Practice IEW Vocabulary.

Day 2 Practice brainstorming quality adjectives and strong verbs.
           Retell information on ziggurats orally from their Key Word Outline.
           Drill Outlining Rule stated above and review the basic stucture of a Key Word Outline.
           Practice IEW Vocabulary.

Day 3 Practice brainstorming -ly words.
          Retell information on ziggurats from Key Word Outline.
          Drill Outlining Rule, Unit I Key Word Outline Structure.
          Practice IEW Vocabulary.

Day 4 Illustrate History Note Page on Sumer.
           Review the Unit I basic structure of a Key Word Outline and Outlining Rule.
           Practice IEW Vocabulary

Please contact me with any questions or concerns.  I hope this is a benefit:)
Blessings,
Tina
          

Week 2 Writing Recap

Hello Writing Geniuses and moms,
I hope you are all excited about your first writing adventure in Essentials this year.  I am looking forward to some fascinating paragraphs on the ziggurats of ancient Sumeria.  If you do not feel your child is ready to begin writing paragraphs, please see the next post for an alternative schedule this week. For everyone ready to plunge into paragraphs, the Weekly Guide is the last page of your student's lesson packet distributed in class yesterday.  Please adjust the daily schedule to comfortably fit your week.

Reminders and Tips:
Before your student begins writing, complete the Key Word Outline we began in class yesterday and complete the brainstorming exercises.  Don't forget to use Section 8 in your student's notebook on Dress-ups and Decorations.   This will give them a great head start on all of the dress-ups required for this week's assignment (Strong verb, quality adjective, -ly word, vocabulary).  Remember to use the rough draft checklist and the Final checklist. Underline one of each.  Help your child create an amazing title based on key words in the last sentence of their paragraph. 

Example IEW Paper:
If you would like to see a completed paper with all of the dress-ups underlined presented in Unit II  IEW format, you may look at the "Evil Ka-Weasel" paper in your parent folder that was distributed at orientation.  There is a color copy included in your parent folder.

History of Sumer sheet:
Remember, the History of Sumer sheet that I provided in a page protector is a bonus information sheet or "History Note" on Sumer.  This is simply bonus background information for your child to read and learn from this week.  If they would like to illustrate the page/draw a map and include it when they turn in their "Ziggurats" paragraph I will reward bonus Writing Rewards for their effort.

How does my child turn in their work next week?
Please turn in their final draft paragraph on ziggurats in a single page protector.  The paragraph on ziggurats (facing the front) and the final checklist (facing the back).  A great storage tip I have used over the years is to place the lesson sheets in between the Final Draft and Checklist.  Personally, I value having all of the steps of the writing process stored together.  The steps to that final draft are extremely important and it really displays their growth over the year. 

IEW Grammar:
If you have time in your schedule, please drill the Outlining Rule, Unit I KWO Chart format, Unit II Chart, and IEW Vocabulary.

Math Drills:
Level A - 3's and 4's  Math Mastery Map - 3's, 4's, and 14's

Have a wonderful week, please contact me if you have any questions!

Blessings,
Tina

Week One: Writing Recap

Hello Essentials families,
     Thank you for a fast, furious and phenomenal first day of Essentials.  We covered a feast of information and I appreciate all of you hanging on tight from the first course to the last.  Thank you for your encouraging smiles and patience as we worked our way through some of the logistics and procedures with our notebooks and class schedule.  Hopefully it will be smooth sailing from this week forward.
     I want to add an additional thank you to all of the moms for jumping in and being so hands-on with your children and children whose moms are not able to attend class.  We have balanced the classes to maximize the mom:student ratio and it was wonderful watching you jump in and help all of the children.  You were a blessing to me and the students.
     Here are some highlights and clarifications for the week:
(1)  Grammar Rules:  Section 10 in notebook 1a, 1e, 1f
(2)  IEW vocabulary:  Section 9 in notebook  radiant (adj), fashioned (v), serpentine (adj), towering (adj)  Study the definitions and parts of speech.
(3)  Charts to drill this week:  Section 8 in notebook
    (a) Unit I Chart - Practice with your student copying the basic structure of a Key Word Outline from memory onto a blank sheet of notebook paper.  They should be able to reproduce the following:
                                                                    Title
                     I.
                         1.
                         2.
                         3.
                         4.
                         5.
                         6.
                         7.
    (b)  Memorize the Outlining Rule Chart by being able to answer the following question.
               What is the outlining rule?
                   3-4 words first, then numbers and symbols are free!

   (4) Week One Lesson Section 7 in notebook
             I provided a Weekly guide to help you pace your week with IEW.  This includes a detailed daily schedule for this week's IEW assignment.  This is strictly a suggested schedule.  You are the teacher, so please plan and complete the work as it best fits your homeschool.  If your student did not make it home with the "Teaching Writing Structure and Style Guide" please email me and I will send it to you.  thegaines@triad.rr.com
   (5)  Public Speaking Guidelines Helpful for Day Five  Found in Section 8 of notebook - We will thoroughly discuss the Public Speaking Guidelines for the speaker and the audience next week in class before KWO presentations begin.  As your student practices retelling their favorite fable on Monday, you may use these to help prepare your students to present with confidence and clarity.

WRITING REWARDS:  Writing Rewards will be given to the students next week for presenting their tongue twisters and retelling their fables in class.  They will not be required to turn in their Key Word Outline. I will check for completion and give rewards by looking in their composition book.

Thank you again!  I hope you and your students will have a ball this year in Essentials!

Many blessings,
Tina