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/
Wednesday, October 31, 2012
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.
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
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
Wednesday, October 24, 2012
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
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
Wednesday, October 17, 2012
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
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
Monday, October 15, 2012
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
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
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
Wednesday, October 10, 2012
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
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
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
Wednesday, October 3, 2012
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
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
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