PP by D. Crisler Information provided by Dr. Taylor 2010 Writing PP by D. Crisler Information provided by Dr. Taylor 2010 The information contained in this Power Point was taken from a writing workshop presented by Dr. Brian Taylor at SHS in 2010. Key ideas include: Build sentences slowly Scaffold sentences Master one concept before moving on In the younger grades focus on simple combinations (P,S) (Sp) then maybe (PP,S) or (PSP) or (SPP) In the beginning stages teach content and sentence mastery separately. Focus on developing sentences first.

Sentences You can create a complex sentence by beginning with a phrase. P , S . The examples above were presented for use on the white board. The Engine represents the capital letter. I cut die cut letter and symbols and glued them to tag board. I then glued the tag board to a card board backing and attached magnets. This will allow them to be utilized on a magnetic white board.

Starter Words (Old Macdonald had a Farm) As If When While Even though Though Before After Despite Because Whenever During whether In order (to) Since until

P Starter Words P (When) (While) -ing P (Who) (That) (Which) (Where) P ed (by)

Mini Phrases (prepositions) (airplane) Over Around Through Behind Beside In With into Beyond

Examples of sentence composition PP,SP. P,P,SP. P and P, SP. P,SP. P and P, and SP. Because I was sick, I stayed home from school hoping I would get better. Even though I’m from Thatcher, I can still learn because I am smart.

Examples P S As I walked down the street, I tripped and fell. When I saw them there, I stopped to visit. P S While waiting in line, they read a book.

P S Even though he lost his pencil, Arien was able to practice for his spelling test. P S Though it is better to eat your vegetables, I prefer dessert.

Use at least one –ing phrase When or While P S (When) driving my car, I got a flat tire. (While) sitting under the tree, a dog ran by.

Use at least one –ed phrase by, from, for Examples: P S Surprised by the thunder, I hid under the bed. Excited for the fair to come to town, I had interesting dreams. Frightened from the sound, I ran to my mother. You may need to give students the ed word to start

In the middle use: who, that, which, where, to start your phrase Examples: S P I listened closely which helped me understand what I was supposed to do. We waited for the movie where the line outside wrapped around the building. I liked the ice-cream sundae that was made with nuts and whipped cream. I liked the speaker who used humor in his speech.

Who or whom Who: I like Sarah who is nice. Whom: I like Sarah whom I can trust. (this is a sentence so use whom) Airplane: Over, by whom, with whom, over whom, around whom, for whom Ex: For whom do you work?

That or which??? That: use when new information is given Example: I like m&ms that are green. Which: use when old information or information already known is given. Example: I like m&ms which are made from chocolate.

Interruptions Interruptions occurr when you take a sentence and split it in two parts. S1 P Ex: Errol, the handsome man in the front of S1 the classroom, is very intelligent.

The Secret Recipe 1. Topic 2. Context (Who? To whom? When? Where? Why?) 3. “Quote” (evidence)  4. Explain the Quote in your own words (Here…)  5. Analysis (This shows…, This proves…, This suggests…, It seems…, It appears…, because, If…then…, should, would, could, might, must, Clearly, Obviously, Evidently, If-…then)   The secret recipe works best if you read something and have to write about it. (Response to reading)

Graphic Organizer Who To Whom When Where “Quote” Here… Explain Page # Analysis

Who was talking to Whom? Where When What did they say? “Quote” Guiding Question: Who was talking to Whom? Where When What did they say? “Quote” Explain Quote Here… Analysis This shows….. Because Clearly, should This Proves…. would Obviously, could It seems... might This suggests… Evidently It appears… Clearly If…then… Obviously Page Or paragraph This Is the graphic organizer I use with third grade. I also have it posted on sentence strips in the room as well as on the white board. I found it essential to have a guiding question if I expected students to refer specifically to the text and use close reading.

The Secret Recipe (BASIC) How did Floppy react to others who criticized him for walking on his ears? The Secret Recipe (BASIC) 1. TOPIC: Floppy, the bunny, enjoys walking on his ears even though other characters criticize his behavior. 2. CONTEXT: (who? To whom? When? Where?) After Floppy walks on his ears, Roller-romps and Scoodle-domps march into town and say to Floppy, 3. QUOTE: “We walk on our feet, you see! And we don’t like hares whose feet are way up there in the air instead of soundly on the ground where they are supposed to be!” 4. EXPLAIN THE QUOTE: Here the Roller-romps and Scoodle-domps tell Floppy that they don’t like rabbits that walk on their ears instead of their feet. 5. ANALYSIS: Clearly others do not like Floppy walking on his ears. Floppy does not let their negative comments bother him because he continues to walk on his ears. (This example was provided by Dr. Taylor based on one of the children’s books he has written)

The Secret Recipe (BASIC) Floppy enjoys walking on his ears even though other characters criticize his behavior. After Floppy walks on his ears, Roller-romps and Scoodle-domps march into town and say to Floppy, “We walk on our feet, you see! And we don’t like hares whose feet are way up there in the air instead of soundly on the ground where they are supposed to be!” Here the Roller-romps and Scoodle-domps tell Floppy that they don’t like rabbits that walk on their ears instead of their feet. Clearly others do not like Floppy walking on his ears. Floppy doesn’t let their negative comments bother him because he continues to walk on his ears.

I used the following slides to create my magnetic visuals I used the following slides to create my magnetic visuals. However, I discovered they may need to be enlarged.

S S S S S S

P P P P P P

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