Generating On-Topic Sentences

Generating On-Topic Sentences
WRITING PROGRAM OVERVIEW: The lessons provided in this PowerPoint provide sequential instruction that is specially designed to help language delayed and learning disabled students develop basic linguistic skills. The lessons build on reading selections found in the Treasures curriculum. One lesson is provided for each week of Treasures instruction, beginning with Start Smart. The lessons should be taught AFTER its corresponding reading selection has been introduced. The purpose of the lessons is to strengthen oral syntax and grammar which is the foundation for written expression. The Language Circle/Project Read Framing Your Thoughts (FYT) symbols help to make abstract linguistic concepts concrete for students. Use your FYT guide as a resource to help you to teach the skills found in this PowerPoint. The FYT guide is organized by concept/skill for easy reference. Do not teach the skills in the order found in the guide. Instead, follow the order of lessons this PowerPoint. Generating On-Topic Sentences . what Judy Fuhrman, to be used with Project Read Framing Your Thoughts To be used with Project Read Framing Your Thoughts and Treasures Lessons developed by Judy Fuhrman, RUSD K-12 ELA Staff Developer To best utilize the PowerPoint keep it in design mode rather than display/presentation mode. This will allow you to drag words/phrases into their correct locations on the slide during the lesson. The lessons are crafted to elicit sentences with the targeted syntactical, grammatical, and lexical structures. End each lesson with student writing. You are not working on paragraphing skills. Your goal is to have students write one or more sentences that answer the question posed in that lesson. You can differentiate the writing to meet the needs of your students. Some students may require a cloze writing assignment in which the student writes only the missing word/words in blanks. For other students, you may wish to return the words/phrases to their word banks on the PowerPoint so that students must recreate a sentence (or more) on their own. Your most experienced writers might be asked to face away from the PowerPoint and write their sentence independently while referencing the Big Book (or other resource) used in the lesson. There are many more ways to modify the task to ensure that your students are appropriately challenged. Depending on student background and linguistic proficiency, lesson may take multiple days to complete. If you teach the lessons as designed in this PowerPoint, you will find that most lessons can be easily broken down into three short oral language/writing lessons. For more able students, you may be able to consolidate steps and teach the lesson in one or two days. Use your discretion for pacing; however, it is essential that you keep pace with your Treasures comprehension lessons as the writing lessons build upon reading selections. Supplement these FYT lessons with the weekly RUSD writing booklets that focus on the text-types assessed at district trimester writing assessments. This means, at a minimum, you will do one FYT and one RUSD writing booklet lesson per week. Since daily writing is mandated by RUSD, use your judgment to determine which lessons require additional practice and elaboration. where when why ? Microsoft Office 2010 Clip Art

Behavior/ Personality Comprehension: Story Grammar
Generating On-Topic Sentences. PRE-TEST: My Family Barebones Sentence 1. How do animals talk? Mice Squeak, We Speak (HM Big Book Th1 Wk1) What can you do? Start Smart Wk2: Hands Can What sounds can you hear? Start Smart Wk3: Jazz Baby What do animals do? U1 Wk1: We Can What do we do at a picnic? U1 Wk2: The Picnic at Apple Park 6. What does Peter’s family do? U1 Wk3: Peter’s Chair Direct Receivers What can we do at the beach? U2 Wk1: I Like What can friends do? U2 Wk2: Friends All Around How do we celebrate birthdays? U2 Wk3: I Like, We Like Where Predicate Expanders 10. Where do vehicles go? U3 Wk1: The Bus For Us How can vehicles travel? (A) U3 Wk2: On The Go 12. How can vehicles travel? (B) U3 Wk3: I See a Truck Go When Predicate Expanders: 13. What happens in the story? (A) U4 Wk1: Apple Farmer Annie 14. What happens in the story? (B) U4 Wk2: Our Special Sweet Potato Pie How does a flower grow? U4 Wk3: Wonders – Plants Subject Describer: Texture Where do animals rest? U5 Wk1: Sit 17. Where are animals born? U5 Wk2: Animal Babies ABC 18. Where do animals make their homes? U5 Wk3: Oral Language Cards Looks Like Subject Describer: Color, Size, Texture 19. What equipment do fire fighters use? U6 Wk1: Russ and the Firehouse How do you make a pot? U6 Wk2: Wonders – Made From Clay 21. How is Alicia’s day special? U6 Wk3: Alicia’s Happy Day When Predicate Expanders and Compound Sentence What is a rainy day like? U7 Wk1: A Rainy Day What are the seasons like? U7 Wk2: In the Yard What can we do in the snow? U7 Wk3: Wonders – Winter Weather Subject Describer: Number 25. How does an oak tree grow? U8 Wk1: Oak Trees 26. How do seeds travel? U8 Wk2: Seed Secrets 27. How does a sunflower grow? U8 Wk3: Sunflower House Why Predicate Expander 28. What do we know about beetles? U9 Wk1: Beetles 29. What do we know about fish? U9 Wk2: Fish Faces 30. What happened in the story? U9 Wk3: Pat and the Vet Subject Desriber: What happens in this picture? U10 Wk 1: What Do You Know? What colors can we use? U10 Wk2: Warthogs Paint 32. What did the turtles do? U20 Wk3: Turtle Splash! POST-TEST: My Family when what Number where ? why Behavior/ Personality when Judy Fuhrman, to be used with Project Read Framing Your Thoughts Looks Like Comprehension: Story Grammar Microsoft Office 2010 Clip Art

Putting the Pieces Together
Project Read Primary Story Puzzle Putting the Pieces Together Use the story puzzle, bookmarks, plot chart, and body language to summarize stories read in class, including read-alouds. Extensive practice using these tools for reading comprehension will ensure that the students have the necessary background knowledge and experience needed to tell and write stories later in the year.

POST-TEST: Draw a picture and write sentences about your family.
Judy Fuhrman, to be used with Project Read Framing Your Thoughts PRETEST: Follow RUSD writing assessment protocol in administering this writing assessment. The only change is that the prompt and these pictures will be shown to the students and remain visible as students write. Please file the students’ writing in a safe location. They will be used to compare progress at the end of the year. Your SDC Team Leader will collect samples of pre/post student writing to evaluate the effectiveness of these lessons district-wide. You must select a representative high, middle, and low student, copy their pre/post tests and send them to your leader this year. You will follow the same procedure for each district writing benchmark assessment. If you have new students assigned to you throughout the year, remember to administer this same writing prompt to them. Microsoft Office 2010 Clip Art

Treasures Start Smart and Unit 1
Barebones Sentences . Create a chart of action predicate words and add to it continually for student reference. Group synonyms and/or related words. Who or what is the sentence about? What does the subject do? Framing Your Thoughts Sentence Structure Guide Unit 1-55 Microsoft Office 2010 Clip Art

Microsoft Office 2010 Clip Art
How do animals talk? Microsoft Office 2010 Clip Art Judy Fuhrman, to be used with Project Read Framing Your Thoughts . Frogs Ducks Owls Bees Lions roar START SMART Week 1 Objective: Students write barebones sentences to retell the main ideas of a read aloud. Lesson Part A: Teacher reads and discusses Mice Squeak, We Speak, from Houghton Mifflin, Big Book with the children. (This is the only week in which we will use a resource not found in Treasures.) Lesson Part B: The teacher teaches the concept of subject words and teaches the definition, “The subject names the person, place, or thing that the whole sentence is about.” Reread the story to identify the subject words. Place sticky notes with subject lines below the subjects of each sentence (Cows moo. Ducks quack. Doves coo. Pigs squeak. etc.) Lesson Part C: Teacher teaches the concept of action predicate words and teaches the definition, “The predicate tells the action of the subject.” Reread the story to identify the predicate words. Place sticky notes with predicate symbols ᴧᴧᴧᴧ below the action predicate words of each sentence (e.g. moo, quack, coo, squeak, etc.) Lesson Part D: Teach the concept of a barebones sentence and teaches the definition, “The subject and a predicate equals a complete thought.” Reread the story, sometimes leaving out either the subject or the predicate. Students indicate with thumbs up or thumbs down whether what is read is a complete thought. If not, they need to determine what is missing, the naming word or the action word (e.g. Cows moos. – thumbs up, it is a barebones sentence; Ducks – thumbs down, and show that the predicate/action word is missing by using the action gesture; Squeak – thumbs down, and show that the subject word is missing by using the name gesture.) Lesson Part E: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How do animals talk?” Tell the students that they will generate barebone sentences to answer this question. Place the FYT subject and predicate symbol cards into the pocket chart. Refer to them throughout the lesson. Listen to the animal sounds and identify the appropriate predicate word for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students select one or more sentence to write and illustrate. They should show the function of the words in the sentences by drawing the FYT symbols _____ (subject) and ᴧᴧᴧᴧ (predicate-the action of the subject). Sample Writing: Lions roar. Frogs croak. Ducks quack. Owls hoot. Bees buzz. . quack buzz . . hoot . croak . Start Smart Unit 1

What can you do? START SMART Week 2 . Microsoft Office 2010 Clip Art . I I I I I I run Objective: Students write barebone sentences to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses: Hands Can with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence and teaches the definition, “The subject and a predicate equals a complete thought.” Place the subject and predicate symbol cards into the pocket chart and refer to them throughout the lesson. The teacher rereads the story. Using the pictures in the book, the teacher guides the students in identifying verbs/predicate words. Place sticky notes with the predicate symbol under the identified words (e.g. wave, touch, tie, hug, hold, mold, catch, throw, plant, mix, fix, clap.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What can you do?” Tell the students that they will generate barebone sentences to answer this question. The teacher guides the students generating barebones sentences about each picture. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students generate their own ideas for the last sentence. Students select one or more sentence to write and illustrate. Sample Writing: I read. I run. I throw. I jump. I draw/eat/sleep/play. read eat Judy Fuhrman, to be used with Project Read Framing Your Thoughts sleep jump throw draw Start Smart Week 2

What musical sounds can you hear?
START SMART Week 3 . pluck snap plink blat thump . Fingers Drums Objective: Students write barebone sentences to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses: Jazz Baby with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence and teaches the definition, “The subject and a predicate equals a complete thought.” The teacher places the FYT subject and predicate symbol cards into the pocket chart and refers to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating barebone sentences (e.g. Feet tap. Fingers snap. Drums thump. Children swing/sway/shake/shimmy/dance. Pianos plink. Children jiggle/wiggle/dance. Basses pluck/sizzles/sings. Children bounce/boogie/dance. Children hum.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What musical sounds can you hear?” Tell the students that they will generate barebone sentences to answer this question. Listen to the sound effects by clicking on the speaker icons to determine which instrument is being played. The teacher guides the students in selecting the missing subject words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students select one or more sentence to write and illustrate. Sample Writing: Drums thump. Bases pluck. Pianos plink. Fingers snap. Horns blat. Judy Fuhrman, to be used with Project Read Framing Your Thoughts Basses Horns Pianos Microsoft Office 2010 Clip Art Start Smart Week 3

What can animals do? Unit 1 Week 1 . Objective: Students write barebone sentences to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses: We Can with the students. Lesson Part B: Do not reveal that this lesson will be about the trade book We Can until indicated. Teacher reviews the concept of subject words and teaches the definition, “The subject names the person, place, or thing that the whole sentence is about.” Then say, “We can play.” Ask the students who “we” is referring to. Then show them the first picture in the book. Tell the students that they will be naming the subject in the picture. Write the word “Cats” on a sticky note and place the note over the words “We can”. Continue writing subject words on sticky notes and placing them over the clauses “We can” (e.g., Cats, Horses, Frogs, Pandas, Bears, Dogs.) Lesson Part C: The teacher reviews the concept of action predicate words and teaches the definition, “The predicate tells the action of the subject.” Reread the story to identify the predicate words. Place sticky notes with predicate symbols ᴧᴧᴧᴧ below the action predicate words of each sentence (e.g., play, run, jump, eat, climb, sleep.) Lesson Part D: Teach the concept of a barebone sentence and the definition, “The subject and a predicate equals a complete thought.” Place the FYT subject and predicate symbol cards into the pocket chart and refer to them throughout the lesson. Reread the story, sometimes leaving out either the subject or the predicate. Students indicate with thumbs up or thumbs down whether what is read is a complete thought. If not, they need to determine what is missing, the naming word or the action word (e.g. Cats play. – thumbs up, it is a barebones sentence; Horses – thumbs down, and show that the predicate/action word is missing by using the action gesture; Jump– thumbs down, and show that the subject word is missing by using the name gesture.) Lesson Part E: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What can animals do?” Tell the students that they will generate barebone sentences to answer this question. Identify the appropriate predicate word for each sentence. Drag the words from the word bank into the correct locations. The students “read” the barebone sentences. Students select one or more sentence to write and illustrate. They should show the function of the words in the sentences by drawing the FYT symbols _____ (subject) and ᴧᴧᴧᴧ (predicate). Sample Writing: Horses run. Frogs jump. Pandas eat. Bears climb. Frogs Pandas Bears Horses . sleep jump Judy Fuhrman, to be used with Project Read Framing Your Thoughts run eat climb Microsoft Office 2010 Clip Art Unit 1 Week 1

What can we do at a picnic?
Microsoft Office 2010 Clip Art Judy Fuhrman, to be used with Project Read Framing Your Thoughts . Unit 1 Week 2 . We We We We We We . Objective: Students write barebone sentences to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses: The Picnic at Apple Park with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence and teaches the definition, “The subject and a predicate equals a complete thought.” Place the FYT subject and predicate symbol cards into the pocket chart. Refer to them throughout the lesson. The teacher rereads the story. Using the pictures in the book, the teacher guides the students in generating barebone sentences (e.g. The family packs. Families drive. Parents unpack. Children play. Families eat. Children fly kites. Families sing. Dogs discover. Skunk scares. Families pack. Families leave. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What can we do at a picnic?” Tell the students that they will generate barebone sentences to answer this question. The teacher guides the students in selecting the missing words for each picture. Drag the word from the word bank into the correct locations. The students “read” the sentences. Students select one or more sentence to write and illustrate. They should show the function of the words in the sentences by drawing the FYT symbols _____ (subject) and ᴧᴧᴧᴧ (predicate). Sample Writing: We pack. We drive. We play. We eat. We fly kites. fly kites . play eat . drive pack . Unit 1 Week 2

What does Peter’s family do?
Unit 1 Week 3 . Peter Peter . The baby Dad . Mom Objective: Students write barebones sentences to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses Peter’s Chair with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence and teaches the definition, “The subject and a predicate equals a complete thought.” Place the FYT subject and predicate symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating barebone sentences (e.g. Peter builds. Blocks fall. The baby sleeps. Dad paints. Peter carries. Peter hugs. Peter sits. Peter thinks. Peter hides. Mom looks. Peter helps. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What does Peter’s family do?” Tell the students that they will generate barebone sentences to answer this question. The teacher guides the students in generating barebones sentences about the pictures. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students select one or more sentence to write and illustrate. They should show the function of the words in the sentences by drawing the FYT symbols _____ (subject) and ᴧᴧᴧᴧ (predicate). Sample Writing: Peter builds. The baby sleeps. Dad paints. Mom looks. Peter helps. Judy Fuhrman, to be used with Project Read Framing Your Thoughts . builds helps . paints sleeps . looks Microsoft Office 2010 Clip Art Unit 1 Week 3

Treasures Unit 2 Direct Receivers . what Meg eats pizza. Direct Receiver: FYT Guides: Unit 4 pg to 4-24 Who or what is the sentence about? What does the subject do? What or whom does the barebones? Microsoft Office 2010 Clip Art

What can we do at the beach?
Microsoft Office 2010 Clip Art Judy Fuhrman, to be used with Project Read Framing Your Thoughts Unit 2 Week 1 . what We kick Objective: Students write barebones sentences with direct receivers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses I Like with the students. Lesson Part B: The teacher reviews the concept of a barebones sentences. Provide instruction on direct receivers. They answer the what/whom that receives the action. Throw a ball and ask students to generate a barebone sentence (Mrs. Jones threw.) Ask, “What did I throw?” (Mrs. Jones threw a ball.) Continue with these types of questions (John caught the ball. Mary dropped the ball. Jose rolled the ball. Maria kicked the ball. Marquis dribbled the ball. etc.) When a verb has a direct receiver of the action, the receiver is included in the barebones sentence. The teacher places the FYT subject, predicate, direct receiver symbol cards into the pocket chart. Using the pictures in the book, the teacher guides the students in generating barebone sentences with direct receivers (e.g. The girl kicks her feet. The girl builds a sandcastle. The boy sails his boat. Mom wears sunglasses. Grandma reads a book. The girl eats a sandwich. The boy watches birds.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What can we do at the beach?” Tell the students that they will generate barebone sentences to answer this question. The teacher guides the students in selecting the missing direct receiver into the correct location. Drag the words into the correct locations. The students “read” the sentences. Students select one or more sentence to write and illustrate. They should show the function of the words in the sentences by drawing the FYT symbols _____ (subject) and ᴧᴧᴧᴧ (predicate) and (direct receiver). Sample Writing: We kick our feet. We build sandcastles. We sail boats. We read books. We eat sandwiches. We build We sail We read We eat castles boats our feet books sandwiches Unit 2 Week 1

What can friends do together?
Microsoft Office 2010 Clip Art Judy Fuhrman, to be used with Project Read Framing Your Thoughts Unit 2 Week 2 . what Friends ride Friends build Objective: Students write barebones sentences with direct receivers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses, Friends All Around with the students. Lesson Part B: The teacher reviews the concept of a barebones sentences with direct receivers. The teacher places the FYT subject, predicate, direct receiver symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating barebone sentences with direct receivers (e.g. Bruce hugs Jason. Maya hugs her sister. They play guitar. Friends plant trees. Friends learn _____. The girls play music. The girl plays the flute/accordian. Children perform a dance. Friends whisper secrets. People climb rocks. Friends read books. Children ride horses. Families ride bicycles. Friends build snowmen. Friends make a snowbear. The boys share a book. Students share computers. Friends run a race. The girls carry umbrellas. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What can friends do together?” Tell the students that they will generate barebone sentences to answer this question. The teacher guides the students in selecting the missing words for each picture. Drag the words into the correct locations. 3) The students “read” the sentences. 4) Students write at least two sentences and illustrate them. Sample Writing: Friends ride bikes. Friends build snowmen. Friends read books. Friends plant trees. Friends whisper secrets. Friends read Friends plant Friends whisper snowmen trees secrets bikes books Unit 2 Week 2

How do we celebrate birthdays?
Microsoft Office 2010 Clip Art Judy Fuhrman, to be used with Project Read Framing Your Thoughts . what wear play hold open eat Unit 2 Week 3 Objective: Students write barebone sentences with direct receivers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses I Like, We Like with the students. Lesson Part B: The teacher reviews the concept of a barebones sentences with direct receivers. The teacher places the FYT subject, predicate, direct receiver symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating barebone sentences with direct receivers (e.g. The boy eats pizza. The girl wears a purple hat. The boy plays a game. The girl holds a yellow balloon. The girl opens a pink present. The clown entertains the children. The children eat cake.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How do we celebrate birthdays?” Tell the students that they will generate barebone sentences to answer this question. The teacher guides the students in selecting the missing words into the correct locations. Drag the words into the correct locations. 3) The students “read” the sentences. 4) Students write at least two sentences and illustrate them. Sample Writing: We play games. We wear hats. We hold balloons. We open presents. We eat cake. presents balloons hats Unit 2 Week 2 cake games Unit 2 Week 3

Where Predicate Expanders
Treasures Unit 3 Where Predicate Expanders where Predicate Expanders: WHERE FYT Guide: Unit 2 pg to 2-31 Who or what is the sentence about? What does the subject do? What or whom does the barebones? Where does the barebones? Microsoft Office 2010 Clip Art

WHERE IS THE BALL? over on around behind, in back of by, next to
WHERE IS THE BALL? over on around behind, in back of by, next to through Teach students prepositions using real objects. Check their understanding by having them place objects or pictures in specific locations. (See supplemental handout where students cut out the ball and place them as directed. Generate sentences with where predicate expanders, e.g. The ball rolls across the floor. The ball sits on the stool. The ball bounces into the box. etc. You may wish to supplement this lesson with the following videos: Under – Between – By – In – Over – Behind – On - In front of (Cat) In-On-Under (Fish) Grover, and the Fly in the Soup against under between into in, inside, across out, outside in front of Unit 3

Where do vehicles go? Unit 3 Week 1 . where A drives to the Objective: Students write barebone sentences and where predicate expanders to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses: The Bus For Us with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence. Introduce the where predicate expander symbol. Words that tell where an action takes place are found inside the triangle. The first word is a position word (in, on, under, to, and we place a checkmark above them because they are very important. (Teachers, in later grades, we will transition this concept to the preposition/prepositional phrase.) Display the FYT subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. A taxi drives to the city. A tow truck drives to the repair shop. A fire truck drives to the fire station. An ice-cream truck drives to the park. A garbage truck drives to the dump. A backhoe drives to the construction site. A bus drives to the school.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “Where do vehicles go?” Tell the students that they will generate barebone sentences and where predicate expanders to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words into the correct locations. The students “read” the sentences. Students write and illustrate 2 or more sentences. Each sentence should include a barebones and where predicate expander. Sample Writing: A taxi drives to the city. A fire truck drives to the fire station. A garbage truck drives to the dump. A tow truck drives to the repair shop. A school bus drives to the school A drives to the taxi fire truck Judy Fuhrman, to be used with Project Read Framing Your Thoughts garbage truck tow truck bus repair shop fire station dump school city Unit 3 Week 1 Microsoft Office 2010 Clip Art

How can vehicles travel? (A)
Unit 3 Week 2 A drives A floats A runs A flies . where helicopter car Objective: Students write barebone sentences and where predicate expanders to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses On the Go with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence and where predicate expanders. The teacher places the FYT subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Camels walk on sand. Bicycles roll on roads. Carts roll down streets. Busses drive in the city. Fire trucks race to fires. Trains travel on the tracks. Boats float in the water. Airplanes fly in the sky. Helicopters fly in the sky. Rockets fly in space.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “Where do vehicles travel?” Tell the students that they will generate barebone sentences and where predicate expanders to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: A helicopter flies in the sky. A car drives on the street. A boat floats in the water. A train runs on the tracks. A plane flies in the sky. Judy Fuhrman, to be used with Project Read Framing Your Thoughts boat train plane in the sky in the sky on the tracks in the water in the water on the street on the street Unit 3 Week 2 Microsoft Office 2010 Clip Art

How can vehicles travel? (B)
Unit 3 Week 3 A boat floats A train runs A plane flies A . where A truck drives in Objective: Students write barebone sentences and where predicate expanders to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses I See a Truck Go with the students. Lesson Part B: The teacher reviews the concept of a barebones sentence and where predicate expanders. The teacher places the FYT subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. A truck drives on the streets. A boat floats in the water. A train runs on the tracks. A plane flies in the sky.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “Where do vehicles travel?” Tell the students that they will generate barebones sentences and where predicate expanders to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: A truck drive on the street. A boat floats in the water. A train runs on the tracks. A lane flies in the sky. Judy Fuhrman, to be used with Project Read Framing Your Thoughts the sky the sky in in the water the water the tracks on on on the street the street Unit 3 Week 3 Microsoft Office 2010 Clip Art

When Predicate Expanders
Treasures Unit 4 When Predicate Expanders when Predicate Expanders: WHEN FYT Guide: Unit 2 Who or what is the sentence about? What does the subject do? What or whom does the barebones? Where does the barebones? When does the barebones? Microsoft Office 2010 Clip Art

The Itsy, Bitsy Spider First, Next, Then, Last,
Unit 4 Week 1 The itsy bitsy spider climbed up the water spout. First, Down came the rain and washed the spider out. Next, Sing the song: The Itsy Bitsy Spider. There are many videos available, if you do not know the tune. Click on this link if you wish. Using the pictures on this slide, have the students retell the story. Explain that we use when predicate expanders to tell when each part of the story happens. There are many ways to tell when. We say, before it rained, the spider climbed the spout. After sun dried up the rain, the spider climbed the spout. For this lesson, we will focus on the sequencing words: first, next, then, last. First, the spider climbed up the spout. Next, the rain washed the spider out of the spout. Then, the sun dried up all of the rain. Last, the spider climbed back up the spout. Out came the sun and dried up all the rain. Then, The itsy bitsy spider climbed up spout again. Last, Unit 4 Microsoft Office 2010 Clip Art;

What happens in the story?
Unit 4 Week 1 . where Annie picks off the trees. when Objective: Students write barebone sentences with where predicate expanders and when sequencing words to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses Apple Farmer Annie with the students. Lesson Part B: The teacher reviews the concept of when predicate expanders. The teacher places the FYT when predicate expander, subject, predicate, direct receiver, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Annie picks apples of the trees. Annie sorts her apples. Annie makes apple cider, applesauce, muffins, cakes, and pies. Annie loads the food into her truck. She drives her truck to the city. Annie sells everything at the market. She comes home and reads a book.) Then, direct the students to orally retell the story using the words: first, next, then, last. The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What happens in this story.” Tell the students that they will retell the story in sequence using when predicate expanders. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: First, Annie picks apples off the trees. Next, Annie makes pies, cakes, muffins, and applesauce in her kitchen. Then, Annie sells the food at the market. Last, Annie reads a book in her house. Annie makes in the kitchen. Judy Fuhrman, to be used with Project Read Framing Your Thoughts Annie sells at the market. Annie reads in her house. First, apples muffins Next, cakes pies Then, cider books Last, applesauce Unit 3 Week 3 Microsoft Office 2010 Clip Art Microsoft Office 2010 Clip Art Unit 4 Week 1

What happens in the story?
Unit 4 Week 2 Objective: Students write barebone sentences with where predicate expanders and when sequencing words to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses Our Special Sweet Potato Pie with the students. Lesson Part B: The teacher reviews the concept of when predicate expanders. The teacher places the FYT when predicate expander, subject, predicate, direct receiver, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Mama selects some potatoes. The cart tips over. The potatoes roll down the hill. People chase the potatoes. The potatoes roll and grow. The children catch the potatoes with their jump rope. The family carries the potatoes home. They wash them. They bake a sweet potato pie. The family surprises Daddy.) Then, direct the students to orally retell the story using the words: first, next, then, last. The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What happens in this story.” Tell the students that they will retell the story in sequence using when predicate expanders. The teacher guides the students in selecting the missing subject words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: First, the vegetable cart tips over. Next, the potatoes roll down the hill. Then, the potatoes grow and grow. Last the family bakes pies. Judy Fuhrman, to be used with Project Read Framing Your Thoughts First, the potatoes grow and grow. Next, the family bakes pies. Then, the vegetable cart tips over. Last, the potatoes roll down the hill. Unit 4 Week 2 Microsoft Office 2010 Clip Art

How does a flower grow? Last, First, Next, Then, a flower grows
Unit 4 Week 3 Objective: Students write barebone sentences with where predicate expanders and when sequencing words on a topic related to a read aloud. Lesson Part A: The teacher reads and discusses the Wonders selection, Plants with the students. Lesson Part B: The teacher reviews the concept of when predicate expanders. The teacher places the FYT when predicate expander, subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Plants get water from the soil. Plants make seeds. Plants grow on land and in water. Plants have many parts. The roots grow in the soil. The stem grows on the roots. Leaves grow on the stem. A flower grows on the stem.) Focusing on the flower. direct the students to orally retell the story using the words: first, next, then, last. The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How does a flower grow?” Tell the students that they will retell what they learned about flowers using when predicate expanders. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: First, the roots grow in the dirt. Next, the stem grows on the roots. Then, leaves grow on the stem. Last, a flower grows on the stem. Judy Fuhrman, to be used with Project Read Framing Your Thoughts Last, a flower grows in the dirt . First, leaves grow on the stem. on the stem. Next, the stem grows on the roots. Then, roots grow Unit 3 Week 3 Microsoft Office 2010 Clip Art Unit 4 Week 3 Microsoft Office 2010 Clip Art

Treasures Unit 5 Subject Describer: Create a chart of looks like subject describers and add to it continually for student reference. Group the words according to type. Subject Describers: LOOKS LIKE FYT Guides: Unit 3: 3-3 to 3-14 Looks Like: Texture Microsoft Office 2010 Clip Art

TEXTURE bumpy ball hard book fuzzy bear smooth blocks squishy duck
Unit 4 Week 1 TEXTURE bumpy ball hard book First, have the students touch various types of objects and have them describe how they feel. Tell them that we are using texture words. Next, click on this link for a song that reinforces the concept of texture. After viewing the video, have the students describe the objects pictured on this slide. bumpy ball fuzzy bear hard book squishy duck smooth blocks soft pillow fuzzy bear squishy duck smooth blocks soft pillow Unit 5

Where do animals rest? A owl sits . A frog sits . A penguin sits .
Unit 5 Week 1 A owl sits A frog sits A penguin sits Objective: Students write barebone sentences with looks like/texture subject describers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses the Sit with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT subject describer, subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. A feathery owl sits in a tree. A furry joey sits in its mother’s pouch. A slippery frog sits on a log. A wet penguin sits on ice. A furry chipmunk sits on a rock. A scaly butterfly sits on a flower. A scaly fish swims in the ocean.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “Where do animals rest?” Tell the students that they will generate barebone sentences and where predicate expanders to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: A feathery owl sits in a tree. A slippery frog sits on a log. A wet penguin sits on ice. A scaly butterfly sits on a flower. Judy Fuhrman, to be used with Project Read Framing Your Thoughts A chipmunk sits A butterfly sits on a rock slippery furry on a log on ice feathery on a flower scaly wet in a tree Unit 3 Week 3 Microsoft Office 2010 Clip Art Unit 5 Week 1 Microsoft Office 2010 Clip Art

Where are baby animals born?
Unit 5 Week 2 alligators bears frogs Objective: Students write barebone sentences with looks like/texture subject describers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses the Animal Babies ABC with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT subject describer, subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Scaly alligators hatch from eggs. Furry bears are born in dens. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “Where are baby animals born?” Tell the students that they will generate barebone sentences and where predicate expanders to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Scaly alligators hatch from eggs. Furry bears are born in dens. Slippery frogs hatch from eggs. Feathery birds hatch from eggs. Spotted jaguars are born in dens. Judy Fuhrman, to be used with Project Read Framing Your Thoughts songbirds jaguars Feathery hatch hatch hatch Slippery in dens in dens in dens Scaly from eggs from eggs from eggs Furry are born are born are born Spotted Unit 5 Week 2 Microsoft Office 2010 Clip Art

Where do animals make their homes?
Unit 5 Week 3 live live live Objective: Students write barebone sentences with looks like/texture subject describers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses the Week 3 Oral Vocabulary Cards with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT subject describer, subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures on the cards, the teacher guides the students in generating sentences (e.g. Moles live in burrows under the ground, etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “Where are baby animals make their homes?” Tell the students that they will generate barebone sentences and where predicate expanders to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Furry polar bears live in snow. Bumpy tortoises live in deserts. Scaly fish live in rivers and ponds. Feathery birds live in trees. Striped tigers live in jungles. Judy Fuhrman, to be used with Project Read Framing Your Thoughts live live in deserts Striped tigers Scaly birds in snow fish Feathery in trees tortoises Bumpy in jungles Furry polar bears in rivers and ponds Unit 5 Week 3 Microsoft Office 2010 Clip Art

Treasures Unit 6 Subject Describer: Create a chart of looks like subject describers and add to it continually for student reference. Group the words according to type: color, size, texture, etc. Subject Describers: LOOKS LIKE-Color/Size/Texture FYT Guides: Unit 3: 3-3 to 3-14 Looks Like: Color Size Texture Microsoft Office 2010 Clip Art

What equipment do firefighters use?
Unit 6 Week 1 . Unit 6 Week 1 Microsoft Office 2010 Clip Art spray water cut trees travel protect firefighters lean Objective: Students write barebone sentences with looks like subject describers to retell the main ideas of a read aloud. Lesson Part A: The teacher reads and discusses Russ and the Firehouse with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT subject describer, subject, predicate, direct receiver, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Little Russ visited his uncle at the firehouse. The young boy met the firefighters. Russ sprayed water out of the fire hose. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What equipment do firefighters use?” Tell the students that they will generate sentences using subject describers to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Long hoses spray water on a fire. Sharp axes cut trees down. Big trucks travel to the fire. Hard helmets protect firefighters. tall ladders lean against buildings. Judy Fuhrman, to be used with Project Read Framing Your Thoughts Sharp axes on a fire Long hoses against buildings Hard trucks down Tall helmets to the fire Big ladders

. How do you make a pot? potters clay . potters wet clay . the
Unit 6 Week 2 . where when potters clay . potters wet clay . Objective: Students apply what they know about barebone sentences with/without direct receivers, when predicate expanders, where predicate expanders, and subject describers. Lesson Part A: The teacher reads and discusses Wonders: Make From Clay with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT when predicate expander, subject describer, subject, predicate, direct receiver, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. First, potter dig clay from the Earth. Next, potters shape wet clay into a pot. Then, the wet clay dries in the sun. Last, potters paint decorations on the pot. Builders make building with clay.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How do you make a pot?” Tell the students that they will retell the story in sequence using subject describers. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: First, potter dig clay from the Earth. Next, potters shape wet clay into a pot. Then, the wet clay dries in the sun. Last, potters paint decorations on the pot. Judy Fuhrman, to be used with Project Read Framing Your Thoughts the wet clay . potters decorations . Last, paint in the sun Next, dries into a pot shape Then, on the pot dig First, from the Earth Unit 4 Week 2

How is Alicia’s day special?
Judy Fuhrman, to be used with Project Read Framing Your Thoughts Microsoft Office 2010 Clip Art On Alicia’s birthday, On her birthday, How is Alicia’s day special? Unit 6 Week 3 . A shines on Alicia’s birthday . hang on Alicia’s birthday . writing floats Objective: Students write sentences that include color subject describers. Lesson Part A: The teacher reads and discusses Alicia’s Happy Day with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT when predicate expander, subject describer, subject, predicate, direct receiver, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. A yellow sun shines on Alicia’s birthday. Colorful flags hang on buildings. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How is Alicia’s day special?” Tell the students that they will retell the story in sequence using subject describers to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: A yellow sun shines on Alicia’s birthday. Colorful flags hang on Alicia’s birthday. On Alicia’s birthday, white writing floats. A gray pigeon greets Alicia on her birthday. A tan squirrel greets Alicia on her birthday. On her birthday, a pink cake surprises Alicia. . A greets Alicia on her birthday . A greets Alicia on her birthday . a surprises Alicia pink writing White flags yellow sun Colorful pigeon gray cake tan squirrel Unit 3 Week 3 Microsoft Office 2010 Clip Art Unit 6 Week 3

When Predicate Expanders
Treasures Unit 7 When Predicate Expanders when Predicate Expanders: WHERE FYT Guide: Unit 2 pg to 2-31 Who or what is the sentence about? What does the subject do? What or whom does the barebones? Where does the barebones? When does the barebones? Microsoft Office 2010 Clip Art

What is a rainy day like? Judy Fuhrman, to be used with Project Read Framing Your Thoughts Microsoft Office 2010 Clip Art Unit 7 Week 1 clouds . in the sky . lightning . thunder Objective: Students write sentences that include color subject describers. Lesson Part A: The teacher reads and discusses A Rainy Day with the students. Lesson Part B: The teacher reviews the concept of subject describers. The teacher places the FYT when predicate expander, subject describer, subject, predicate, and where predicate expander symbol cards into the pocket chart. Refer to them throughout the lesson. Using the pictures in the book, the teacher guides the students in generating sentences (e.g. Wet rain falls to the ground. Gray clouds cover the sky. Wet raindrops fall from the gloomy clouds. Colorful flowers grow. A striped rainbow stretches across the sky. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What is a rainy day like?” Tell the students that they will generate sentences about the pictures using subject describers to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: First, gray clouds float in the sky. Next, bright lightning flashes. Then, loud thunder booms. Wet raindrops fall from the clouds. Last, color umbrellas open. . raindrops from the clouds umbrellas . gray flashes First, bright float Next, Wet booms fall Then, colorful loud open On rainy days, Unit 7 Week 1

What are the seasons like?
Judy Fuhrman, to be used with Project Read Framing Your Thoughts Microsoft Office 2010 Clip Art Unit 7 Week 2 . and Dad waters Objective: Students write sentences that include a compound sentence and when predicate expanders indicating seasons. Lesson Part A: Explain that when predicate expanders can tell the time of year. The teacher reads and discusses In the Yard with the students. Discuss the change of the seasons. While reading the story, the students should note that all of the sentences are barebone. Place sticky notes with subject and predicate symbols drawn on them to indicate which words are subjects and which are predicates in each sentence. Lesson Part B: The teacher reviews the concept of barebones sentences. The teacher places the FYT when predicate expander, subject, predicate, connector (and), subject, predicate symbol cards in the pocket chart (as shown on the slide.) Using the pictures in the book, help the students to generate compound sentences with when predicate expanders indicating time of year. (e.g. In the spring, the girl digs, and her mom plants. In the summer, Dad waters, and the family dances. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What are seasons like?” Tell the students that they will generate sentences about the pictures using when predicate expanders and two barebone sentences to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: In the spring, Mom plants, and Dad waters. In the summer, I weed, and the grass grows. In the fall, leaves fall, and Mom rakes. Sin the winter, the wind blows, and trees sway. I weed, . and In the fall, and . and . wind blows, grass grows In the winter, leaves fall, trees sway In the spring, Mom plants, Mom rakes In the summer, Unit 7 Week 2

What can we do in the snow?
Judy Fuhrman, to be used with Project Read Framing Your Thoughts Microsoft Office 2010 Clip Art Unit 7 Week 3 . I . Kids sled We . Objective: Students write sentences that include when predicate expanders and direct receivers. Lesson Part A: The teacher reads and discusses Wonders: Winter Weather with the students. Lesson Part B: The teacher reviews the concept of direct receivers and explains that when predicate expanders do not have to be sequence words, such as first, next, then, last, and seasons. They can start with words such as: before, after, as, during, while, when. The teacher places the FYT when predicate expander, subject, predicate, and direct receiver symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. During a snow storm, snow covers the ground. Wind blows during a snow storm. After a snow storm, children make snow angels. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What can we do in the snow?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: On a winter day, I make snow angels. Kids sled down a hill. We build a snowman. Kids have snowball fights. When I am cold, I drink hot chocolate. . Kids . I make snow angels On a winter day, have snowball fights When I am cold, build snowmen down a hill drink hot chocolate Unit 7 Week 3

Treasures Unit 8 Subject Describer: Create a chart of looks like subject describers and add to it continually for student reference. Group the words according to type: color, personality, size, etc. Subject Describers: LOOKS LIKE-Color/Size/Texture FYT Guides: Unit 3: 3-3 to 3-14 Number One Two Three Four Five some many Microsoft Office 2010 Clip Art

How does an oak tree grow?
Unit 8 Week 1 . In the fall, acorns fall . roots grow . a stem grows Objective: Students write sentences that include number subject describers. Lesson Part A: The teacher reads and discusses Oak Trees with the students. Lesson Part B: The teacher reviews the concept of subject describers. Besides telling color, size, and texture, subject describers can also indicate number. Differentiate the meaning of the words some and many. The teacher places the FYT when predicate expander, subject describer, subject, predicate, direct receiver, and where predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. One big oak tree grows in the back yard. Many acorns fall to the ground. Some acorns grow roots. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How does an oak tree grow?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: In the fall, many acorns fall to the ground. First, some roots grow in the dirt. Next, a stem grown out of the acorn. Then, a small tree grows. When the tree is old, it grows more acorns. a tree grows . Judy Fuhrman, to be used with Project Read Framing Your Thoughts . it grows more acorns small some many When the tree is old, in the dirt Next, Then, to the ground First, out of the acorn Unit 3 Week 3 Microsoft Office 2010 Clip Art Unit 8 Week 1 Microsoft Office 2010 Clip Art

How do seeds travel? seeds drop . seeds blow . seeds float . .
Unit 8 Week 2 seeds drop . seeds blow . seeds float . Objective: Students write sentences that include number subject describers. Lesson Part A: The teacher reads and discusses Seed Secrets with the students. Lesson Part B: The teacher reviews the concept of subject describers and where predicate expanders. The teacher places the FYT subject describer, subject, predicate, and where predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. Many little seeds grow in oranges. One big seed grows in an avocado. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How do seeds travel?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Some seeds drop to the ground. Some seed blow in the air. Some seeds float in the water. Some seeds stick to animal fur. Some seeds are buried in the ground. Judy Fuhrman, to be used with Project Read Framing Your Thoughts . seeds stick seeds are buried . to the ground Some Some Some Some Some to animal fur in the air in the dirt in the water Unit 3 Week 3 Microsoft Office 2010 Clip Art Unit 8 Week 2 Microsoft Office 2010 Clip Art

How does a sunflower grow?
Unit 8 Week 3 seed sprouts . stem grows . Objective: Students write sentences that include number subject describers. Lesson Part A: The teacher reads and discusses Sunflower House with the students. Lesson Part B: The teacher reviews the concept of subject describers and where predicate expanders. The teacher places the FYT subject describer, subject, predicate, and where predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. The boy plants many sunflower seeds in the ground. Tiny roots grow in the ground. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “How does a sunflower grow?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: One seed sprouts in the dirt. One stem grows out of the seed. Many leaves grow on the stem. One flower grows on the stem. Many seeds grow on the flower. leaves grow . Judy Fuhrman, to be used with Project Read Framing Your Thoughts . flower grows seeds grow . in the air on the flower in the dirt One One One One on the stem out of the seed Many Unit 3 Week 3 Microsoft Office 2010 Clip Art Unit 8 Week 3 Microsoft Office 2010 Clip Art

Why Predicate Expanders
Treasures Unit 9 Why Predicate Expanders why ? Predicate Expanders: WHERE FYT Guide: Unit 2 pg to 2-31 Who or what is the sentence about? What does the subject do? What or whom does the barebones? Where does the barebones? When does the barebones? Why does the barebones? Microsoft Office 2010 Clip Art

What do we know about beetles?
Unit 9 Week 1 beetles glow ? so . beetles swim Objective: Students write sentences that include why predicate expanders. Lesson Part A: The teacher reads and discusses Beetles with the students. Lesson Part B: The teacher explains that when we answer why questions, we begin the predicate expander with the start words: to, so, for, and because. The teacher places the FYT subject describer, subject, predicate, and why predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. Most beetles live on land. Some beetles live in water. All beetles have wings. Most beetles fly in the air. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What do we know about beetles?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Some beetles glow so they can see each other in the dark. Some beetles swim because they live in the water. Most beetles have wings so they can fly from place to place. ? . Judy Fuhrman, to be used with Project Read Framing Your Thoughts because beetles have wings ? . so from place to place Some Some they fly ? they live in water Most Most they can see each other in the dark Microsoft Office 2010 Clip Art Unit 9 Week 1 Microsoft Office 2010 Clip Art

What do we know about fish?
Unit 9 Week 2 Some fish ? . Some fish have Objective: Students write sentences that include why predicate expanders. Lesson Part A: The teacher reads and discusses Fish Faces with the students. Lesson Part B: The teacher explains that when we answer why questions, we begin the predicate expander with the start words: to, so, for, and because. The teacher places the FYT subject describer, subject, predicate, direct receiver, and why predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. Most beetles live on land. Some beetles live in water. All beetles have wings. Most beetles fly in the air. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What do we know about fish?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Some fish have spots so they can hide from bigger fish. Some fish glide because they have fins like wings. Some fish have spines to protect them from bigger fish. ? . Judy Fuhrman, to be used with Project Read Framing Your Thoughts Some fish have ? . spots glide spines because they have fins like wings ? so they can hide from bigger fish to protect them from bigger fish Microsoft Office 2010 Clip Art Unit 9 Week 2 Microsoft Office 2010 Clip Art

What happened in the story?
Unit 9 Week 3 Tip did not wag ? . Dad got ? Objective: Students write sentences that include why predicate expanders. Lesson Part A: The teacher reads and discusses Pat and the Vet with the students. Lesson Part B: The teacher explains that when we answer why questions, we begin the predicate expander with the start words: to, so, for, and because. The teacher places the FYT subject describer, subject, predicate, direct receiver, and why predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences. (e.g. Tip ran up to Pat to get help. Pat followed Tip to find the cat. The cat did not get up because it was sick. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What happened in the story?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate two or more sentences. Sample Writing: Tip did not wag his tail because the cat was sick. Dad got a box to take the cat to the vet. The vet had a look so she could help the cat. . Judy Fuhrman, to be used with Project Read Framing Your Thoughts The vet had ? . a box a look his tail ? to she could help the cat so take the cat to the vet because the cat was sick Microsoft Office 2010 Clip Art Unit 9 Week 3 Microsoft Office 2010 Clip Art

Treasures Unit 10 Subject Describer: Create a chart of looks like subject describers and add to it continually for student reference. Group the words according to type: color, personality, size, etc. Subject Describers: LOOKS LIKE-Color/Size/Texture FYT Guides: Unit 3: 3-3 to 3-14 Looks Like Number Behavior/Personality (Feelings) Microsoft Office 2010 Clip Art

FEELINGS frustrated happy loved sad proud exhausted
Unit 10 Week 1 FEELINGS frustrated happy First, talk about feelings and emotions. Label some feelings that the students can think of. Next, click on this link for a song that reinforces the concept of texture. After viewing the video, discuss the feelings expressed in the video. Use the pictures provided to support the discussion. loved sad proud exhausted Unit 10

What happens in this picture?
Unit 10 Week 1 The hungry corn-on-the-cob Objective: Students write sentences that include behavior/personality (feeling) subject describers. Lesson Part A: The teacher reads and discusses What Do You Know? with the students. Lesson Part B: The teacher explains that we can describe the subject by telling about its behavior or personality or feeling. The teacher places the FYT subject describer, subject, predicate, and direct receiver symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences containing behavior/personality subject describers. (e.g. The happy friends march around the room. A playful monkey hangs from the elephant’s trunk. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What happened in the picture?” Tell the students that they will generate sentences about the picture to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate three or more sentences. Sample Writing: The hungry cat eats corn on the cob. The happy clown holds a candle. The helpful alligator carries the monkey. The curious boy takes pictures. The silly ape comes the clown’s hair. The happy a candle Judy Fuhrman, to be used with Project Read Framing Your Thoughts The helpful the monkey The curious pictures The silly the clown’s hair clown holds boy takes alligator carries cat eats ape combs Microsoft Office 2010 Clip Art Unit 10 Week 1

What colors can we use? Unit 10 Week 2 paint drops on the floor. paint spills on the floor. paint falls on the floor. paint appears on the floor. paint mixes on the floor. paint puddles on the floor. Objective: Students write sentences that include color subject describers. Lesson Part A: The teacher reads and discusses Warthogs Paint? with the students. Lesson Part B: The teacher reviews color subject describers. The teacher places the FYT subject describer, subject, predicate, and where predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students to generate sentences containing color subject describers. (e.g. Several brown warthogs peek out the window. Red paint splashes on the floor. etc.) The teacher may wish to record these sentences on chart paper. If you do, add the FYT symbols as well. Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What colors can we use?” Tell the students that they will generate sentences to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate three or more sentences. Sample Writing: Red paint drops on the floor. Yellow paint spills on the floor. Blue paint falls on the floor. Green paint appears on the floor. Orange paint mixes on the floor. Purple paint puddles on the floor. Judy Fuhrman, to be used with Project Read Framing Your Thoughts Blue Red Yellow Green Orange Purple Microsoft Office 2010 Clip Art Unit 10 Week 1

What do the turtles do? Unit 10 Week 3 idle turtles rest drowsy turtles rest carefree turtles rest Objective: Students write sentences that include number and behavior/personality subject describers. Lesson Part A: The teacher reads and discusses Turtle Splash with the students. Lesson Part B: The teacher explains that we can describe the subject by telling about its behavior or personality. The teacher places the FYT subject describer (x2), subject, predicate, and where predicate expander symbol cards in the pocket chart. Using the pictures in the book, help the students identify and list the behavior/personality words in the story (e.g., timid, napping, lazy, sleepy, snoozing, idle, drowsy, carefree, silent, lonely, tired.) Lesson Part C: When you display the PowerPoint, do not put it into presentation mode. This will allow you to drag the words in the word bank to the correct location on your computer as you guide students through the lesson. Read the question at the top of the slide, “What do the turtles do?” Tell the students that they will generate sentences about the pictures to answer this question. The teacher guides the students in selecting the missing words for each sentence. Drag the words from the word bank into the correct locations. The students “read” the sentences. Students write and illustrate three or more sentences. Sample Writing: Five idle turtles rest on a log. Four drowsy turtles rest on a log. Three carefree turtles rest on a log. Two silent turtles rest on a log. One lonely turtle rests on a log. Five tired turtles sleep in the pond. silent turtles rest Judy Fuhrman, to be used with Project Read Framing Your Thoughts turtle rests turtles sleep One Two on a log on a log on a log on a log on a log tired Three in the pond Four lonely Five Microsoft Office 2010 Clip Art Unit 10 Week 3

POST-TEST: Draw a picture and write sentences about your family.
Follow RUSD writing assessment protocol in administering this writing assessment. The only change is that the prompt and these pictures will be shown to the students and remain visible as students write. Please file the students’ writing in a safe location. They will be used to compare progress at the end of the FYT sentence structure lessons. Do not write about amusement parks in the next few months as the same prompt will be administered for the posttest. Your SDC Team Leader will collect samples of pre/post student writing to evaluate the effectiveness of these lessons district-wide. You will be asked to select a representative high, middle, and low student, copy their pre/post tests and send them at the conclusion of these lessons. If you have new students assigned to you throughout the year, remember to administer this same writing prompt to them. Judy Fuhrman, to be used with Project Read Framing Your Thoughts Microsoft Office 2010 Clip Art

Generating On-Topic Sentences

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