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Fluency #2 - Changing Sentence Structure |
Credits:
Cindy
Hammerly
Mt. View Elementary
Broomfield, CO
cindy.hammerly@adams12.org
Date Created: 4/17/2002 1:54:18 PM EST
Subject Matter:
Elementary, Writing
Grades:
1
Software Application:
StarOffice Writer, or any word processing program
Summary:
Students will revise sentences by varying their sentence beginnings, in order to make their writing more interesting.
State & National Standards:
CO- Colorado Academic Standards
• Subject : Reading and Writing
• Standard 2: Students write and speak for a variety of purposes and audiences
Writing and speaking are essential tools for learning, for success in the workplace, and for responsible citizenship. Developing a range of writing and speaking abilities requires extensive study, practice, and thinking. Students need frequent opportunities to write and speak for different audiences and purposes, and they need to be able to communicate expressively, informatively, and analytically. Growth in writing and speaking abilities occurs by applying skills to increasingly challenging communication tasks
• Grade/Level : CO- Colorado Academic Standards
• Grade/Level : Grades K-4
Performance Indicator : organizing their speaking and writing
Performance Indicator : choosing vocabulary that communicates their messages clearly and precisely
Performance Indicator : revising and editing speech and writing
Performance Indicator : creating readable documents with legible handwriting or word processing at the appropriate time• Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling
Students need to know and be able to use standard English. Proficiency in this standard plays an important role in how the writer or speaker is understood and perceived. All skills in this standard are reinforced and practiced at all grade levels and should be monitored by both the teacher and student to develop lifelong learning skills
• Grade/Level : CO- Colorado Academic Standards
• Grade/Level : Grades K-4
Performance Indicator : knowing and using subject/verb agreement
Performance Indicator : knowing and using correct modifiers
Performance Indicator : knowing and using correct capitalization, punctuation, and abbreviations
Performance Indicator : spelling frequently used words correctly using phonics rules and exceptions
Local Standards:
Adams 12 Technology Standard 2: Student uses productivity software as a basis for learning and skill building, and demonstrates an understanding of the universal tools of word processing.
- begins to use special function keys: enter/return, space bar, shift, delete and backspace
- locates letters, numbers and ending punctuation characters
- knows how to make capital letters using the shift key.
- uses the backspace/delete key to edit text.
Lesson Outcomes:
Students will be able to change the structure of a sentence, thereby creating a new sentence that begins with another word. They will use this skill to make their writing more interesting.
Assessment:
This is the second of five lessons on writing fluency. Students will be assessed on the Style portion of the attached rubric.
Student Prerequisites:
Students should have basic word processing skills, and should have completed the Conventions Unit (Lessons 1-4) and Sentence Fluency Lesson 1.
Students should also be exposed to the trait of sentence fluency through read-aloud experiences, discussions, teacher modeling, shared examples and oral practice in changing sentence structure.
Lesson Preparation:
The teacher should prepare examples of revised sentences to model for students, and sentences for students to revise. These could be loaded into each student's electronic folder for them to work on, or could be printed and given to each student. Please see Grade 1 samples under Lesson Resources.
Time Frame:
1 class period. 30 Min. per class.
Implementation Steps:
1. Teacher models at least two examples of revising sentence structure for students.
2. The teacher provides the students with sentences to revise (either a handout or loaded into their folders on the file server.)
3. Students decide on a way to change the structure of each sentence in order to begin it with a different word.
4. Students type the new sentences.
5. Students check for errors, revise as needed, and print a copy.
6. Teacher and students go over each sentence, either in the lab or back in the classroom.
Lesson Resources:
The attached example for teacher modeling and the sentences for students to revise are designed at the first grade level.
Attachments:
1. Examples and Sentences to Revise
Product(s) Description:
Attached is a sample of first grade student work.
Attachments:
Comments:
This is the second lesson in a sentence fluency unit of five lessons. Each lesson builds on the previous lesson. It could be adapted for grades 2-5 by changing the complexity of the sentences.
If we always begin sentences in the same way, our writing can be boring and uninteresting. Practice changing these sentences so they begin with a different word. Be sure your new sentences make sense.
Examples:
I like to swing at recess.
New sentence: At recess, I like to swing.
My dog licks me when I'm sad.
New sentence: When I'm sad, my dog licks me.
Now you rewrite these sentences:
My mom reads to me before bed.
My cat purrs when I pet her.
He has red shoes.
I go down the slide at recess.
Danny plays with blocks sometimes.
My brother falls asleep when he watches TV.
Changing Sentence Structure
Name: Student Sample
Before bed my mom reads to me.
When I pet her, my cat purrs.
His shoes are red.
At recess, I go down the slide.
Sometimes Danny plays with blocks.
When he watches TV, my brother falls asleep.
Developed under a grant from Sun Microsystems, Inc. Open Gateways at Mountain View
Elementary School by Steve Gandy, Technology Coordinator - mountain.adams12.org/TISS
© 2003