Revision Activity: Breathing new life into students' sentences

One of my favorite things to do is to play with words. I love to figure out how to turn a phrase in just the right way to make my meaning clear. That’s my goal for all students so that they can master the language and control it. Being able to manipulate language to fulfill your own purposes for communication is, in my opinion, an endeavor worth pursuing.

One of the features of Shurley English that I enjoy dabbling with is the Mover and Shaker Sentence. It is the off ramp from the Sentence Blueprints I have discussed in an earlier post. This kind of skill practice can help a student writer take the next important step toward highly refined revision skills. If you can convince a student writer to explore word and phrase arrangements to maximize their impact on a sentence, you have truly helped to elevate their writing. Here’s an example from our text that will show you a basic Mover and Shaker maneuver that you can have student writers begin practicing immediately.

To get started, guide your students through a Sentence Blueprint to construct a good focus sentence. After that, be sure to have them go through the revision process initially to make sure they have chosen the most effective words to express their thoughts. Then, try a Mover and Shaker strategy like the one in this example. Notice, we have done a little finagling with the verb. (In Shurley English, we teach students early and often about verb forms, so it will be a walk in the park for them to understand a verb form change from the past tense to the progressive tense. We also teach students how to manage affixes with expertise, so in the case of the verb tromped from our example, we drop the –ed past tense ending and replace it with the progressive tense –ing suffix.) Next, we take everything after the verb and, along with the new verb form tromping, we move it to the front of the sentence. Now, all that’s left is to come up with a new past tense verb to replace tromped from the original sentence. In this case, the verb bellowed serves up a great visual. Can’t you just picture it?

When your students have demonstrated their knowledge of basic revision skills and you want them to breathe new life into their sentences, why not try a Mover and Shaker strategy? It’s like word to word resuscitation! Until next time…

Teaching Silent Final E: The Split Vowel Spelling Rule

I don’t know about you, but when it was time to introduce the concept of long vowels in the middle of one-syllable words ending in “e”, I would spend long hours in prayer…first for my sanity and then for my students’ comprehension! Sure, there are some great ways to get this concept across to kids, but below, I have outlined what I think works best.

Teach this first: Any of the single vowels make a long sound if immediately followed by an “e”. Let me say it again. Any time you place an “e” after the single vowels a, u, i, o, and e, you will hear the first vowel’s long sound, and the “e” goes silent. (For a more in-depth discussion about this first step, check out this post.)

NOW…it’s time to teach the Split Vowel Spelling Rule for Silent Final E. You may find it hard to believe, but this rule eventually just rolls right of the tongue! It’s so simple for little minds to grab onto because it provides the rationale for why the tiny letter “e” can have such power over the vowel it used to be paired with!

Here’s what happens when we split apart the vowel teams with a consonant. (We will use the following examples in our discussion: lie, hoe, cue.)

LIE 

If I use the consonant “k” to split apart the i and e found in the word lie, what happens? I get the new word: like.

This is a direct application of the Split Vowel Spelling Rule! I explain that VC+e and CVC+e words are simply showing a V+e pattern that got split apart by a consonant. (Even young students begin to grasp this concept over a period of spaced repetition. It is a simple and effective explanation!)

HOE

If I use the consonant “p” to split apart the o and e in hoe, what happens? I get the new word: hope.

CUE

If I use the consonant “t” to split apart the u and e in cue, what happens? I get the new word: cute!

Now, this may not seem like earth-shattering news, but this kind of logical teaching can set students on a much more successful path for understanding spelling…and ultimately for improving their reading.

Next time, I will introduce Rule 2: The V-C-G-U Rule. You won’t want to miss it!

(This post is part of a series on Silent Final E. To start at the beginning, click here.)

The Prerequisite for Teaching Silent Final E

If there’s one subject I enjoy teaching almost as much as English grammar, it’s phonemic awareness, phonics, and spelling! I know it’s strange, but my linguistic brain has always identified with letters and the sounds they represent. When I began teaching phonemic awareness and phonics as an aid for spelling, letters began to take on a personality in my brain. It happened quite by accident, but I started noticing that certain letters could be grouped based upon their attributes of both position and function. So, without getting too deep into the linguistics, I would like to introduce you to four important reasons for the Silent Final E. And once kids understand the “why”, it will be easier for them to remember to include the silent e on words that require it. Below is Part 1, which will explain an important feature of vowel pairs. This is a prerequisite to lock down with kids before moving on to the first rule.

You will want to teach the following basic letter pattern concept:

Vowel + Silent Final E : Pattern (V + e)

-When you put a Vowel e just after any one of the other vowels, you make a Vowel Team.

-A Vowel Team is two vowels side by side that make one sound.

-When you put an e after any of the vowels, you will hear the first vowel say its long sound, and the e becomes a silent e.

Here’s a completed list of these vowel teams:

Next time, I will officially introduce Rule 1 for Silent Final E: The Split-Vowel Spelling Rule. You won’t want to miss it!

Does handwriting matter?

While the jury may still be out regarding the importance of teaching handwriting/penmanship, from where I sit, it isn’t something we want to leave out of our teaching repertoire. Though some might think the time needed to develop fluent handwriting would best be spent teaching keyboarding skills, I would contend that there is room for both. And, since keyboarding skills are now a current part of many curricula, it’s the handwriting skill that seems to get left by the wayside.

 As a former primary school teacher, I knew that basic letter recognition, formation, and sound-association were an absolute must for my first and second graders. But, even then, I didn’t understand the neurological underpinnings that learning handwriting has. First of all, I never truly considered what the brain and hand were doing while handwriting practice was conducted. To be honest, at first, I just used handwriting practice as a time-filling seatwork activity that allowed me the time take care of a few morning teacher tasks.

With experience, I began to give the handwriting practice time its due diligence. I started noticing that students developed a much stronger sense of directionality—writing left to right. I also found that students grasped the concept of “return-sweep” when they got to the end of a baseline and had to continue to the far left of the next base line on their handwriting paper. Why did that matter? Well, it had an impact on their ability to “return-sweep” when READING, too. Hmmm…go figure! I didn’t know this when I started teaching early reading, but some young students sort of fell off the face of the planet when they arrived at the end of a line of text they were reading. Amazingly, some students don’t naturally understand that they have to go back to the far left of the next line in order to continue reading fluently.

Another important aspect of teaching and learning handwriting is the support it can lend to students who exhibit dyslexia. Because of the connectedness you can achieve in cursive handwriting, reversals can be avoided. So, I began teaching cursive handwriting as early as my students were willing to put in the time and the practice to write cursive legibly. I know that many first graders just aren’t developmentally ready for cursive, but that never stopped us! I just taught them a simple set of handwriting strokes that would allow them to learn the connections between letters as soon as the basic formations were locked in. Here’s a short list of the handwriting strokes and their names:

If you are of the same school as thought as I am, then try adopting these basic handwriting practice strokes into your kids’ daily agendas, along with some meaningful copy work, such as short poems, scriptures, or famous quotes, and you will be doing your child a great service for now and in the future.