Sentence Pattern Study: Pattern 5

Sentence Pattern Study: Pattern 5

Welcome back to the fourth entry in my series about sentence patterns. Remember, if you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. So far, you know about Pattern 1, Pattern 2, Pattern 3, and Pattern 4.

To get ready for Pattern 5, let’s first look at the

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Sentence Pattern Study: Pattern 4

Sentence Pattern Study: Pattern 4

Welcome back to the third entry in my series about sentence patterns. Remember, if you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. So far, you know about Pattern 1, Pattern 2, and Pattern 3.

Now…on to Pattern 4. For this sentence pattern, you need to pay careful attention to the verb. Take a look at our sample sentence:

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Sentence Pattern Study: Pattern 3

Last week, we began our study of sentence patterns. Remember, if you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. Last time, we discussed Pattern 1 and Pattern 2.

Today, let’s start our study with a new Pattern 2 Sentence:

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Sentence Pattern Study: Pattern 1 and Pattern 2

Sentence Pattern Study: Pattern 1 and Pattern 2

Learning English grammar can be tough, but, as the saying goes, a picture paints a thousand words. So, I am taking the high road on this series and making it visual—thereby sparing well over 980 words…and your sanity!

If you are up on your brain science, you know that our brains seek patterns to make sense of the world. In English, even our sentences fall into patterns. If you recognize the pattern of a sentence’s core parts, the grammar of the sentence (or its word arrangement) will make more sense. Look at this:

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What is a prepositional phrase?

What is a prepositional phrase?

Have you ever tried to describe something without using a prepositional phrase? Well, it’s almost impossible! Although prepositional phrases are not a requirement in every sentence, they certainly do help us:

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Writing Toolbox: The Correlative Conjunction

Correlative Conjunction with Shurley English.jpg

Having the right tools in your writing toolbox can make all the difference when it comes time to revise a composition.  Do your students need a creative way to link ideas and show association? Then look no further than the correlative conjunction! First, let's look at this simple definition:

Correlative Conjunctions with Shurley English.png

Today, we will focus on connecting two nouns for the purpose of simplification. Remember, the reason for the correlation determines which pair of correlative conjunctions to use. Here are three examples to model for your students that will show them how to associate two ideas in a logical manner.

Either – or  can show choices.

The dog made a mess in the kitchen. The cat made a mess in the kitchen.

Either the dog or the cat made a mess in the kitchen.

 

Neither – nor  can show the absence of choices.

Maria cannot go to the game tonight. Tammy cannot go to the game tonight.

Neither Maria nor Tammy can go to the game tonight.

 

Both – and  can show a link between two words or phrases.

Henry will be here soon.  His big brother will be here soon.

Both Henry and his big brother will be here soon.

 

Don't forget to mention to your students that both sides of their sentence should be parallel in structure when using correlative conjunctions. Any pronouns or verbs used at the end of the sentence should agree with whatever is mentioned last.

 

As your students grow in their abilities to use correlative conjunctions effectively, they will show an increased level of maturity in their writing. This is a skill that they can take with them into their future college and career adventures!

 

EXTEND THE LESSON: Why not make this a group activity?!? Here's an idea to get you started.

Group Activity Shurley English.png

 

 

Comment /Source

Cindy Goeden

Cindy Goeden has enjoyed being involved with Shurley English for the last sixteen of her twenty-six years in the field of education.  Working with various levels of students in elementary, junior, and high schools, in both the private and public arenas, Cindy surely is thankful for the providential day that she was introduced to Shurley English, which changed forever her approach to Language Arts instruction. That has led to her current job of having the joy of sharing about Shurley with other educators.  Her love of learning has prodded her to earn over two hundred and twenty hours, which includes two bachelor degrees in education.

 

Cindy currently lives with her husband, Donald, in Indianapolis, Indiana, where she enjoys puttering in her flowers, changing up her décor with the seasons, and occasionally getting out and traveling with Donald to either explore a new beach or view historic sights and gardens.

Grammar Study: How it can develop critical thinkers

Sentence Analysis.jpg

In a previous post, I shared my keen interest in Gardner’s Multiple Intelligences. I discussed how the Shurley English Jingles give the intelligences of Word Smarts, Picture Smarts, and Body Smarts a workout. Now, I would like to take it just a bit deeper into the next level in Shurley English.

After students master the Shurley English Jingles, the jingles become a fertile knowledge base upon which the Question and Answer Flow (Q & A Flow) is built. The Q & A Flow is a simple, pattern-based system of questions that the students learn to ask aloud orally. Yes…Shurley English teaches kids to talk to themselves; rather, to ask themselves questions—questions that elicit logical answers that their brains know to be correct, based upon what they have learned from the jingles. I call this kind of questioning “Thinking Out Loud.”

After much practice and rehearsal, using the Q & A Flow, the students then know how to analyze every word in a sentence. We call this Sentence Classification, but it goes way beyond just determining if the sentence is a statement or a question. Students learn to classify the words in a sentence based upon the specific questions they answer from the Q & A Flow. Compared to the way English grammar was always taught years ago, students learned to classify words, but usually only so that they fit into a static list of seemingly unchanging vocabulary. With the Q& A Flow, something quite different and extraordinary replaces that old system. Instead of grouping words into lists that have parts of speech headings, students learn to evaluate how specific words are actually functioning in a sentence, based on context. You see, by the old system, the word basketball is just one of the words that fits into a Noun list. But with the Q & A Flow, students begin to think in terms of the attributes of a word and its use in the context of a sentence. For example, take a look at the following sentence:

We cheered loudly at the basketball game!

Students, using the Q & A Flow, determine that the word basketball, in this context, is really an adjective. I don’t know about you, but when I am working with students and trying to help them comprehend what they read and to be able speak and to write with expertise, I would prefer their brains be adept at this kind of analysis! Can you see how a student’s Word Smarts and Logic Smarts can benefit from this kind of thinking? I consider it nothing less than brilliant.

Comment /Source

David Lutz

David, a former classroom teacher, administrator, and self-proclaimed grammar nut, considers the oddities of English vocabulary and grammar his playthings! He received his degrees in elementary education, teaching, and curriculum design from CMU in Fayette, MO, and the University of St. Mary, Leavenworth, KS, respectively. His career has been a colorful collage of experiences in education, ranging from Kindergarten to Adult education and parenting classes.

 

He and his wife, Marjorie, have been blessed with 30 years of marriage, three grown sons, a cherished daughter-in-law, and the smartest, cutest grandson on the planet! He’s worked for Shurley Instructional Materials, Inc., for over 11 years and loves to help students and their teachers learn to love language and language learning as much as he does.