Keys to Consistency

Keys to
consistency
By Ashley Festa

Introductions
 Name
 Position and company
 What you hope to learn
 The biggest challenge with writing lessons
© Ashley Festa Writing, www.ashleyfesta.com

Overview
 Establish writing conventions
 Improve consistency
 Improve reader comprehension
 Improve proofreading skills
 Anything else?

Key points
 Establish conventions
 Remain consistent
 Help readers understand easily

Gender
 Alternate male/female reference in every
other unit
 Use plural when acceptable
For example:
 No – Ask the child to raise his or her hand.
 No – Ask the child to raise their hand.
 Yes – Ask the children to raise their hands.
 Yes – Ask the child to raise her hand
(depending on unit).

Child vs. Children
Use “children” for all lessons when referring to
the class.
 Eliminates the awkwardness of “child or
children”
Exception:
 If one child in particular is indicated, use
“child.”

Subject-pronoun match
Singular nouns need singular pronouns.
Plural nouns need plural pronouns.
For example:
 No – Have the child write the word by
themselves.
 Yes – Have the children write the word by
themselves.
 Yes – Have the child write the word by himself
(or herself, depending on unit).

Introduction to punctuation
Punctuation can make all the difference.
 A woman without her man is nothing.
 A woman without her man is nothing.

Introduction to punctuation
Punctuation does make all the difference.
 A woman, without her man, is nothing.
 A woman: without her, man is nothing.

Commas

Commas
When should you use a comma?
 To introduce a noun that is the only one of its kind
 To join two sentences with a conjunction
 To set off an appositive.
 To introduce dialogue with the word “say”
 To separate all items in a series
 To separate interchangeable adjectives

Commas
Use a comma when introducing a noun that is
the only one of its kind.
For example:
 Yes – My wife, Tammy, is beautiful.
 No – My wife Tammy is beautiful.
 Yes – The movie Titanic is my favorite.
 No – The movie, Titanic, is my favorite.

Commas
Which is correct?
 Hold up the book, My Five Senses.
 Hold up the book My Five Senses.
 Hold up the Lesson 5 book, My Five Senses.
 Hold up the Lesson 5 book My Five Senses.

Commas
Answer:
 Hold up the book, My Five Senses.
 Hold up the book My Five Senses.
 Hold up the Lesson 5 book, My Five Senses.
 Hold up the Lesson 5 book My Five Senses.

Commas
Use a comma between complete sentences
joined with a conjunction.
For example:
 Yes – I like coffee, but she hates it.
 No – I like coffee but she hates it.

Commas
Your turn:
 Make homemade play dough and have the
child describe the consistency.
 Allow the children to choose a color and their
favorite animal to write on the chart.

Commas
Answer:
 Make homemade play dough, and have the
child describe the consistency.
 Allow the children to choose a color and their
favorite animal to write on the chart.

Commas
Use a comma to set off an appositive.
For example:
 Name each picture, calling attention to the initial
sound.
 Ask the child to assist with writing a list, such as a
grocery list.
 Today, we’re going to write down things we smell.

Commas
Use a comma after the word “say” to introduce
suggested dialogue.
For example:
Yes – When you touch a doorknob, say, “door-knob.”
Yes – Guide the children, saying, “one, two,
three ….”
No – Say the numbers in order.

Commas
Use a comma to separate interchangeable adjectives.
For example:
 Yes – Allow the children to use small, child-safe
mirrors.
 Yes – Allow the children to use child-safe, small
mirrors.
 Yes – Have the children use the new glue stick.
 No – Have the children use the new, glue stick.

Commas
Style conventions for future lessons:
 Before “too”
 I like peanut butter, too.
 Before “Jr.”
 The author is Bill Martin, Jr.
 Before last item in a series
 Display pictures of the cow, horse, and pig.

Commas vs. parentheses

How do we know whether to use commas or
parentheses?
Ask yourself:
 Do I really need parentheses?
 Is this an “aside” or just part of the sentence?

In most cases, use a comma.
For example:
 Name some farm animals, such as a horse,
pig, or cow.
 Take the children outside, allowing them to
point to things in their neighborhood.

Use parentheses for side comments.
For example:
 Use large construction paper (12” x 18”) for
the book.
 Ask questions: What is this? (It is a book.)
What do you know about books? (They
have an author, an illustrator, a title; they tell
us a story; etc.)

Your turn:
 The first page of the book will have a clue about
one of the community helpers. (This person puts
out fires.)
one of the community helpers, This person puts
out fires.
one of the community helpers. This person puts
out fires.

Answer:
 The first page of the book will have a clue
about one of the community helpers. (This
person puts out fires.)

Your turn:
 Allow the children to touch some of the things
they see (if it is safe for them to do so).
they see, if it is safe for them to do so.
they see if it is safe for them to do so.

Answer:
they see (if it is safe for them to do so).
they see, if it is safe for them to do so.
 Allow the children to touch some of the
things they see if it is safe for them to do so.

Parentheses
Use parentheses for fill-in-the-blank options.
For example:
 Look for things around the room that can be
_____ (select one of the senses).
 This is the number (number).
 (Name)’s foot is longer than (name)’s food.

Dialogue

Dialogue
Comma vs. Colon
If “say” is written, use a comma.
If “say” is implied, use a colon.

Dialogue
For example:
Stated:
 Say, yellow; the children repeat, saying,
“yellow.”
Implied:
 As you read the word slowly, move one
counter for each syllable or part: yel-low.

“For example”

“For example”
Establish a style convention to maintain
consistency.
 Use the phrase “such as” when it would make
sense in place of “for example.”
 Use a comma after “for example” in a stand-alone
sentence.
 Use a colon after “for example” when
introducing a speaker’s comments.

“For example”
Change “for example” to “such as.”
Original text:
 Ask the children if they notice anything about
each of the shapes (for example: number of
sides, number of corners).
Edited text:
 Ask the children if they notice anything about
each of the shapes, such as the number of
sides or number of corners.

“For example”
Use a comma with “for example” in a stand-alone
sentence.
 Have the children draw a picture similar to
the one modeled on the chart paper. For
example, Mike draws a picture of a monkey.
 Allow children to share their experiences
related to the environmental print they see.
For example, a child may share an
experience at the grocery store.

“For example”
Use a colon when introducing a speaker’s
comments.
 For example: If the two letters are the same,
jump one time. If they are different, stay
still.
 Give the children two clues about one of the
picture cards. For example: I spy something
you can taste and smell.

When to use “the”

In general, use “the” when referring to distinct
nouns.
Rule of thumb: Use the word “the” when it
sounds natural to use it.
Not sure?
Say the sentence out loud.

Your turn:
 Have children choose a color.
 Have the children choose a color.
 Take child to library.
 Take the child to the library.

Your turn:
 What can you tell me about the writing we did
last time?
 What can you tell me about the writing we did
the last time?

Your turn:
 What can you tell me about the writing that
we did last time?
 What can you tell me about the writing that we
did the last time?

When to use “that”

Rule of thumb: Leave it out.
Exceptions:
 When used as a pronoun
 After conjunctions
 Any time the sentence doesn’t make sense
without it

Delete “that” when the sentence makes sense
without it.
For example:
 Tell the children that they did a good job.
 Make sure that the children name the colors
they’re using.

Use “that” after conjunctions.
For example:
 Tell the children that they did a good job and
that you are proud of them.
“You’re proud of them” is not separate; you are
telling the children two things.

Test by asking: Can I separate these thoughts
and still have the same meaning?
No:
 You are proud of them.
Yes:
 Tell the children that you are proud of them.

Use “that” as a pronoun.
 Allow the children to make up words that rhyme
if that is what they are able to do.
“That” = making up words that rhyme

Take a break!
See you back here in 10 minutes.

Defining terms

Defining terms
Where should we define terms?
 As close to the word or phrase as possible.
When should we define terms?
 One time in each lesson, the first time it is
used.

Defining terms
For example:
Point to the words as they are being read or
sung to model directionality and one-to-one
correspondence. One-to-one correspondence
involves the adult pointing to the words as they
are read aloud.

Defining terms
Definition is too far away from term:
Take a book walk by looking at the pages. Once
the class has looked at each page, ask the children
what they predict the book will be about. Ask what
they believe they can learn from this book. A book
walk is a previewing strategy in which the children
look at the pictures in the book and discuss what is
seen to get an idea about what is happening.

Lists

Lists
Be consistent when creating a list.
 Begin with the same part of speech (e.g. a
noun, verb, or adjective).
 Use parallel structure.
 Parts of speech assist in parallel structure.

Lists
How can you tell whether it’s correct?
 Ask: Does each bullet flow seamlessly from
the introductory phrase?

Lists
For example:
Have the children name a primary color:
 Red
 Blue
 Yellow

Lists
Is this list written correctly?
Prepare for the lesson:
 Display a poster with the color words.
 Label each color with the written word.
 Include a shape of that color.

Lists
Bring items for the lesson:
 A picture of each animal on display.
 A label for each animal on a separate sheet of
paper.
 Tape for the children to attach the label to the
correct animal.

Lists
During the lesson:
 The children will label each color with the
written word.
 Allow the children draw a shape in that color.

Lists
Answer: No, not consistent
During the lesson:
 The children will label each color with the
written word.
 Allow the children draw a shape in that color.

Lists
Prepare for the lesson:
 Color words on display.
 Labels on a separate sheet.
 Shape stickers in a box.

Lists
Answer: Yes!
Be sure to place:
 Color words on display.
 Labels on a separate sheet.
 Shape stickers in a box.

Brevity

Brevity
“Brevity is the soul of wit.”
– Hamlet, William Shakespeare
“I have made this letter longer because I have
not had the time to make it shorter.”
– Blaise Pascal, French mathematician, scientist,
and writer

Brevity
As the old saying goes:
The more you say, the less people remember.

Brevity
A (brief) definition:
 Using few words
 Being concise
 No unnecessary words or information

Brevity
Purpose: Effective communication
 Reduce redundancy
 Improve reader comprehension
 Maintain the flow of information

Brevity
What are some good ways to ensure we’re
writing concisely?
 Write the message as simply as possible.
 Read the text out loud.
 Ask: What can I leave out and the sentence still
make sense and have the same meaning?

Brevity
Don’t make the reader struggle to get to the point.
Write the message as simply as possible.
Your turn:
 Make sure to point to the words as they are being
read or sung to model directionality and one-to-one
correspondence.
 You are going to give them two clues about one of
the picture cards.

Brevity
Answer:
 Make sure to point to the words as they are
being read or sung to model directionality and
one-to-one correspondence.
 You are going to give them two clues about
one of the picture cards.

Brevity
Read the text out loud. Delete anything that
sounds strange.
Your turn:
 Since the words shorter and longer are rhyming
words, play games that involve the child
identifying a rhyming word with another word.
 Now we’re going to read the words in the
book to find out what words the author wrote.

Brevity
Answer:
 Since the words shorter and longer are
rhyming words, play games that involve the
child identifying a rhyming word with another
word.
 Now we’re going to read the words in the
book to find out what words the author
wrote.

Brevity
What can we delete without changing the meaning?
 This will allow the child the opportunity to preview
the main ideas of the story.
 Give the children approximately three to five
minutes to work with their partners.
 For example, you might say: This book made me
think of my family and all of the fun things we
do together.

Brevity
This will allow the child the opportunity to
preview the main ideas of the story.
Give the children approximately three to five
minutes to work with their partners.
For example, you might say: This book made
me think of my family and all the fun things
we do together.

Comprehension

Comprehension
Help readers understand quickly and easily.
 Order procedures chronologically
 Group like things together

Comprehension
For example:
Guide each child to select a cookie cutter for
making a constellation. Pour white glue into a
flat dish. Have a flat dish of glitter nearby and a
piece of black or dark blue construction paper
for each child with her name written on a white
label on the paper. Have each child dip the
cookie cutter into the glue, then into the glitter,
and press it onto the paper.

Comprehension
1. Guide each child to select a cookie cutter for
making a constellation.
2. Pour white glue into a flat dish.
3. Have a flat dish of glitter nearby and a piece
of black or dark blue construction paper for
each child with her name written on a white
label on the paper.
4. Have each child dip the cookie cutter into
the glue, then into the glitter, and press it
onto the paper.

Comprehension
1. Guide each child to select a cookie cutter for
making a constellation.
2. Give each child a piece of black or dark blue
construction paper with her name written on
a white label on the paper.
3. Pour white glue into a flat dish.
4. Have a flat dish of glitter nearby.
5. Have each child dip the cookie cutter into
the glue, then into the glitter, and press it
onto the paper.

Comprehension
Guide each child to select a cookie cutter for
making a constellation. Give each child a piece
of black or dark blue construction paper with her
name written on a white label on the paper.
Pour white glue into a flat dish. Have a flat dish
of glitter nearby.
Have each child dip the cookie cutter into the
glue, then into the glitter, and press it onto the
paper.

Comprehension
For example:
No – Say a sentence from the book that
contains six words or fewer.
Yes – Say a sentence from the book that
contains six or fewer words.

Comprehension
Substitute another word to check:
contains six words or five.
Maybe – Say a sentence from the book that
contains six or five words.
Yes - Say a sentence from the book that
contains five or six words.
contains five words or six.

Consistency
Consistency is key for efficiency and
comprehension.
 911, not 9-1-1
 ABCs, not ABC’s
 uppercase / lowercase
 Not upper case, lower case
 Not upper and lower case

Proofreading

Proofreading
Aoccdrnig to a rseearch taem at Cmabrigde
Uinervtisy, it deosn't mttaer in waht oredr the
ltteers in a wrod are. The olny iprmoatnt tihng is
taht the frist and lsat ltteer be in the rghit pclae.
The rset can be a taotl mses and you can sitll
raed it wouthit a porbelm. Tihs is bcuseae the
huamn mnid deos not raed ervey lteter by istlef,
but the wrod as a wlohe.
Amzanig, huh?

Proofreading
What spell-check doesn’t catch:
I halve a spelling checker,
It came with my pea see.
It plainly marks four my revue
Mistakes I dew knot sea.

Proofreading
Tips:
 Sleep on it
 Read it out loud
 Read it backwards

Proofreading
Your turn:
Practice Section
Using the book, discuss with the children the
many colors the illustrator used in this book.
Have the children name some of the colors
used in the pictures.
Desired Behaviors: Name the pictures used in
the illustrations.

Proofreading
Answer:
Practice Section
Using the book, discuss with the children the
many colors the illustrator used in this book.
Have the children name some of the colors
used in the pictures.
Desired Behaviors: Name the pictures colors
used in the illustrations.

Additional tips
Search/replace:
 “a __” to replace with “a(n) __”
 “reenact” to replace with “re-enact”
 “utilize” to replace with “use”
 “utilizing” to replace with “using”
 Lesson keywords for underlining

Questions?
What other questions do you have?
Any additional comments or observations?

Keys to Consistency

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