This document provides information about a lesson on Yosemite National Park, including:
- The big question being addressed is how Yosemite reflects the unique qualities of the West.
- The lesson will cover vocabulary, fluency exercises, grammar lessons on clauses and complex sentences, spelling words, and content about the West, Sierra Nevada mountains, types of rocks, glaciers, and redwood forests.
- Each day's lesson will begin with a question of the day to focus learning and activities will include reading passages, graphic organizers, partner reading, and more.
The document discusses ways to avoid repetition in writing by using pronouns and alternative nouns in place of repeated nouns. It provides examples of sentences with and without repetition and activities for identifying pronouns and rewriting sentences to avoid repetition. Pronouns take the place of nouns and can help create more varied and engaging writing.
in this ppt we discuss about article topic which is aimportant topic of english grammmer and manish kumar created this presentation,who is owner of http://exclusivestoke.com
The document provides instruction on teaching articles to students. It explains that there are two types of articles: definite ("the") and indefinite ("a"/"an"). Examples are given for the use of each article type. An activity is then described where the teacher first explains the lesson with examples, students complete activities together, and a review is conducted to check understanding. The benefits of the activity are that it helps students identify article types and correctly use them in speech and writing.
9-9 Subject-Verb Agreement with Long Noun PhrasesAnne Agard
We use singular verbs with singular subjects and plural verbs with plural subjects. When determining the subject of a sentence, focus on the main noun closest to the verb, not other words in the phrase. Verbs must agree with the subject regardless of additional words that come before or after the main subject.
This document provides an introduction to articles in English grammar. It defines articles as words that identify or modify nouns. There are two main types of articles: indefinite articles (a, an) and definite articles (the). Indefinite articles are used with non-specific or unknown nouns, while definite articles are used with specific or known nouns. The document goes on to explain rules for using indefinite and definite articles, including exceptions when articles are omitted. Examples are provided throughout to illustrate the rules and proper usage of articles.
Prepositions are words that link nouns, pronouns, and phrases to other words in a sentence. There are prepositions of place that indicate location like "in" and "on", prepositions of time like "during" and "before", and prepositions of direction like "down" and "along". Conjunctions link words, phrases, and clauses. The main types are coordinating conjunctions like "and" and "but", and correlative conjunctions that come in pairs like "either/or". Articles are "a", "an", and "the". "A" and "an" are indefinite articles used with nouns being introduced. "The" is the definite article used when the
This document provides information on sentence types and structures:
- It defines simple, compound, and complex sentences. Simple sentences have one subject and one predicate, compound sentences join two independent clauses, and complex sentences have one independent and one dependent clause.
- The key parts of a sentence are identified as the subject, which indicates what the sentence is about, and the predicate, which describes the subject.
- Common sentence problems like fragments, run-ons, and comma splices are explained along with ways to fix them such as adding a subject or predicate, using coordinating conjunctions, or setting off clauses with commas.
- Joining sentences in various ways using FANBOYS conjunctions and semic
The document discusses run-on sentences and provides examples of comma splices and fused sentences. It explains that a run-on sentence contains multiple ideas without proper punctuation, which makes it confusing. It also defines comma splices as using only a comma to join two independent clauses, and fused sentences as joining two independent clauses without any punctuation. The document recommends using a period, semicolon, or conjunction word to correctly join two complete sentences. It provides additional tips on limiting the number of clauses in a single sentence to avoid confusion.
The document discusses ways to avoid repetition in writing by using pronouns and alternative nouns in place of repeated nouns. It provides examples of sentences with and without repetition and activities for identifying pronouns and rewriting sentences to avoid repetition. Pronouns take the place of nouns and can help create more varied and engaging writing.
in this ppt we discuss about article topic which is aimportant topic of english grammmer and manish kumar created this presentation,who is owner of http://exclusivestoke.com
The document provides instruction on teaching articles to students. It explains that there are two types of articles: definite ("the") and indefinite ("a"/"an"). Examples are given for the use of each article type. An activity is then described where the teacher first explains the lesson with examples, students complete activities together, and a review is conducted to check understanding. The benefits of the activity are that it helps students identify article types and correctly use them in speech and writing.
9-9 Subject-Verb Agreement with Long Noun PhrasesAnne Agard
We use singular verbs with singular subjects and plural verbs with plural subjects. When determining the subject of a sentence, focus on the main noun closest to the verb, not other words in the phrase. Verbs must agree with the subject regardless of additional words that come before or after the main subject.
This document provides an introduction to articles in English grammar. It defines articles as words that identify or modify nouns. There are two main types of articles: indefinite articles (a, an) and definite articles (the). Indefinite articles are used with non-specific or unknown nouns, while definite articles are used with specific or known nouns. The document goes on to explain rules for using indefinite and definite articles, including exceptions when articles are omitted. Examples are provided throughout to illustrate the rules and proper usage of articles.
Prepositions are words that link nouns, pronouns, and phrases to other words in a sentence. There are prepositions of place that indicate location like "in" and "on", prepositions of time like "during" and "before", and prepositions of direction like "down" and "along". Conjunctions link words, phrases, and clauses. The main types are coordinating conjunctions like "and" and "but", and correlative conjunctions that come in pairs like "either/or". Articles are "a", "an", and "the". "A" and "an" are indefinite articles used with nouns being introduced. "The" is the definite article used when the
This document provides information on sentence types and structures:
- It defines simple, compound, and complex sentences. Simple sentences have one subject and one predicate, compound sentences join two independent clauses, and complex sentences have one independent and one dependent clause.
- The key parts of a sentence are identified as the subject, which indicates what the sentence is about, and the predicate, which describes the subject.
- Common sentence problems like fragments, run-ons, and comma splices are explained along with ways to fix them such as adding a subject or predicate, using coordinating conjunctions, or setting off clauses with commas.
- Joining sentences in various ways using FANBOYS conjunctions and semic
The document discusses run-on sentences and provides examples of comma splices and fused sentences. It explains that a run-on sentence contains multiple ideas without proper punctuation, which makes it confusing. It also defines comma splices as using only a comma to join two independent clauses, and fused sentences as joining two independent clauses without any punctuation. The document recommends using a period, semicolon, or conjunction word to correctly join two complete sentences. It provides additional tips on limiting the number of clauses in a single sentence to avoid confusion.
This document provides guidance on using commas correctly in sentences. It discusses how commas are used to separate items in a series, set off nonessential clauses and phrases, and join independent clauses in compound sentences. Examples are given to illustrate the proper use of commas with clauses, phrases, adjectives, and in compound and complex sentences. Common comma errors like comma splices are also explained along with how to correct them.
This document provides definitions and examples of different sentence types that can be used in writing, including BOYS sentences, sentences with similes, sentences with lists of adjectives or questions, and sentences using conjunctions. It explains the structure of each sentence type through short examples. The document aims to help improve writing skills by teaching various patterns for constructing different kinds of sentences.
The document provides examples of different types of sentences that can be used when writing. Some of the examples include:
- Sentences that use descriptive adjectives to create vivid images for the reader.
- Sentences that highlight a character's emotions through the use of emotion words at the beginning.
- Compound sentences using semicolons to introduce arguments or details.
- Short sentences using one or two words for dramatic effect or dialogue between characters.
The document aims to showcase a variety of sentence structures that can enhance writing by making it more engaging, descriptive and emotionally impactful for the reader.
He was a friendly man most of the time, but he could be really nasty. It was a warm day, yet storm clouds gathered over the distant mountains. Imagine a time when people were not afraid, when life was much simpler, when everyone helped each other: this is a story about that time.
This document provides instruction on proper comma usage, including rules for compound sentences, introductory clauses, essential and nonessential phrases and clauses, items in a series, adjectives, and correcting comma splices. Examples are given for each rule with explanations of where commas should or should not be placed according to grammar guidelines.
There are six types of adjectives: regular, proper, predicate, article, comparative, and superlative. Regular adjectives describe nouns and other adjectives. Proper adjectives are capitalized and formed from proper nouns. Predicate adjectives follow linking verbs and describe the subject. Articles include a, an, and the and point to specific nouns. Comparative adjectives use -er or more to compare two things, while superlative adjectives use -est or most to compare more than two things. Whatever form is used for the comparative must also be used for the superlative.
This document discusses the three main types of sentences: simple, compound, and complex. A simple sentence contains one subject and one predicate. A compound sentence contains at least two independent clauses joined with a coordinating conjunction or semicolon. A complex sentence contains one independent clause and at least one dependent clause joined by a subordinating conjunction. It provides examples of each sentence type and discusses the basic elements that make up each one.
The document defines and compares definite and indefinite articles in English. It notes that the definite article is "the" and is used to refer to things already mentioned. The indefinite articles are "a" and "an" and are used for things not yet mentioned. It provides examples of when to use each type of article with singular and plural nouns, nouns beginning with consonants vs. vowels, proper nouns, superlatives and other cases.
Punctuation marks are used in writing to separate words into sentences, clauses, and phrases to clarify meaning. The document provides examples of the most commonly used punctuation marks - the period, question mark, comma, semicolon, colon, exclamation point, and apostrophe - and explains their typical uses. It also discusses some useful spelling rules, such as rules regarding words ending in "v", the placement of "i" and "e", forming plurals, dropping or keeping silent "e"s, doubling consonants, words containing "q", and adding prefixes.
This document defines and provides examples of different types of phrases, including noun phrases, verb phrases, adjective phrases, prepositional phrases, and adverbial phrases. It discusses the head and optional elements that can precede or follow the head in each phrase type. It also describes the syntactic functions phrases can serve, such as modifiers of nouns or verbs. The document provides examples to illustrate the different phrase structures and functions.
The document discusses the use of articles in English. It explains that there are definite ("the") and indefinite ("a"/"an") articles. The definite article refers to specific nouns, while the indefinite article refers to non-specific nouns. It provides examples of when to use definite vs. indefinite articles with countable and uncountable nouns. It also discusses geographical uses of articles and cases when articles are omitted.
The definite article 'the' is the same in Spanish for all genders and numbers. It is used for specific or known nouns, proper nouns like family names, geographic points, and bodies of water. The indefinite articles 'a' and 'an' refer to something not yet mentioned and are used before singular nouns. Use 'a' before nouns starting with consonant sounds and 'an' before nouns starting with vowel sounds, regardless of spelling. Plural nouns do not take indefinite articles.
Nouns are names of people, places, things or ideas. There are two types of nouns: common nouns and proper nouns. Common nouns refer to general categories and are not capitalized, such as "dog" or "ocean". Proper nouns name specific people, places or things and are always capitalized, like "Canada" or "Sophia". The document provides examples to illustrate the difference between common and proper nouns.
The document discusses different types of sentences and clauses. It defines simple, compound, and complex sentences. It also defines different clause types including main clauses and subordinate clauses. Finally, it analyzes clause elements such as subjects, objects, complements, and adverbials from both syntactic and semantic perspectives.
This document discusses different types of sentences and clauses, including simple, compound, and complex sentences. It also covers clause elements such as subjects, objects, complements, and adverbials. Key points include:
- Simple sentences contain one independent clause, compound sentences contain two or more independent clauses, and complex sentences contain one main clause and one or more subordinate clauses.
- Clause elements include subjects, objects, complements, and adverbials. Subjects typically play an agentive role, objects an affected role.
- Concord rules require agreement between subjects and verbs in number and person. Collective nouns are grammatically singular but notionally plural.
- Passive transformations change the gram
This document discusses English grammar articles - indefinite articles like "a" and "an", and the definite article "the". It explains the different uses of these articles, including when to use them with singular countable nouns, occupations, measurements, newspapers, organizations, and other specific nouns. It also covers when not to use articles, such as with countries, continents, cities, streets, illnesses, abstract nouns, and certain prepositional phrases.
The definite article "the" is used before nouns that are specific or defined. There are a few key uses of the definite article:
1) Before singular and plural nouns that are unique, such as "the Earth" or refer to an entire class, such as "the whale" representing all whales.
2) When the noun is previously mentioned or modified by additional information like "the girl in the blue dress."
3) With superlative adjectives or ordinals like "the tallest building."
The definite article is also used with names of languages, dances, newspapers, and geographical areas and directions.
Articles in English (A, and, the, and the zero article)alpkaangokce
This document discusses the use of articles (a, an, the) in English. It explains that "a" and "an" are used with singular countable nouns to refer to unspecified things, while "the" is used to refer to specific or defined things. It provides many examples of when each article is used or not used with different types of nouns like countable vs. uncountable nouns. It also discusses exceptions for using "the" with place names and country names.
Writing tips for students and beginning writers. It's no frills because it relies on a teacher to add context verbally. Take it, bend it, shape it any way you want.
This document provides guidance on using commas correctly in sentences. It discusses how commas are used with clauses, phrases, adjectives, and lists. Independent and dependent clauses are defined, as are essential and nonessential phrases. Guidelines are given for placing commas before coordinating conjunctions in compound sentences, around introductory dependent clauses, and within a series of three or more items. Common comma errors like comma splices are also explained, along with how to correctly punctuate different sentence structures.
The document contains several passages with different purposes:
- Some passages contain facts or true information and are intended to inform the reader.
- Other passages contain fictional stories and are intended to entertain the reader.
- Several passages attempt to persuade the reader to do something, such as purchase a product.
This document provides a lesson on identifying causes and effects in stories. It includes examples of cause-effect relationships and prompts students to analyze causes and effects in a sample story. The document explains that an effect is what happens, a cause explains why, and clue words can signal cause-effect relationships. Students are asked to identify causes and effects in scenarios from the story, such as why a hippo got in the water (cause: it was hot, effect: it got in the water) and why a stranger ran away when he opened his eyes (cause: he looked scared, effect: he tried to run away).
This document provides guidance on using commas correctly in sentences. It discusses how commas are used to separate items in a series, set off nonessential clauses and phrases, and join independent clauses in compound sentences. Examples are given to illustrate the proper use of commas with clauses, phrases, adjectives, and in compound and complex sentences. Common comma errors like comma splices are also explained along with how to correct them.
This document provides definitions and examples of different sentence types that can be used in writing, including BOYS sentences, sentences with similes, sentences with lists of adjectives or questions, and sentences using conjunctions. It explains the structure of each sentence type through short examples. The document aims to help improve writing skills by teaching various patterns for constructing different kinds of sentences.
The document provides examples of different types of sentences that can be used when writing. Some of the examples include:
- Sentences that use descriptive adjectives to create vivid images for the reader.
- Sentences that highlight a character's emotions through the use of emotion words at the beginning.
- Compound sentences using semicolons to introduce arguments or details.
- Short sentences using one or two words for dramatic effect or dialogue between characters.
The document aims to showcase a variety of sentence structures that can enhance writing by making it more engaging, descriptive and emotionally impactful for the reader.
He was a friendly man most of the time, but he could be really nasty. It was a warm day, yet storm clouds gathered over the distant mountains. Imagine a time when people were not afraid, when life was much simpler, when everyone helped each other: this is a story about that time.
This document provides instruction on proper comma usage, including rules for compound sentences, introductory clauses, essential and nonessential phrases and clauses, items in a series, adjectives, and correcting comma splices. Examples are given for each rule with explanations of where commas should or should not be placed according to grammar guidelines.
There are six types of adjectives: regular, proper, predicate, article, comparative, and superlative. Regular adjectives describe nouns and other adjectives. Proper adjectives are capitalized and formed from proper nouns. Predicate adjectives follow linking verbs and describe the subject. Articles include a, an, and the and point to specific nouns. Comparative adjectives use -er or more to compare two things, while superlative adjectives use -est or most to compare more than two things. Whatever form is used for the comparative must also be used for the superlative.
This document discusses the three main types of sentences: simple, compound, and complex. A simple sentence contains one subject and one predicate. A compound sentence contains at least two independent clauses joined with a coordinating conjunction or semicolon. A complex sentence contains one independent clause and at least one dependent clause joined by a subordinating conjunction. It provides examples of each sentence type and discusses the basic elements that make up each one.
The document defines and compares definite and indefinite articles in English. It notes that the definite article is "the" and is used to refer to things already mentioned. The indefinite articles are "a" and "an" and are used for things not yet mentioned. It provides examples of when to use each type of article with singular and plural nouns, nouns beginning with consonants vs. vowels, proper nouns, superlatives and other cases.
Punctuation marks are used in writing to separate words into sentences, clauses, and phrases to clarify meaning. The document provides examples of the most commonly used punctuation marks - the period, question mark, comma, semicolon, colon, exclamation point, and apostrophe - and explains their typical uses. It also discusses some useful spelling rules, such as rules regarding words ending in "v", the placement of "i" and "e", forming plurals, dropping or keeping silent "e"s, doubling consonants, words containing "q", and adding prefixes.
This document defines and provides examples of different types of phrases, including noun phrases, verb phrases, adjective phrases, prepositional phrases, and adverbial phrases. It discusses the head and optional elements that can precede or follow the head in each phrase type. It also describes the syntactic functions phrases can serve, such as modifiers of nouns or verbs. The document provides examples to illustrate the different phrase structures and functions.
The document discusses the use of articles in English. It explains that there are definite ("the") and indefinite ("a"/"an") articles. The definite article refers to specific nouns, while the indefinite article refers to non-specific nouns. It provides examples of when to use definite vs. indefinite articles with countable and uncountable nouns. It also discusses geographical uses of articles and cases when articles are omitted.
The definite article 'the' is the same in Spanish for all genders and numbers. It is used for specific or known nouns, proper nouns like family names, geographic points, and bodies of water. The indefinite articles 'a' and 'an' refer to something not yet mentioned and are used before singular nouns. Use 'a' before nouns starting with consonant sounds and 'an' before nouns starting with vowel sounds, regardless of spelling. Plural nouns do not take indefinite articles.
Nouns are names of people, places, things or ideas. There are two types of nouns: common nouns and proper nouns. Common nouns refer to general categories and are not capitalized, such as "dog" or "ocean". Proper nouns name specific people, places or things and are always capitalized, like "Canada" or "Sophia". The document provides examples to illustrate the difference between common and proper nouns.
The document discusses different types of sentences and clauses. It defines simple, compound, and complex sentences. It also defines different clause types including main clauses and subordinate clauses. Finally, it analyzes clause elements such as subjects, objects, complements, and adverbials from both syntactic and semantic perspectives.
This document discusses different types of sentences and clauses, including simple, compound, and complex sentences. It also covers clause elements such as subjects, objects, complements, and adverbials. Key points include:
- Simple sentences contain one independent clause, compound sentences contain two or more independent clauses, and complex sentences contain one main clause and one or more subordinate clauses.
- Clause elements include subjects, objects, complements, and adverbials. Subjects typically play an agentive role, objects an affected role.
- Concord rules require agreement between subjects and verbs in number and person. Collective nouns are grammatically singular but notionally plural.
- Passive transformations change the gram
This document discusses English grammar articles - indefinite articles like "a" and "an", and the definite article "the". It explains the different uses of these articles, including when to use them with singular countable nouns, occupations, measurements, newspapers, organizations, and other specific nouns. It also covers when not to use articles, such as with countries, continents, cities, streets, illnesses, abstract nouns, and certain prepositional phrases.
The definite article "the" is used before nouns that are specific or defined. There are a few key uses of the definite article:
1) Before singular and plural nouns that are unique, such as "the Earth" or refer to an entire class, such as "the whale" representing all whales.
2) When the noun is previously mentioned or modified by additional information like "the girl in the blue dress."
3) With superlative adjectives or ordinals like "the tallest building."
The definite article is also used with names of languages, dances, newspapers, and geographical areas and directions.
Articles in English (A, and, the, and the zero article)alpkaangokce
This document discusses the use of articles (a, an, the) in English. It explains that "a" and "an" are used with singular countable nouns to refer to unspecified things, while "the" is used to refer to specific or defined things. It provides many examples of when each article is used or not used with different types of nouns like countable vs. uncountable nouns. It also discusses exceptions for using "the" with place names and country names.
Writing tips for students and beginning writers. It's no frills because it relies on a teacher to add context verbally. Take it, bend it, shape it any way you want.
This document provides guidance on using commas correctly in sentences. It discusses how commas are used with clauses, phrases, adjectives, and lists. Independent and dependent clauses are defined, as are essential and nonessential phrases. Guidelines are given for placing commas before coordinating conjunctions in compound sentences, around introductory dependent clauses, and within a series of three or more items. Common comma errors like comma splices are also explained, along with how to correctly punctuate different sentence structures.
The document contains several passages with different purposes:
- Some passages contain facts or true information and are intended to inform the reader.
- Other passages contain fictional stories and are intended to entertain the reader.
- Several passages attempt to persuade the reader to do something, such as purchase a product.
This document provides a lesson on identifying causes and effects in stories. It includes examples of cause-effect relationships and prompts students to analyze causes and effects in a sample story. The document explains that an effect is what happens, a cause explains why, and clue words can signal cause-effect relationships. Students are asked to identify causes and effects in scenarios from the story, such as why a hippo got in the water (cause: it was hot, effect: it got in the water) and why a stranger ran away when he opened his eyes (cause: he looked scared, effect: he tried to run away).
This document provides examples of cause and effect relationships and instructs the reader to identify the cause and effect in each example. It explains that the cause is what makes something happen, while the effect is what occurs as a result. Examples provided include a rapidly moving stream causing erosion that carves out a canyon, and a squirrel clutching its food to watch for dangers, where the dangers in the forest are the effect caused by the need to hunt for food.
This document describes an activity to teach students to distinguish between facts and opinions. The activity involves students reading sentences and passages and identifying whether they contain a fact or opinion. If students state their answer as a question, the document provides feedback asking them to explain their reasoning or rephrase as a statement. The goal is to help students recognize the difference between objective facts versus subjective opinions.
This document discusses the difference between facts and opinions. It provides examples of factual statements that can be proven true or false through research, such as "Mercury is the planet closest to the sun" and "Monkeys are mammals." The document also gives examples of opinions that represent personal beliefs and judgments that cannot be proven true or false, using words like "best," "should," or "beautiful." While opinions may be supported with facts or logic, they remain opinions rather than facts. Some statements can contain both factual and opinion elements. The document encourages readers to identify facts versus opinions in what they read.
The document provides information about a story called "Grace and the Time Machine" including that it was written by Mary Hoffman and is a play. It also lists vocabulary words that will be used in the story and questions related to using imagination. The questions focus on what can be accomplished through imagination.
Rosie, a puppy, attended puppy kindergarten where she learned how to trust people. She also received at-home training where she learned how to be comfortable around different types of people and how to play games. Through an ASPCA program, Rosie further learned obedience skills, how to work around hospital equipment, and how to get used to being handled in different ways.
The document discusses sequence and time order words that provide clues about the order in which events happen in a story. It explains words like first, next, then, finally, in the morning, after that, later that day and other time words like yesterday, Saturday, April, winter. It then presents a story and asks the reader to identify the sequence clue words. The story is about a boy who meets his new friend Mickey during a ball game at recess. Later that day they play in a softball game and are on the winning team. After the game they trade baseball cards and the friend asks a question, after which they walk to the bus stop. The next morning the boy answers his friend's question and his parents say
The document provides information about an upcoming lesson on how weather patterns affect lives, including learning objectives such as building concepts, using graphic sources, making predictions, building background knowledge, vocabulary, grammar focusing on verb tenses, spelling practice on compound words, and learning about storms. Key topics that will be covered include hurricanes, tornadoes, thunderstorms, and storm safety. Students will develop their fluency, grammar, and spelling skills while building knowledge about weather phenomena and how they impact people.
The document provides guidance on identifying the main idea of a story or text. It explains that the main idea is what the story is mostly about and focuses on what finally happened. It introduces a mnemonic device using fingers to help remember the components of main idea - who, did what, where, when, why. The document walks through an example of finding the main idea of the story "Too Many Tamales" using this technique.
This document provides information about the genre, author, and big question of the reading selection. It is a fantasy by author Lynne Cherry that asks the big question of how living things are connected. It provides a schedule and list of vocabulary words to guide instruction for the week, including words like canopy, dangle, and pollinate. It also gives an overview of the daily lessons which will focus on building concepts, generalizing, story structure, vocabulary, grammar, spelling and protecting the environment.
The document provides information about a book titled "Because of Winn-Dixie" by Kate DiCamillo, which is classified as realistic fiction. It also lists vocabulary words and spelling words related to short vowels for a lesson. The document outlines an instructional plan that addresses concepts like sequence, summarizing, vocabulary, grammar, spelling and diversity.
The document is a reading passage about animal migration patterns from the book of photo essays by Chris Van Allsburg. It includes vocabulary words related to the passage like biologist, bluff, lagoon, and zone. It also includes questions about what patterns guide animal lives and what mysteries of whales Adelina may try to unlock.
This document provides information about phrases and clauses. It defines different types of phrases, including noun phrases, adverbial phrases, and preposition phrases. It also distinguishes between main clauses and subordinate clauses. Main clauses can stand alone as a complete thought, while subordinate clauses provide additional information and do not stand alone. Examples are used throughout to illustrate different phrases and clauses.
This document discusses adverbs and adverbials. It defines adverbs as words that modify verbs, adjectives, other adverbs, and clauses. Adverbs do not always end in "ly" and words ending in "ly" are not always adverbs. An adverbial is a string of words that functions to modify. There are four common types of adverbials: prepositional phrases, noun phrases, subordinate clauses, and non-finite clauses. The document provides examples of adverbials, such as prepositional phrases adding description. It also discusses fronted adverbials and concerns about overemphasizing them in English teaching.
This document discusses adverbs and adverbials. It defines adverbs as words that modify verbs, adjectives, other adverbs, and clauses. Adverbs do not always end in "ly" and words ending in "ly" are not always adverbs. An adverbial is a string of words that functions to modify. There are four common types of adverbials: prepositional phrases, noun phrases, subordinate clauses, and non-finite clauses. The document provides examples of adverbials, such as prepositional phrases adding description. It also discusses fronted adverbials and concerns about overemphasizing them in English teaching.
The Noun Phrase - Power up your description - Writing skillsKinga Brady
A three-part teaching material about powering up description, making writing effective with understanding the use of expanded noun phrases - some pages have timed elements and other animation; it is best to download it and watch it in slideshow mode
This document provides information about adverbs including their definition, use, form and types. It discusses how adverbs modify verbs, adjectives and other adverbs to express manner, place, time or degree. It distinguishes between adjectives and adverbs and provides examples of each. The document also describes different types of adverbs such as adverbs of time, place, degree, manner and frequency. It discusses adverbial phrases and prepositional phrases. Finally, it covers how most adverbs are formed by adding -ly to adjectives and lists some irregular adverb forms.
This document provides information about adverbs including their definition, use, form and types. It discusses how adverbs modify verbs, adjectives and other adverbs to express manner, place, time or degree. It distinguishes between adjectives and adverbs and provides examples of each. The document also describes different types of adverbs such as adverbs of time, place, degree, manner and frequency. It discusses adverbial phrases and prepositional phrases. Finally, it covers the formation of adverbs from adjectives, including those ending in -ly, -le, -y and some irregular forms. The document is intended to teach students about the use and formation of adverbs in the English language.
This document provides information about adverbs including their definition, differences between adverbs and adjectives, how adverbs are used, types of adverbs (time, place, manner, etc.), and how adverbs are formed. It discusses how adverbs can modify verbs, adjectives, and other adverbs. It also covers irregular adverb forms, adverb phrases, and prepositional phrases. Examples are provided throughout to illustrate the different uses and forms of adverbs.
This document provides information about adverbs including their definition, differences between adverbs and adjectives, how adverbs are used, types of adverbs (time, place, manner, etc.), and how adverbs are formed. It discusses how adverbs can modify verbs, adjectives, and other adverbs. It also covers irregular adverb forms, adverb phrases, and prepositional phrases. Examples are provided throughout to illustrate the different uses and forms of adverbs.
This document provides information about a book titled "Grandfather's Journey." It was written by Allen Say and is a historical fiction genre. The big question posed is "What can we learn about the United States as we travel?"
English 1-presentation-1227403626657192-8eegiiamraa
The document discusses the eight parts of speech in English grammar. It focuses on nouns, describing the different types of nouns including proper nouns, common nouns, abstract nouns, countable nouns, uncountable nouns, and collective nouns. It also discusses noun gender and how to make nouns plural, as well as possessive nouns.
The document discusses the key components of paragraphs, including topic sentences. A paragraph contains related sentences that develop a main idea and has an introduction, body, and conclusion. A topic sentence states the main idea and controls the other sentences in the paragraph. Topic sentences can be stated at the beginning, middle, or end of a paragraph or implied. The positions and types of topic sentences are illustrated with multiple examples.
Adjectives are words that describe or modify nouns. There are different types of adjectives including descriptive, limiting, and predicate adjectives. Adjectives typically come before the nouns they modify and follow a general order based on their meaning or function. They also have comparative and superlative forms to indicate degree of comparison between people or things.
The document defines and provides examples of adverbs. It discusses how adverbs modify verbs, adjectives, and other adverbs. Adverbs often indicate time, place, frequency, manner, and purpose. They can have comparative and superlative forms. The document also discusses different types of adverbs and their typical positions in sentences.
This document provides information about different types of sentences: simple, compound, complex, and compound-complex. It defines what constitutes each type of sentence based on the number of independent and dependent clauses. For simple sentences, it notes they contain one independent clause. Compound sentences contain two or more independent clauses joined by coordinating conjunctions. Complex sentences have one independent clause and at least one dependent clause. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are given for each sentence type to illustrate their structures. Transitional words and phrases to connect sentences are also discussed.
This document defines adjectives and discusses their various uses and forms. It begins by defining adjectives as words that describe or modify nouns. It then covers the degrees of adjectives (positive, comparative, superlative), the order of adjectives in a series, capitalizing proper adjectives, and other adjective topics. The document provides many examples to illustrate adjective usage.
This document provides an overview of basic grammar concepts including parts of speech, sentence structure, tenses, and other elements. It defines key terms like nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. Examples are given for each part of speech. The document also discusses subjects and verbs, articles, sentences construction using SVO and SOV order, and different verb tenses like simple present, past, and future. The objective is to increase fluency in English by identifying commonly made grammar mistakes.
This document defines and describes adjectives. It notes that adjectives describe or modify nouns, and common adjectives include articles like "a", "an", and "the". Adjectives can also come before nouns in phrases or clauses. The document discusses the proper use and placement of adjectives, including degrees of comparison (positive, comparative, superlative) and irregular forms. It also addresses the differences between "less" and "fewer" and the correct use of object/subject forms with comparisons involving "than".
This document summarizes different types of phrases, including prepositional phrases, participial phrases, infinitive phrases, and appositive phrases. It provides examples and explanations of each type of phrase. Some key points covered include:
- A prepositional phrase includes a preposition and a noun or pronoun object. It can function as an adjective phrase or adverb phrase.
- A participial phrase contains a participle and modifies a noun like an adjective.
- A gerund is a verb form ending in "-ing" that functions as a noun, and a gerund phrase includes modifiers.
- An infinitive is a verb form beginning with "to" that can function as a noun, adjective,
The document provides background information about a reading passage titled "The Horned Toad Prince". It identifies the genre as a modern fairy tale and lists vocabulary words that appear in the story. It does not provide any details about the plot or characters. The purpose is to introduce vocabulary and give context before reading the passage.
This document provides information about an Encyclopedia Brown story including the genre, which is realistic fiction, and the author, Donald J. Sobol. It poses the question of how attention to detail can help solve a problem. The document also includes vocabulary words and questions related to the story.
The document discusses a timeline graphic that provides information about important years and events in the life and work of Jean-François Champollion. The timeline is used to answer questions about the year Champollion learned Coptic (1805), the confiscation of the Rosetta Stone by the British in 1800, Champollion's deciphering of Egyptian hieroglyphics in 1822, and that Champollion died in Paris.
- The document is a biography review that focuses on the question "How can knowing another language create understanding?".
- It includes vocabulary words, questions for each day of the week, and sections on building concepts, asking questions, vocabulary, fluency, grammar, spelling, and communication skills.
- The review explores how learning Egyptian hieroglyphics helped Jean Francois uncover the secrets of an ancient language and create new understanding between cultures.
This document discusses characters and setting in stories. It defines characters as people or animals in stories and setting as where and when the story takes place. It provides examples of figuring out the setting when it is not explicitly stated and uses clues like pictures. It also summarizes three stories and asks the reader to identify the story details match. The purpose is to help students comprehend characters and setting.
Here are some
tips for following directions:
1. Read all directions before starting.
2. Look for numbered steps and do them in order.
3. Ask questions if you don't understand something.
4. Double check measurements and ingredients.
5. Take your time and focus on each step.
6. Ask for help if needed. It's better than making a mistake.
Following directions carefully is important for success!
Grammar
Pronouns and Antecedents
the cook and I are going to
make a cake for the king
The cook and me are going to
make a cake for the king.
if anyone needs help,
This document provides guidance for teaching students to compare and contrast elements in texts over 3 weeks. It defines comparing as finding similarities and contrasting as finding differences. Graphic organizers like Venn diagrams and thinking maps are recommended to help students organize comparisons. Teachers should model comparing and contrasting through think-alouds and identify comparing/contrasting words. Suggested literature includes stories with comparable characters. Questions are provided to help students identify comparisons made by authors and connections to their own lives. The rationale is that comparing and contrasting is a critical thinking skill needed for reading proficiency.
This document provides information about an upcoming reading test. It will assess the story "Story Test" and include questions about the classroom webpage and reading quizzes. Students will also take an AR test. The document gives details about an upcoming assessment for students.
This document provides information about a book titled "The Big Question" by Brian Selznick. It is classified as a historical fiction genre. Key vocabulary words from the story are defined. Questions are provided about whether you can always believe what you see. Various activities and exercises related to vocabulary, fluency, grammar, spelling, and perception are outlined.
This document provides information about a reading passage. It identifies the genre as a Pourquoi Tale and notes that the author is Retold by MaryJoan Gerson. It poses the big question of how people have explained the pattern of day and night.
The passage provides background information about the job of the President of the United States. It states that the President is both the head of state and head of government of the United States. As chief executive, the President oversees the executive branch of the federal government and is commander-in-chief of the United States Armed Forces. The passage was written by Judith St. George and is an expository nonfiction text.
This document provides information about a reading passage for a student. It includes the title "Marven of the Great North Woods", the author Kathryn Lasky, and identifies the genre as biography. It then lists some vocabulary words that will be used in the passage, including words like "arcade", "study stack", and spelling words involving consonant pairs like "ng" and "ph".
This document contains summaries written by students in Mrs. Krauser's 3rd grade class. Each student provides clues to identify a person, place, thing, or creative work. The summaries identify games like Halo 3 and Jurassic Park, landmarks like the Sears Tower, animals like dinosaurs and dragons, holidays like Halloween, fictional characters like Optimus Prime, and more.
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
The document provides the schedule and activities for a classroom. It includes the big question for the day, which asks how we can work together to achieve a goal. The schedule lists the different activities the class will do throughout the day, including small group work, vocabulary lessons, reading assignments, and grammar lessons. It focuses on teamwork and working together to accomplish tasks.
This document provides information about a story for children. It includes the title of the story "What Jo Did" and the author "Charles R. Smith Jr." It also lists the genre as fiction. The document then provides a list of vocabulary words from the story, including basketball terms like "fouled" and "jersey" as well as other words like "marveled" and "speechless." It concludes by restating the big question that is the focus of the story: "How can we learn to appreciate the talents of others?" The summary is provided in 3 sentences as requested.
The document discusses sequence and order of events. It provides examples of time-order words like first, next, then, finally that indicate sequence. It also lists time-order expressions like in the morning, after that, later that day. Two short stories are presented that demonstrate using these sequence clue words to understand the order that events happened in. The document encourages the reader to write their own short paragraph using sequence clue words to outline the order of events.
The document discusses the importance of sequence and order in stories and events. It provides context around sequence words like first, next, then, and finally that indicate the order things happen in. It also discusses other time words like yesterday, Saturday, and April that provide context around when events occur. The document includes an example story and asks the reader to identify the sequence clue words in the story. It describes a series of events between two friends on a particular day and over subsequent days.
The 09 Days Tour to Skardu by road offers a breathtaking journey through some of Pakistan’s most spectacular landscapes. Skardu, nestled in the heart of the Karakoram mountain range, is renowned for its stunning vistas, crystal-clear lakes, and rugged terrain.
A list of budget-friendly things that families can do in San Antonio! Dive into its rich history and vibrant culture at iconic landmarks like the Alamo. Explore colorful Market Square and stroll along the scenic River Walk. Enjoy family-friendly fun at Brackenridge Park and capture breathtaking views at the Tower of the Americas—all without breaking the bank!
Explore Austin's dynamic history and cultural tapestry on a captivating journey. From its origins as Texas' capital to architectural marvels like the Texas State Capitol and cultural hubs such as the Driskill Hotel. Dive into its diverse heritage, legendary music scene, key historical moments, natural beauty, and vibrant culinary delights.
Our Bahrain Visa PowerPoint Presentation offers a detailed and comprehensive guide to the Bahrain visa application process. It is designed to assist travelers, travel agents, and businesses in navigating the various visa types, including tourist, business, work, student, and family visas. Each section provides an in-depth look at eligibility criteria, required documents, and step-by-step application procedures. Additionally, the presentation includes valuable tips for avoiding common application mistakes, an overview of processing times, and details on fees and payment methods. This presentation aims to ensure a smooth and successful visa application experience, making travel to Bahrain as seamless as possible.
Discover the exhilarating world of manta ray night snorkeling in Kona, Hawaii. Led by expert guides, participants witness these majestic creatures feeding on plankton under mesmerizing underwater lights. With stringent safety measures, environmental responsibility, and emergency preparedness, enjoy this unique adventure responsibly and securely with trusted tour operators.
The Inca Trail to Machu Picchu is an unforgettable adventure, blending stunning natural beauty with rich history. Over four days, trekkers traverse diverse landscapes, from lush cloud forests to high mountain passes, encountering ancient Inca ruins along the way. Each step brings you closer to the awe-inspiring sight of Machu Picchu, revealed at sunrise from the Sun Gate. The journey is challenging but incredibly rewarding, offering a profound sense of accomplishment. With its combination of breathtaking scenery and cultural significance, the Inca Trail to Machu Picchu is a must-do for those seeking an extraordinary adventure in Peru.
With the American Airlines name change policy, you can alter the incorrect name on your flight ticket/boarding pass without any fuss. Therefore, it’s essential to understand the major guidelines before requesting a name change/correction. However, if you still encounter any issues, you can navigate to the AA website or approach the airline over the phone. Additionally, you can talk with a flight expert at +1-866-738-0741 to get your problem fixed in a few minutes.
Traveling with Frontier Airlines through Boston Logan International Airport offers a budget-friendly and efficient experience. With the modern facilities at Terminal C, extensive services, and amenities provided by Frontier, passengers can enjoy a comfortable journey. Whether you're a frequent flyer or a first-time traveler, this guide aims to help you navigate BOS with ease and make the most of your trip.
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Passengers who request name modification after the risk-free period have to pay the United Airlines name change fee. Furthermore, in some cases, travelers have to pay the difference in fare if applicable. The airline doesn’t permit you to make other modifications (date change, fare classes, time, etc) under the name correction policy. Moreover, before you proceed, you must get all related information comprehensively. For that, you can call the consolidation desk at +1-800-865-1848 and get instant response.
9. TODAY WE WILL LEARN ABOUT:
Build Concepts
Main Idea
Graphic Organizers
Build Background
Vocabulary
Fluency: Model Phrasing
Grammar: Clauses and Complex Sentences
Spelling: Long u
The West
11. FLUENCY: MODEL PHRASING
Listen
as I read “The Volcano Wakes.”
As I read, notice how I group words in
a meaningful way. I will use phrasing
to keep related words grouped
together. Phrasing makes sentences
easier to understand.
Be ready to answer questions after I
finish.
12. FLUENCY: MODEL PHRASING
What
is the main idea of the
selection?
How was Mount St. Helens
formed?
13. CONCEPT VOCABULARY
earthquake – a shaking of Earth’s
surface caused by the sudden
breaking of masses of rock along a
fault
eruptions – processes of throwing
forth
volcano – opening in earth’s crust
through which steam, ashes, and lava
are forced out in periods of activity
Next Slide
20. PRIOR KNOWLEDGE
WHAT DO YOU KNOW ABOUT INTERESTING NATURAL
SIGHTS IN THE WEST?
K (What do you
know?)
W
(What would you
like to learn?)
L (What did you
learn?)
22. VOCABULARY WORDS
glacier – great mass of ice that
moves very slowly down a mountain
or along a valley or a land area
impressive – able to impress the
mind, feelings, conscience
naturalist – person who studies
living things
23. VOCABULARY WORDS
preserve – to keep from harm or
change; protect
slopes – land that goes up or down
at an angle
species – related living things
that share certain characteristics
wilderness – wild region with few
or no people living in it
24. MORE WORDS TO KNOW
altitudes – heights above Earth’s
surface
formations – things that are
formed
reservoir – a place where water is
collected and stored for use
(Next Slide)
31.
as we approached the water fall.
We slipped on the smoothe
rocks
As we approached the
waterfall, we slipped on the
smooth rocks.
what a amazing waterfall this is
What an amazing waterfall that
is!
32. CLAUSES & COMPLEX SENTENCES
As
our plane touched down, I
grew very excited.
This
is a complex sentence. It is
made up of two clauses, an
independent clause (underlined
twice) and a dependent clause
(underlined once.)
33. CLAUSES & COMPLEX SENTENCES
The
independent clause can stand
alone as a sentence; the
dependent clause cannot; it is a
sentence fragment.
34. CLAUSES & COMPLEX SENTENCES
A
clause is a group of words with
a subject and a verb.
A
dependent clause begins with a
word such as because or when. It
cannot stand alone as a sentence.
An
independent clause can stand
alone.
35. CLAUSES & COMPLEX SENTENCES
Dependent
Yosemite.
Clause: when we first saw
Independent
Clause: It was a
beautiful fall day.
A
sentence made up of a
dependent clause and an
independent clause is a complex
sentence.
36. CLAUSES & COMPLEX SENTENCES
Complex
Sentences: When we
first saw Yosemite, it was a
beautiful fall day. It was a
beautiful day when we first saw
Yosemite.
37. CLAUSES & COMPLEX SENTENCES
Other
words that often introduce
a dependent clause are
since, although, if, until, unless, as
, after, and before.
When
a dependent clause comes
first in a complex sentence, it is
followed by a comma.
38. CLAUSES & COMPLEX SENTENCES
IS THE UNDERLINED GROUP OF WORDS A DEPENDENT CLAUSE OR AN
INDEPENDENT CLAUSE?
When
we arrived at the
campground, the rain had stopped.
dependent clause
After
we ate our supper, we went
for a hike.
independent clause
39. CLAUSES & COMPLEX SENTENCES
IS THE UNDERLINED GROUP OF WORDS A DEPENDENT CLAUSE OR AN
INDEPENDENT CLAUSE?
We
dependent clause
I
hiked until the sun set.
would run if I saw a bear.
independent clause
Before
we went to bed, we lit a
campfire.
dependent clause
40. CLAUSES & COMPLEX SENTENCES
FIND THE CLAUSE THAT IS NAMED IN ( ).
Although
we started late, we
hiked fifteen miles. (dependent)
Although we started late
We
were pitching our tent when
we saw the bear. (dependent)
when we saw the bear
41. CLAUSES & COMPLEX SENTENCES
FIND THE CLAUSE THAT IS NAMED IN ( ).
As
we slowly moved away, the
bear looked up. (independent)
the bear looked up
45. TODAY WE WILL LEARN ABOUT:
Word Structure
Main Idea
Graphic Organizers
Vocabulary
Fluency: Echo Reading
Grammar: Clauses and Complex Sentences
Spelling: Long u
Science: Sierra Nevada
Science: Types of Rocks
The West
49. FLUENCY: ECHO READING
Turn
to page 120, the last
paragraph.
As I read, notice how I group words
in phrases and pause briefly after
clauses and punctuation marks.
Now we will practice together as a
class by doing three echo readings
of this paragraph.
51. winter’s in the park can be
crool
Winters in the park can be
cruel.
i want to go winter camping
but dad says its too cold
I want to go winter camping,
but Dad says it’s too cold.
52. CLAUSES & COMPLEX SENTENCES
A
clause is a group of words with
a subject and a verb.
An
independent clause can stand
alone as a sentence; a dependent
clause cannot.
53. CLAUSES & COMPLEX SENTENCES
A
dependent clause begins with a
word such as when, if, or as.
A
complex sentence consists of a
dependent clause and an
independent clause.
56. WEDNESDAY
Question of the Day
How does the author support
her opinion that Yosemite is
“one of the most awesome
places on earth?”
57. TODAY WE WILL LEARN ABOUT:
Graphic
Fact
Organizers
and Opinion
Vocabulary
Fluency:
Model Phrasing
Grammar:
Spelling:
Science:
The
Clauses & Complex Sentences
Long u
Glaciers
West
60. FLUENCY: PHRASING
Turn
to page 127.
As I read, notice how I use
commas that set off clauses as
clues to grouping related words
within sentences.
Now we will practice together as
a class by doing three echo
readings of “Lyell.”
62. you will see lots of wildlife. If
your patient
You will see lots of wildlife if
you’re patient.
its unusual to see a
Bobcat, but you might be
lucky
It’s unusual to see a
63. CLAUSES & COMPLEX SENTENCES
A
clause is a group of words with
a subject and a verb.
An
independent clause can stand
alone as a sentence; a dependent
clause cannot.
64. CLAUSES & COMPLEX SENTENCES
A
dependent clause begins with a
word such as when, if, or as.
A
complex sentence consists of a
dependent clause and an
independent clause.
65. CLAUSES & COMPLEX SENTENCES
Using
only simple or compound
sentences can make your
narrative dull.
Complex
sentences add variety
and interest to writing.
74. if the weathers nice we’ll
spent the afternoon hiking
If the weather’s nice, we’ll
spend the afternoon hiking.
some of the thunder storms
here is very severe
Some of the thunderstorms
here are very severe.
75. CLAUSES & COMPLEX SENTENCES
A
clause is a group of words with
a subject and a verb.
An
independent clause can stand
alone as a sentence; a dependent
clause cannot.
76. CLAUSES & COMPLEX SENTENCES
A
dependent clause begins with a
word such as when, if, or as.
A
complex sentence consists of a
dependent clause and an
independent clause.
77. CLAUSES & COMPLEX SENTENCES
Test
Tip:
When
a dependent clause comes
first in a complex sentence, put a
comma after it.
There
last.
is no comma when it comes
78. CLAUSES & COMPLEX SENTENCES
First:
When you get there, you’ll
be amazed.
Last:
You’ll be amazed when you
get there.
82. TODAY WE WILL LEARN ABOUT:
Build
Concept Vocabulary
Main Idea
Point of View
Word Structure
Vocabulary
Grammar: Clauses & Complex Sentences
Spelling: Long u
Print Sources
The West
83. MAIN IDEA
The
topic is what a paragraph, part
of an article, or a whole article is
about.
The most important thing the author
has to say about the topic is the main
idea.
The little pieces of information
telling more about the main idea are
the supporting details.
85. POINT OF VIEW
The
point of view of a story is
the perspective from which
readers see the action.
In first-person point of view,
words such as I and me show that
the narrator is a character in
the story.
86. POINT OF VIEW
In
third-person point of
view, the narrator is not a
character in the story. The
writer uses words such as
he, she, it, and they to tell about
characters.
87. SUFFIXES
The suffixes –ist, -er, and –or
mean “one who is an expert in” or
“one who does.”
For example, naturalist means “a
nature expert.”
Look
through the selection for
more words that end with
suffixes –ist, -er, or –or. List the
words and their meanings.
89. PRINT SOURCES
Where
might you find information on
another national park?
Print
resources include textbooks,
trade books, encyclopedias,
dictionaries, almanacs, atlases,
magazines, newspaper, government
and community pamphlets, and other
printed reference materials.
90. PRINT SOURCES
When
selecting print sources for
research, think about the purpose of
each type of source. For
example, history textbooks or trade
books are good sources for
information about people and events
from the past; newspapers and
magazines are good sources for
information about people living today
91. PRINT SOURCES
To
find information in a print
source, think about its organization.
The table of contents, index, or
headings show what information the
source includes and how it is
organized.
94. did you took any good
photographs
Did you take any good
photographs?
take a picture of jim and i
Take a picture of Jim and me.
95. CLAUSES & COMPLEX SENTENCES
A
clause is a group of words with
a subject and a verb.
An
independent clause can stand
alone as a sentence; a dependent
clause cannot.
96. CLAUSES & COMPLEX SENTENCES
A
dependent clause begins with a
word such as when, if, or as.
A
complex sentence consists of a
dependent clause and an
independent clause.