We reflected on our year in Miss Skrtic's class, which involved words related to writing and our teacher. The title of the piece is dedicated to thanking our teacher, Miss Skrtic, for teaching our homeroom, English, math, and guidance classes.
This document discusses the parts of a sentence. It begins with objectives about identifying sentence parts and participating in a group activity. It then reviews naming words (subjects) and action words (predicates) in sentences. Examples are provided of simple sentences and identifying the subject and predicate. Students are asked to write their own sentences about their family, identifying the subject and predicate in each.
The document provides instructions for identifying predicate nouns and predicate adjectives in sentences. It includes a graphic organizer to label the parts of a sentence, including the subject, predicate, linking verb, and predicate noun or adjective. It defines predicate nouns as nouns that rename the subject and follow the linking verb, and predicate adjectives as adjectives that describe the subject and follow the linking verb. Examples of linking verbs like forms of "to be", verbs of change, and verbs of the senses are provided. The document concludes with practice sentences to identify the subject, linking verb, and predicate noun or adjective.
This document discusses gerunds and infinitives in English grammar. It begins by stating the learning objectives are for students to understand and differentiate between gerunds and infinitives. It then provides examples of gerunds functioning as subjects, direct objects, subject complements, and objects of prepositions. Infinitives are defined as "to + verb" constructions that can function as nouns, adjectives, or adverbs. Examples of infinitives functioning as subjects, direct objects, subject complements, adjectives, and adverbs are given. The presentation concludes by wishing students good luck.
This slide is use as educational material that help and let you to learn in your own rhythm and work individually from the beginning. This way you can perceive and know the content working with out any intervention. This module is design for student from 2-4 grade level.
This document provides instruction on subject-verb agreement. It outlines two main rules: 1) A verb must agree with its subject in number, so singular subjects take singular verbs and plural subjects take plural verbs. 2) Words between the subject and verb do not affect the number of the subject. An exercise is included where the reader must identify the correct verb for different subjects.
The document discusses compound words, simple sentences, and compound sentences. Compound words are formed by combining two words, like strawberry. Simple sentences contain a subject and verb and express a complete thought. Compound sentences connect two simple sentences with a connecting word like "and" or "but" to form a longer thought. Examples of simple sentences and compound sentences using connecting words are provided.
This document discusses basic English sentence structures. It explains that a simple English sentence typically follows the pattern of "Subject, verb, object" and provides examples of 5 basic patterns: Subject-Verb (e.g. "She sleeps"), Subject-Verb-Object (e.g. "I like rice"), Subject-Verb-Adjective (e.g. "He's funny"), Subject-Verb-Adverb (e.g. "Jim is here"), and Subject-Verb-Noun (e.g. "She is my mom"). It then provides additional examples to illustrate how each pattern can be modified with adjectives, adverbs, prepositional phrases and more while maintaining grammatical correctness.
This document provides a lesson plan for a 1st grade reading activity on identifying and creating compound words. The activity includes identifying compound words in sentences, breaking compound words into their constituent parts, combining word parts to form new compound words, and making compound words from provided word parts to cut out and match with a friend.
This document discusses the parts of a sentence. It begins with objectives about identifying sentence parts and participating in a group activity. It then reviews naming words (subjects) and action words (predicates) in sentences. Examples are provided of simple sentences and identifying the subject and predicate. Students are asked to write their own sentences about their family, identifying the subject and predicate in each.
The document provides instructions for identifying predicate nouns and predicate adjectives in sentences. It includes a graphic organizer to label the parts of a sentence, including the subject, predicate, linking verb, and predicate noun or adjective. It defines predicate nouns as nouns that rename the subject and follow the linking verb, and predicate adjectives as adjectives that describe the subject and follow the linking verb. Examples of linking verbs like forms of "to be", verbs of change, and verbs of the senses are provided. The document concludes with practice sentences to identify the subject, linking verb, and predicate noun or adjective.
This document discusses gerunds and infinitives in English grammar. It begins by stating the learning objectives are for students to understand and differentiate between gerunds and infinitives. It then provides examples of gerunds functioning as subjects, direct objects, subject complements, and objects of prepositions. Infinitives are defined as "to + verb" constructions that can function as nouns, adjectives, or adverbs. Examples of infinitives functioning as subjects, direct objects, subject complements, adjectives, and adverbs are given. The presentation concludes by wishing students good luck.
This slide is use as educational material that help and let you to learn in your own rhythm and work individually from the beginning. This way you can perceive and know the content working with out any intervention. This module is design for student from 2-4 grade level.
This document provides instruction on subject-verb agreement. It outlines two main rules: 1) A verb must agree with its subject in number, so singular subjects take singular verbs and plural subjects take plural verbs. 2) Words between the subject and verb do not affect the number of the subject. An exercise is included where the reader must identify the correct verb for different subjects.
The document discusses compound words, simple sentences, and compound sentences. Compound words are formed by combining two words, like strawberry. Simple sentences contain a subject and verb and express a complete thought. Compound sentences connect two simple sentences with a connecting word like "and" or "but" to form a longer thought. Examples of simple sentences and compound sentences using connecting words are provided.
This document discusses basic English sentence structures. It explains that a simple English sentence typically follows the pattern of "Subject, verb, object" and provides examples of 5 basic patterns: Subject-Verb (e.g. "She sleeps"), Subject-Verb-Object (e.g. "I like rice"), Subject-Verb-Adjective (e.g. "He's funny"), Subject-Verb-Adverb (e.g. "Jim is here"), and Subject-Verb-Noun (e.g. "She is my mom"). It then provides additional examples to illustrate how each pattern can be modified with adjectives, adverbs, prepositional phrases and more while maintaining grammatical correctness.
This document provides a lesson plan for a 1st grade reading activity on identifying and creating compound words. The activity includes identifying compound words in sentences, breaking compound words into their constituent parts, combining word parts to form new compound words, and making compound words from provided word parts to cut out and match with a friend.
Gerunds and infinitives can both be used to describe the purpose of something. A gerund is a verb with "-ing" added and is used when the thing is the subject, such as "A hair dryer is for drying hair." An infinitive uses "to" plus the verb and is used when describing the purpose of a person, like "I use a hair dryer to dry my hair." The document provides examples of choosing between gerunds and infinitives in different sentence structures.
This document provides information about adjective clauses, including their definition, types, and examples. It discusses four types of adjective clauses: for person, things or animals, place, and time. Examples are given for each type that combine two sentences using an adjective clause. The document concludes with an exercise asking students to combine sentences in the same way using adjective clauses.
Annotating a text involves underlining unfamiliar words, writing questions in the margins, noting connections to other texts or personal experiences, and summarizing each paragraph in 1-2 sentences. The key aspects of annotation are marking up the text with notes, underlining unknown words, and summarizing sections in one's own words.
This document discusses reducing adverb clauses of time or contrast. It explains that when the subject of the adverb clause and main clause are the same, the adverb clause can be reduced by dropping the subject. It also notes that when the subjects differ, the clause cannot be reduced. The document also specifies that the way an adverb clause is reduced depends on the verb - if the verb is a form of "be", the subject and verb are dropped, and if another verb, the subject and helping verb are dropped and the -ing form is used.
This document discusses reducing adverb clauses of time or contrast. It explains that when the subject of the adverb clause and main clause are the same, the adverb clause can be reduced by dropping the subject. It also notes that the way an adverb clause is reduced depends on the verb - if the verb is a form of "be", the subject and verb are dropped, and if it's another verb, the subject and any helping verb are dropped and the -ing form is used. Examples are provided to illustrate reducing adverb clauses with different verb types.
The document discusses how grammatical functions are mapped onto morphological representations through the interaction of thematic roles, grammatical relations, and case assignment. It explores how syntactic rules that change the canonical pairing of thematic roles and grammatical functions can have morphological effects. Specifically, it examines how grammatical function changing rules like passive, antipassive, applicative, and causative are reflected in verbal morphology through principles like the Mirror Principle.
Diploma engg iv u-1.3 simple, compound & complex sentencesRai University
This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one independent clause. A compound sentence contains two or more independent clauses joined with coordinating conjunctions. A complex sentence contains one independent clause and at least one dependent clause. Dependent clauses cannot stand alone and must be attached to an independent clause. The document then discusses the different types of clauses and provides tips for converting a complex sentence into a compound sentence.
The conjunctions "and", "but", and "or" are used to connect words, phrases, and clauses. "And" joins similar or additional information, "but" joins opposite or contrasting information, and "or" offers a choice between alternatives. These conjunctions are preceded by commas when joining two complete sentences.
This document discusses different types of sentences: simple sentences, compound sentences, and complex sentences. It defines each type and provides examples. For simple sentences, it describes sentences with a single subject and predicate, as well as compound subjects and predicates. For compound sentences, it explains how two independent clauses can be joined with a comma and conjunction. For complex sentences, it defines them as having an independent clause and dependent clause, noting the dependent clause can come at the beginning, middle, or end of the sentence and the punctuation changes based on its position. The document aims to teach the reader to identify and write these different sentence types.
This document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It provides examples and definitions of each sentence type, and examines the basic elements of subjects and predicates. Key conjunctions and punctuation used in compound and complex sentences are also outlined. Exercises are included for students to analyze example sentences.
The document provides instructions to list verbs that have been watched, define their meanings, and write simple sentences using each verb. An example is given of "roll" defined as "berguling" and used in the sentence "The dog is rolling on the floor" to demonstrate subject-verb-object sentence structure.
This document defines basic sentence elements like subjects, verbs, objects, and prepositional phrases. It provides examples of independent and dependent clauses. It then explains different types of sentences - simple sentences contain one independent clause, compound sentences contain at least two independent clauses joined by a conjunction, complex sentences contain one independent clause and at least one dependent clause, and compound-complex sentences contain at least two independent clauses and one dependent clause. The document emphasizes using a variety of sentence structures for better writing.
This document provides an activity to help learn compound words. Students are shown pictures and asked to say the individual words that make up the picture's name to discover the compound word. The document does not provide any pictures, but aims to teach compound words through a visual matching activity.
This document introduces compound words and provides pictures for students to identify compound words by saying the individual picture words. The pictures represent two words combined into a single compound word for students to practice identifying compound words by their constituent parts.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and explanations of each sentence type, including their basic elements. Key points covered include how simple sentences can be joined using coordinating conjunctions to form compound sentences, and how one clause can be joined to an independent clause using subordinating conjunctions to form complex sentences. Compound-complex sentences are a combination of these types. Exercises are provided for students to analyze example sentences.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and explanations of each sentence type, including their basic elements. Key points covered include how simple sentences can be joined using coordinating conjunctions to form compound sentences, and how one clause can be joined to an independent clause using subordinating conjunctions to form complex sentences. Compound-complex sentences are a combination of these types. Exercises are provided to analyze example sentences.
This document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It defines each type of sentence and provides examples. The key types are:
- Simple sentences contain one subject and predicate.
- Compound sentences consist of two or more simple sentences joined together.
- Complex sentences contain one main clause and one or more subordinate clauses.
- Compound-complex sentences have two or more main clauses and one or more subordinate clauses.
The document also discusses clauses like adjective clauses and adverb clauses, as well as the definition of a sentence.
The document outlines the agenda and homework assignments for Lesson 2 and 3 of a class. The agenda includes spelling and vocabulary, grammar focusing on Lesson 2, and literature on the book "Maniac Magee". Homework includes completing vocabulary writing, independent reading sheets, and test corrections. Lesson 2 covers subject pronouns and their uses as subjects of sentences and predicate pronouns following linking verbs. Examples are provided and students are asked to circle the correct pronoun form in examples.
This document discusses the use of transitions in writing. It explains that transitions signal relationships between ideas and guide readers from one part of a document to another. Various transition words and phrases are presented that can link sentences and paragraphs together. Major transitions between sections should summarize the previous section, refer back to the thesis, and preview the next section. The document also discusses using an "old/new contract" where the beginning of sentences reference old information from earlier in the text and the end of sentences introduce new information.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Karen Wu wrote about her experience with her first Wordle puzzle. She found it challenging and had to do some research to find the answer. The subject of her Wordle was her English class where they recently had a test and she needed to take better notes.
Gerunds and infinitives can both be used to describe the purpose of something. A gerund is a verb with "-ing" added and is used when the thing is the subject, such as "A hair dryer is for drying hair." An infinitive uses "to" plus the verb and is used when describing the purpose of a person, like "I use a hair dryer to dry my hair." The document provides examples of choosing between gerunds and infinitives in different sentence structures.
This document provides information about adjective clauses, including their definition, types, and examples. It discusses four types of adjective clauses: for person, things or animals, place, and time. Examples are given for each type that combine two sentences using an adjective clause. The document concludes with an exercise asking students to combine sentences in the same way using adjective clauses.
Annotating a text involves underlining unfamiliar words, writing questions in the margins, noting connections to other texts or personal experiences, and summarizing each paragraph in 1-2 sentences. The key aspects of annotation are marking up the text with notes, underlining unknown words, and summarizing sections in one's own words.
This document discusses reducing adverb clauses of time or contrast. It explains that when the subject of the adverb clause and main clause are the same, the adverb clause can be reduced by dropping the subject. It also notes that when the subjects differ, the clause cannot be reduced. The document also specifies that the way an adverb clause is reduced depends on the verb - if the verb is a form of "be", the subject and verb are dropped, and if another verb, the subject and helping verb are dropped and the -ing form is used.
This document discusses reducing adverb clauses of time or contrast. It explains that when the subject of the adverb clause and main clause are the same, the adverb clause can be reduced by dropping the subject. It also notes that the way an adverb clause is reduced depends on the verb - if the verb is a form of "be", the subject and verb are dropped, and if it's another verb, the subject and any helping verb are dropped and the -ing form is used. Examples are provided to illustrate reducing adverb clauses with different verb types.
The document discusses how grammatical functions are mapped onto morphological representations through the interaction of thematic roles, grammatical relations, and case assignment. It explores how syntactic rules that change the canonical pairing of thematic roles and grammatical functions can have morphological effects. Specifically, it examines how grammatical function changing rules like passive, antipassive, applicative, and causative are reflected in verbal morphology through principles like the Mirror Principle.
Diploma engg iv u-1.3 simple, compound & complex sentencesRai University
This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one independent clause. A compound sentence contains two or more independent clauses joined with coordinating conjunctions. A complex sentence contains one independent clause and at least one dependent clause. Dependent clauses cannot stand alone and must be attached to an independent clause. The document then discusses the different types of clauses and provides tips for converting a complex sentence into a compound sentence.
The conjunctions "and", "but", and "or" are used to connect words, phrases, and clauses. "And" joins similar or additional information, "but" joins opposite or contrasting information, and "or" offers a choice between alternatives. These conjunctions are preceded by commas when joining two complete sentences.
This document discusses different types of sentences: simple sentences, compound sentences, and complex sentences. It defines each type and provides examples. For simple sentences, it describes sentences with a single subject and predicate, as well as compound subjects and predicates. For compound sentences, it explains how two independent clauses can be joined with a comma and conjunction. For complex sentences, it defines them as having an independent clause and dependent clause, noting the dependent clause can come at the beginning, middle, or end of the sentence and the punctuation changes based on its position. The document aims to teach the reader to identify and write these different sentence types.
This document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It provides examples and definitions of each sentence type, and examines the basic elements of subjects and predicates. Key conjunctions and punctuation used in compound and complex sentences are also outlined. Exercises are included for students to analyze example sentences.
The document provides instructions to list verbs that have been watched, define their meanings, and write simple sentences using each verb. An example is given of "roll" defined as "berguling" and used in the sentence "The dog is rolling on the floor" to demonstrate subject-verb-object sentence structure.
This document defines basic sentence elements like subjects, verbs, objects, and prepositional phrases. It provides examples of independent and dependent clauses. It then explains different types of sentences - simple sentences contain one independent clause, compound sentences contain at least two independent clauses joined by a conjunction, complex sentences contain one independent clause and at least one dependent clause, and compound-complex sentences contain at least two independent clauses and one dependent clause. The document emphasizes using a variety of sentence structures for better writing.
This document provides an activity to help learn compound words. Students are shown pictures and asked to say the individual words that make up the picture's name to discover the compound word. The document does not provide any pictures, but aims to teach compound words through a visual matching activity.
This document introduces compound words and provides pictures for students to identify compound words by saying the individual picture words. The pictures represent two words combined into a single compound word for students to practice identifying compound words by their constituent parts.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and explanations of each sentence type, including their basic elements. Key points covered include how simple sentences can be joined using coordinating conjunctions to form compound sentences, and how one clause can be joined to an independent clause using subordinating conjunctions to form complex sentences. Compound-complex sentences are a combination of these types. Exercises are provided for students to analyze example sentences.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and explanations of each sentence type, including their basic elements. Key points covered include how simple sentences can be joined using coordinating conjunctions to form compound sentences, and how one clause can be joined to an independent clause using subordinating conjunctions to form complex sentences. Compound-complex sentences are a combination of these types. Exercises are provided to analyze example sentences.
This document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It defines each type of sentence and provides examples. The key types are:
- Simple sentences contain one subject and predicate.
- Compound sentences consist of two or more simple sentences joined together.
- Complex sentences contain one main clause and one or more subordinate clauses.
- Compound-complex sentences have two or more main clauses and one or more subordinate clauses.
The document also discusses clauses like adjective clauses and adverb clauses, as well as the definition of a sentence.
The document outlines the agenda and homework assignments for Lesson 2 and 3 of a class. The agenda includes spelling and vocabulary, grammar focusing on Lesson 2, and literature on the book "Maniac Magee". Homework includes completing vocabulary writing, independent reading sheets, and test corrections. Lesson 2 covers subject pronouns and their uses as subjects of sentences and predicate pronouns following linking verbs. Examples are provided and students are asked to circle the correct pronoun form in examples.
This document discusses the use of transitions in writing. It explains that transitions signal relationships between ideas and guide readers from one part of a document to another. Various transition words and phrases are presented that can link sentences and paragraphs together. Major transitions between sections should summarize the previous section, refer back to the thesis, and preview the next section. The document also discusses using an "old/new contract" where the beginning of sentences reference old information from earlier in the text and the end of sentences introduce new information.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Karen Wu wrote about her experience with her first Wordle puzzle. She found it challenging and had to do some research to find the answer. The subject of her Wordle was her English class where they recently had a test and she needed to take better notes.
The document describes an authentic task for students to start a company and sell a product at a Christmas market. It involves brainstorming product ideas, researching prices and promotion, creating advertisements, setting up a booth at the market, and collecting feedback from consumers and parents. The goal is for students to experience running a real business and learn practical skills around marketing, production, and profit that replicate challenges adults face in the workplace.
Wordle is a popular online word game where players try to guess a five letter word within six tries. The game does not provide any hints to help players solve the puzzle. Players must rely solely on their own problem solving skills and process of elimination to deduce the correct word in as few guesses as possible.
A student is saying goodbye to their teacher Ms. Skrtic, who is leaving for a new home. The student wishes Ms. Skrtic happiness in her new home and hopes that she will visit them soon, as they will miss her.
This 3 sentence Wordle document provides no hints for guessing the answer. It apologizes that no hints will be shared. The sole focus is that hints are not included rather than revealing any aspect of the target word.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This 3-sentence Wordle is dedicated to Miss Skrtic for teaching math all year long, with words used in the Wordle being math terms because math was the students' favorite subject. The student thanks Miss Skrtic for being their teacher.
Mrs. Skrtic taught English class and was appreciated by her students for being nice. The students enjoyed taking her English classes. They thanked Mrs. Skrtic for teaching them.
The document outlines a weekly timetable for Grade 3 classes, showing the subjects and times for each of the 7 sessions per day from Monday to Friday. Maths, Literacy and Mandarin lessons are scheduled each day, with Physical Education, Music, Art and other subjects rotating through the week. Recess and lunch breaks are also included in the daily schedule.
This is the diary of a quarter over the course of 9 days in January. On the first day, the quarter was dropped on the floor since it is made of metal. On its birthday on the second day, it had a party but couldn't tell the other coins apart since they all have George Washington's face. Later in the week, the quarter got dropped down a drain, was stolen from a bank and ended up in the sea where it was eaten by a shark.
A puma named Ruby records various events in her diary throughout the month of March. She expresses her dislike for Justin Bieber's birthday and details starting university where she meets two new friends. Ruby enjoys sleeping in trees without bedding and goes on vacation where she meets many potential mates. She learns hunting skills from her father as puma populations have declined. Ruby jumps over 20 feet to impress females and celebrates her real birthday by playing instead of bathing. She wins an award for her size at university and has become famous for appearing on a shoe. Ruby shares that she lives in the jungle and purrs like a jaguar despite her size.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
To measure exactly 4 liters with a 5 liter and 3 liter bowl, fill the 5 liter bowl with water, pour it into the 3 liter bowl which will leave 2 liters in the 5 liter bowl, then pour the remaining 2 liters back into the 5 liter bowl, and repeat the process one more time to end up with 4 liters total between the two bowls.
The document discusses the essential nutrients needed for healthy growth and development which include vitamins, minerals, carbohydrates, proteins, fats, and water. It emphasizes getting these nutrients from foods like vegetables, fruits, cereals, milk, meat, breads and eating a balanced diet along with exercise to feel good and grow up strong.
This document describes the author's first experience creating a Microsoft Wordle. It details two levels of a Wordle puzzle with hints and answers, with the first being "Advance Ceremony" and the second being "Miss Skrtic".
The document appears to be a series of clues and prompts linking to different wordles and topics. It mentions completing 100 wordles and goals. It provides hints about topics like the library, surfing websites, teaching skills, ocean eyes, Owl City lyrics, Charles Dickens books, classroom assignments, colors in wordles, geographic locations, and an entry from Anne Frank's diary.
The document provides clues and links related to a special date that occurs every four years in February during Olympic years. Clicking the links would reveal that the clues point to February 29th, which is a date that exists in leap years when an additional day is added to February to keep the calendar synchronized with the seasons and the sun.
This document provides instructions for playing a game called "Guess the Video Games" where players attempt to guess well-known video games based on wordle clues over 6 rounds. It encourages players to have fun while playing and thanks them for participating at the end. The document credits Matt as the creator and Paul as a helper, and notes that 5Z was one of the players who guessed the games.
This document contains the transcript of a Wordle game between Paul and another player. Paul provides categories and the other player provides answers. The categories include art, recent news, sports, music, geography, history, movies, people, and as a bonus round, Paul shares about his first day with his new dog Ringo.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidance on persuasive writing techniques. It explains that persuasive writing aims to convince the reader of the author's opinion on a subject by using facts, examples, reasons, and counterarguments. Some effective techniques include rhetorical questions, repetition, emotive language, exaggeration, facts and statistics, and grouping ideas in threes. Sentence starters are also provided to help introduce different elements of a persuasive argument.