Explicit Instruction TOT Webinar: Teaching the Conventions of Standard English, Exercises of English

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Explicit Instruction TOT

Webinar

May 12, 2014

Teaching the Conventions of Standard

English

Anita L. Archer, PHD

Author and Consultant

Grade 1 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Print all upper- and lowercase letter,

B. Use common, proper, and possessive noun.

C. Use singular and plural nouns with matching verbs in basic

sentences (e.g., He hops; We hop).

D. Use personal, possessive, and indefinite pronouns (e.g., I, me,

my; they, them, their, anyone, everything).

E. Use verbs to convey a sense of past, present, and future (e.g.,

Yesterday I walked home; Today I walk home; Tomorrow I will

walk home).

F. Use frequently occurring adjectives.

G. Use frequently occurring conjunctions (e.g., and, but, or, so,

because ).

H. Use determiners (e.g., articles, demonstratives).

I. Use frequently occurring prepositions (e.g., during, beyond,

toward ).

J. Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences in

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when

A. Capitalize dates and names of people.

B. Use end punctuation for sentence.

C. Use commas in dates and to separate single words in a series.

D. Use conventional spelling for words with common spelling

patterns and for frequently occurring irregular words.

E. Spell untaught words phonetically, drawing on phonemic

awareness and spelling conventions.

Grade 3 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Explain the function of nouns, pronouns, verbs, adjectives,

and adverbs in general and their functions in particular

sentences.

B. Form and use regular and irregular plural nouns.

C. Use abstract nouns (e.g., childhood ).

D. Form and use regular and irregular verbs.

E. Form and use the simple (e.g., I walked; I walk; I will walk )

verb tenses.

F. Ensure subject-verb and pronoun-antecedent agreement.

G. Form and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be

modified.

H. Use coordinating and subordinating conjunctions.

I. Produce simple, compound, and complex sentences.

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

A. Capitalize appropriate words in titles.

B. Use commas in addresses.

C. Use commas and quotation marks in dialogue.

D. Form and use possessives.

E. Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g.,

sitting, smiled, cries, happiness ).

F. Use spelling patterns and generalizations (e.g., word families,

position-based spellings, syllable patterns, ending rules,

meaningful word parts ) in writing words.

G. Consult reference materials, including beginning dictionaries,

as needed to check and correct spellings.

Grade 4 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Use relative pronouns ( who, whose, whom, which, that ) and

relative adverbs ( where, when, why ).

B. Form and use the progressive (e.g., I was walking; I am

walking; I will be walking ) verb tenses.

C. Use modal auxiliaries (e.g., can, may, must ) to convey various

conditions.

D. Order adjectives within sentences according to conventional

patterns (e.g., a small red bag rather than a red small bag ).

E. Form and use prepositional phrases.

F. Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.

G. Correctly use frequently confused words (e.g., to, too, two;

there, their ).

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

A. Use correct capitalization.

B. Use commas and quotation marks to mark direct speech and

quotations from a text.

C. Use a comma before a coordinating conjunction in a

compound sentence.

D. Spell grade-appropriate words correctly, consulting references

as needed.

Grade 6 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Ensure that pronouns are in the proper case (subjective,

objective, possessive).

B. Use intensive pronouns (e.g., myself, ourselves ).

C. Recognize and correct inappropriate shifts in pronoun number

and person.

D. Recognize and correct vague pronouns (i.e., ones with unclear

or ambiguous antecedents).

E. Recognize variations from Standard English in their own and

others' writing and speaking, and identify and use strategies to

improve expression in conventional language.

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

A. Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.

B. Spell correctly.

Grade 7 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Explain the function of phrases and clauses in general and

their function in specific sentences.

B. Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among

ideas.

C. Place phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiers.

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

A. Use a comma to separate coordinate adjectives (e.g., It was a

fascinating, enjoyable movie but not He wore an old[,] green

shirt ).

B. Spell correctly.

Grade 9 – 10 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Use parallel structure.

B. Use various types of phrases (noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific

meanings and add variety and interest to writing or

presentations.

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

A. Use a semicolon (and perhaps a conjunctive adverb) to link

two or more closely related independent clauses.

B. Use a colon to introduce a list or quotation.

C. Spell correctly.

Grade 11 – 12 - Conventions of Standard English:

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

A. Apply the understanding that usage is a matter of convention,

can change over time, and is sometimes contested.

B. Resolve issues of complex or contested usage, consulting

references (e.g., Merriam-Webster's Dictionary of English

Usage, Garner's Modern American Usage ) as needed.

Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

A. Observe hyphenation conventions.

B. Spell correctly.

Example 1: Commas in a series. Setting (Adapted from: REWARDS WRITING: Sentence Refinement (2008), published by Sopris West). Step 1. Introduce the rule. We are going to learn when to add commas when we have a series of items in a sentence. Here’s the rule: Separate three or more items in a series by adding a comma after each item except the last one. Step 2. Illustrate the rule with examples and non-examples. Jose, Jenny, and Marcus learned about different breeds of dogs. Read the sentence with me: Jose, Jenny, and Marcus learned about different breeds of dogs. Here we have a series: Jose, Jenny, and Marcus. (Teacher underlines Jose , Jenny, and Marcus.) There are three items in the series. We separate the items by putting a comma after each item except the last one. (Teacher points to the commas after Jose and Jenny.) Dachshunds, greyhounds, and beagles are hound breeds. Read the sentence with me: Dachshunds, greyhounds, and beagles are hound breeds. Here we have a series: dachshunds,

(Teacher underlines Megan , Joshua, and Andrew.) Are there three or more items in the series? Yes. Do we separate the items with commas? Yes. Do I put a comma after Megan? Yes. Do I put a comma after Joshua? Yes. Do I put a comma after Andrew? No. (Teacher writes in commas.) However, they take only English and Social Studies together. Read the sentence with me: However, they take only English and Social Studies together. Is there a series of items? Yes. Twos, tell your partner the items in the series. (Teacher calls on a student.) What are the items in the series? English and Social Studies. (Teacher underlines English and Social Studies.) Are there three or more items in the series? No. Do we separate the items with commas? No. Megan’s favorite school activities are reading books painting pictures writing stories and completing science experiments. Read the sentence with me: Megan’s favorite school activities are reading books painting pictures writing stories and completing science experiments. Is there a series of items? Yes. Ones, tell your partners the items in the series. (Teacher calls on a student.) What are the items in the series? Reading books, painting pictures, writing stories, and completing science experiments. (Teacher underlines reading books, painting pictures, writing stories, and completing science experiments.) Are there three or more items in the series? Yes. Do we separate the items with commas? Yes. Do I put a comma after books? Yes. Do I put a comma after pictures? Yes. After stories? Yes. After experiments? No. (Teacher writes in

commas.) Step 4. Check students’ understanding using examples and non-examples. Joshua enjoys investigating historical events and solving math problems. Read the sentence with me: Joshua enjoys investigating historical events and solving math problems. Now, underline the items in the series, and add commas if necessary. (Teacher monitors.) Ones, explain your answer to your partner. Twos, if you disagree, explain your answer. (Teacher monitors and then calls on a student.) There is a series of two items: investigating historical events and solving math problems. There are only two items in the series, so no commas are needed. Each student must have many school supplies including a notebook notebook paper two pencils two pens a yearly calendar a ruler and one art tablet. Read the sentence with me: Each student must have many school supplies including a notebook notebook paper two pencils two pens a yearly calendar a ruler and one art tablet. Now, underline the items in the series, and add commas if necessary. (Teacher monitors.) Twos, explain your answer to your partner. Ones, if you disagree, explain your answer. (Teacher monitors and calls on a student.) There is a series of seven items: a notebook, notebook paper, two pencils, two pens, a yearly calendar, a ruler, and one art tablet. I put a comma after each item BUT not after tablet.

subject is he and the verb is will probably win. So, I add a comma before and.

3. My friend Jason is willing to fill his MP3 player with hip- hop and reggae but he won’t include a single rock and roll tune. Read Item 3 with me: My friend Jason is willing to fill his MP3 player with hip-hop and reggae but he won’t include a single rock and roll tune. Find the word but. If the part that comes after but could be a stand-alone sentence, then I will put a comma before but. Listen: He won’t include a single rock and roll tune. That could be a stand-alone sentence. The subject is he and the verb is won’t include. So, I put a comma before but. Step 3. Guide students in analyzing examples and non-examples using the critical attributes.
4. Mr. Pirelli volunteers five hours a week at the youth symphony office so he can encourage young musicians. Read Item 4 with me: Mr. Pirelli volunteers five hours a week at the youth symphony office so he can encourage young musicians. Find the word so. Listen: He can encourage young musicians. Could he can encourage young musicians be a stand-alone sentence? Yes Yes, the subject is he and the verb is can encourage. Will we put a comma before so? Yes Yes, add the comma.
5. Elizabeth has played the violin for five years in the school orchestra and plans to add clarinet this year. Read Item 5 with me: Elizabeth has played the violin for five years in the school orchestra and plans to add clarinet this year. Find the word and. Listen: Plans to add clarinet this year. Could plans to add clarinet this year be a stand-alone sentence? No Why not? It’s not a complete

sentence. Right, it’s not a complete sentence. Do we put a comma before and? No Step 4. Check students’ understanding using examples and non-examples. (Notice embedded review of rules on commas.)

1. Curling and snowboarding are Winter Olympic sports but are not played during the Summer Olympics. Find the conjunction in each sentence and determine whether you need to add a comma. Also, add any other necessary commas. Check your answer with mine. Fix any mistakes. Why didn’t I add a comma after curing? ( There were not three items in a series.) Why didn’t I add a comma before the conjunction but? (Are not played during the Summer Olympics could not stand alone as a sentence.)

2. When Lucas attended the Summer Olympics in Australia he began the week watching the boxing and wrestling matches and he ended the week at the sensational basketball finals. Check your answer with mine. Fix any mistakes. Why did I add a comma after the word Australia? (When Lucas attended the Summer Olympics in Australia is a sentence element at the beginning of the sentence.) Why did I add a comma before the conjunction and? (He ended the week at the sensational basketball finals could stand alone as a sentence.)

3. Hot air balloons dirigibles and blimps are called lighter- Check your answer with mine. Fix any mistakes.

Example 3: Using a Comma with Coordinate Adjectives Setting (Adapted from: REWARDS WRITING: Sentence Refinement (2008), published by Sopris West. Step 1. Introduce the rule. We are going to learn how to separate adjectives using commas. Here is the rule: Use a comma to separate two or more adjectives, except when the last adjective is considered part of the noun. Use this test: If “and” makes sense between the two adjectives, add a comma. Step 2. Illustrate the rule with examples and non- examples. famous movie star Read the words with me: famous movie star. Famous and movie are adjectives that tell about star. However, movie is part of the noun. We often say movie star. We do not separate famous and movie with a comma. To be sure, we use the “and” test. ‘Famous and movie star’ does not make sense, so we do not use a comma. mysterious, twinkling star Read the words with me: mysterious, twinkling star. Mysterious and twinkling are adjectives that tell about star. Twinkling is not part of the noun. We don’t often say twinkling star. We need to separate mysterious and twinkling with a comma. To be sure, we use the “and” test. ‘Mysterious and twinkling star’ does make sense, so we use a comma to separate the two adjectives. small living room Read the words: small living room. Small and living are adjectives that tell about the room. Living is part of the noun. We often say living room. We do not separate small and living with a comma. To

be sure, we use the “and” test. ‘Small and living room’ does not make sense, so we do not use a comma. small, dark bedroom Read the words: small dark bedroom. Small and dark are adjectives that tell about the bedroom. Dark is not part of the noun. We need to separate small and dark with a comma. To be sure, we use the “and” test. ‘Small and dark bedroom’ does make sense, so we use a comma to separate the two adjectives. Step 3. Guide students in analyzing examples and non- examples using the critical attributes. yellow school bus Read the words with me: yellow school bus. What adjectives tell about the bus? Yellow and school. Is school part of the noun? Yes. That’s right, we often say “school bus.” Should we separate yellow and school with a comma? No. Let’s use the “and” test. Does “yellow and school bus” make sense? No. So, we do not use a comma. dirty broken-down bus Read the words with me: dirty broken-down bus. What adjectives tell about the bus? Dirty and broken down. Is broken-down part of the noun? No. Right, we don’t often say “broken-down bus.” Should we separate dirty and broken-down with a comma? Yes. Let’s use the “and” test. Does dirty and broken-down bus” make sense? Yes. So, we do not use a comma. courteous store clerk (Teacher continues with guided practice using parallel wording on all examples and non-examples. To clarify the examples and non-examples, we have powerful back legs powerful, muscular legs