Thursday, March 20, 2014

Special Assignment TOD 601 + SST 602

Combine the following clusters into a single sentence using conjunctions and punctuation.
Read the sentences from the article as you write.  You will have to take a position at the end.

1.
a. A Harris County, Texas grand jury will decide what charges to file against a father
b. The father is 55
c. He is accused of fatally shooting a 17 year old male.
d. The father discovered the 17 year old male in the bedroom of his teen daughter.

2.
a. County investigators stated that the suspect’s daughter is  age 16.
b. County investigators stated that the suspect’s daughter let the boy inside.

3.
a. The father grew concerned when he heard noises coming from the girl’s bedroom.
b. The father heard the noises in the early hours of the morning.
c. The father decided to investigate.

4.
a. The father discovered the boy.
b. The father and the boy had an altercation.
c. A single gunshot was fired.

5.
a. After the boy was shot, the father was taken to a hospital.
b.  The father was taken to a nearby hospital.
c. The father suffered from a possible panic attack.

6.
a. The accused was not arrested.
b. The accused was not charged with a crime.

7.
a. Police say he initially denied knowing the boy.
b. Police say his daughter initially denied knowing the boy.

8.
a. The father called 911.
b. Before the police arrived, the father and the boy got into an argument.
c. Before police arrived, the boy appeared to be reaching for something.





Literature Focus
  1. What is the main idea or reason why the grand jury is deciding on pressing charges in this case?
  2. Why do you think the father (from the above information) might not have been charged already?
  3. What is a synonym for the word ‘fatally’ in the above clusters?


Writing:  By citing 2 – 4 clusters from 1-8, explain your position on the topic: Should the father be charged with murder? Be prepared to share your ideas.

Rubric:
Student stated a position. (10 points)
Student cited three clusters with quotation marks. (60 points)

Student’s citations match their position. (30 points)

Tuesday, March 11, 2014

Messenger 290 -

1. Page 290 Why does the narrator go to Ritchie’s house first?
2. Page 291 Why do you think Ed does not go right into Ritchie’s house?  Cite a line which supports your answer.
3. Page 292 Do you think Daryl has been in many fights?  Cite a line which supports your answer.
4. Page 293 What does Daryl say that “condescending”?
5. Page 294 What does the idiom “Keith cools down…” mean on this page?
6. Page 295 According to Keith and Daryl, why doesn’t Ed need to watch Ritchie’s house?
7. Page 296 Why do you think the narrator says “I’d slice it open and climb through to the next one.”?
8. Page 297 How does Ed recognize Ritchie in the dark house?
9. Page 298 How does the narrator ‘imagine’ Ritchie’s kitchen? (4 ideas)
10. Page 299 According to Ed, what 5 things does Ritchie’s life consist of?  You may cite the lines for the answer.
11. Page 300 – 301  How does Ritchie know that Ed is following him?  Cite the line which answers this question.
12. Page 302 How does Ed know that the Doorman (his dog) is going to come into the room?
13. Page 303 – 304 Why does Ritchie call himself “one of the laziest bastards on earth”?
Literature Focus:
1. What is the main idea or reason Ed was given Ritchie as a mission?
2. Write the line which contains the word condescending on page 293. “There’s no need…”
3. Condescending means: having or showing a feeling of patronizing superiority.  Who is displaying this feeling on page 293?

Wednesday, December 18, 2013

Winter Work

41 Students have already turned in their winter packet by email.  85 students should email in their work or have it ready to turn in on Monday.

You may cut and paste these questions, or just write them out from this web page.    You may email them to me, too.  Thanks, BH.  There are 14 pages to complete.  Each is worth 100 points.


Page 1 (Apostrophes)

Apostrophes are used to show that letters have been left out of words that have  been combined to make a shorter contraction. The apostrophe is usually placed right  above the place where the letters have been left out.
Example: cannot = can’t (the apostrophe goes where the second n and the o are missing)

Write a contraction for the phrases below:

 1. are not = aren't (Example)
 2. you are =
 3. we are =
 4. they are =
 5. he is =
 6. she is =
 7. you will =
 8. I am =
 9. will not =
 10. is not =

Now, write the phrase that each contraction represents.

 1. what’s = what is (Example)
 2. I've =
 3. we’ll =
 4. don’t  =
 5. could’ve =
 6. where’s =
 7. won’t =
 8. they've   =
 9. here’s =
 10. shouldn't =

Write a sentence that uses at least two contractions.



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Page 2 (Conjunctions)

Joining sentences with a coordinating conjunction requires a comma.  Pick one of the coordinating conjunctions and combine the sentences found below.

To help you remember the coordinating conjunctions, think of the words “FAN BOYS”.
For And Nor But Or Yet So  

 Combine the sentences using a comma and a coordinating conjunction.

1. I don’t want to argue with you. I don’t want to give in.  
2. She had a lot of friends. She was a friendly girl.
3. I had a kitten. I lost him.
4. He studied for the test. He got a good grade.
5. Jim can boil eggs. Sally can make toast.
6. We can go to Disneyland. We can go to Sea World.
7. Dan moved to Michigan. He moved home again.
8. They didn’t want to be late. They hurried.
9. Jill runs a mile every day. She swims on Fridays.
10. You can choose vanilla ice cream. You can choose chocolate.


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Page 3 (Pronouns)

Demonstrative pronouns point to something specific that can be either near or far in distance or time. The demonstrative pronouns are: this (singular – to point out something that is near in either distance or time). that (singular – to point out something this is far away in either distance or time). these (plural – to point out some things that are near in either distance or time). those (plural – to point out some things that are far in either distance or time).

Circle the demonstrative pronoun in each sentence.
1. This is my favorite teddy bear.
2. Would you like some of these?
3. Those years at the lake were the best times of my life.
4. That is the toy I would like to buy.
5. These are absolutely delicious!

Choose the correct demonstrative pronoun to complete each sentence.
6. ____________________ (These/This) are the shoes I like.
7. ____________________ (This/That) car over there is the best one.
8. ____________________ (These/Those) books right here are mine.
9. ____________________ (That/Those) store across the street sells clothes.
10. ___________________ (Those/This) students over there are my friends.
11. I’ve been looking for a turkey, and I’d like to buy________(that/those) one.
12. __________________(This/These) is the year we’ll win the championship!


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Page 4 (Pronouns)

Circle the pronoun in each sentence. On the line in front of each sentence, write “S” if the pronoun is a subject pronoun or “O” if the pronoun is an object pronoun.

Example:

1. Steven gave me the letter.
Me= Pronoun, so you would circle it.  In this sentence, 'Steven' is the Subject, and 'Me' is the Object. You would put O in front of the line.  Here is a link to a Subject vs. Object page, if you need help
http://www.eflnet.com/tutorials/subobjpronouns.php

2. You can sit down by the table.
3. They are going to watch a movie at the new theater.
4. Nikki and Sierra can go with us tomorrow.
5. We have been friends for many years.
6. It is inside the pocket of the blue backpack.
7. The teacher gave me the library book.
8. Jenny’s mother brought her a sandwich for lunch.
9. She played with the new puppy all day.
10. You went to the party on Saturday night.
11. Maurshay will give you the book next week.
12. Park the bicycles in the rack and leave the keys for us.
13. He called the store, but everyone was on a lunch break.
14. Joshua's dad gave us a ride to the baseball game.
15. I usually study for a few hours the night before a test.
16. Jerry and Mark went to the school play with them on Monday.
17. Send me a copy of the report in the mail.
18. He never said goodbye before going on the month-long trip.
19. We ate dinner at a nice restaurant before returning home.
20. Naomie  baked him a delicious strawberry cake.

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Page 5 (Pronouns)

Pronouns can help you simplify sentences that would be very complicated otherwise.

Use pronouns to rewrite the sentences below.

1.  Stephen put on Stephen’s skis and used Stephen’s poles to push Stephen forward.
Example: Stephen put on his skis and used his poles to push himself forward.
2. The old woman opened the door to the old woman’s house and placed an envelope in
the old woman’s mailbox.
3. Michelle visited her brother Mark with Michelle’s son and Michelle’s daughter.
4. Andrew lost Andrew’s notebook when Andrew visited Marie at Marie’s house.
5. The farmer milked the farmer’s cows and then carried the cows’ milk in a pail.
6. Paul’s sister opened Paul’s sister’s purse, took out Paul’s sister’s lipstick, and
carefully put it onto Paul’s sister’s lips.
7. Jennifer’s grandfather gave Jennifer a coin from Jennifer’s grandfather’s pocket, and
Jennifer gave Jennifer’s grandfather a big hug.
8. While talking on Peter’s cell phone, Peter dropped Peter’s cell phone, and Peter’s cell
phone had to be replaced.
9. The shaggy dog shook after taking the shaggy dog’s bath, throwing water off the
shaggy dog’s fur and onto the shaggy dog’s owner, who was trying to dry the shaggy
dog off.
10. Jenny made a ham sandwich, and then Jenny ate the ham sandwich.


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Page 6 (Pronouns)

Do some wishful thinking for yourself, your family, and your friends.
Complete the sentences below using the wishful form “were.”

1. If I______________________________________________________________.

2. If my friends________________________________________________________.

3. If my ____________________________________________________________.

4. If our grandmother_________________________________________________.

5. If my teacher______________________________________________________.

6. If his dad_________________________________________________________.

7. If they___________________________________________________________.

8. If my best friend___________________________________________________.

9. If we ____________________________________________________________.

10. If my family and I_________________________________________________.

11. If the school principal______________________________________________.

12. If your parents___________________



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Page 7 (Verbs)


Complete each sentence by writing the correct form of the verb to be.

 1. Our teacher, Mr. Anderson, ______________________ absent last Friday.

 2. Antonio  _______________________ not feeling well today.

 3. Raymon and Turbo ___________________________ playing soccer tomorrow.

 4. I ______________________ happy today.

 5. You ______________ my best friend!

 6. Last year you ___________________ in the hospital for an operation.

 7. The weather _________________ rainy today.

 8. We _______________ eating dinner last night when the doorbell rang.

 9. Aunt Virginia ________________ my favorite aunt.

 10. They __________________________ visiting their grandma next month.



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Page 8 (Verbs)

Lie: to lie means to recline your body. Lie is the correct present tense form  of the verb. However, lay is the correct past tense form of the verb. That’s right,  lay. It’s no wonder it gets confused with the verb above, since the past form is  the same as that verb’s present form.

I need to go lie on my bed.
Last night I lay on my bed, unable to sleep.

Choose “lie,” “lay,” or “laid” to complete each sentence.

1. Before I went to bed, I __________ (lie, lay, laid) my clothes out for tomorrow.
2. Every afternoon, we _________ (lie, lay, laid) on the bed for a nap.
3. When they’re cold, they _________ (lie, lay, laid) a blanket on their legs.
4. All of last week I __________ (lie, lay, laid) in bed feeling sick.
5. Our pet dogs like to __________ (lie, lay, laid) under the table.
6. Yesterday, the boys __________ (lie, lay, laid) their backpacks outside.
7. While we meet, they __________ (lie, lay, laid) their purses on the couch.
8. Susanna and Maribel often __________ (lie, lay, laid) on the floor to make posters.
9. Last night we all __________ (lie, lay, laid) awake until midnight.
10. Yesterday, our teacher __________ (lie, lay, laid) on the ground, injured.


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Page 9 (Nouns)

The regular plural form of nouns is made by simply adding  an “s” to the end of the word.

If the noun is singular, write the plural form. If the noun is plural, write the singular form. 
1.  car   
2.  hair   
3.  plants   
4.  table   
5.  chair   
6.  lakes   
7.  animals   
8.  baseball   
9.  house   
10.  desks   
11.  video   
12.  students  

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Page 10 (Sentence Types)

1. Declarative sentences are making a statement, perhaps to provide information.
 A period (.) is the proper ending punctuation for a declarative sentence.
2. Interrogative sentences are asking a question.
 A question mark (?) is the proper ending punctuation for an interrogative sentence.
3. Exclamatory sentences express emotion or excitement.
 An exclamation point (!) is the proper ending punctuation for an exclamatory sentence.

• Decide whether the sentence is making a statement,   asking a question, or expressing emotion.
• Add the proper punctuation to the end.

1. There are 33 students in my class_______

2. What time does the class start ________

3. The house is on fire _______

4. The shop on the corner sells notebooks and paper______

5. Each class will have an assigned time to go to the library______

6. My dad said he is going to double my allowance ______

7. Why aren’t you coming on the field trip______

8. How long will it take us to get to the museum _______

9. I returned the books to the bookcase_______

10. Where is the school office ______

11. What is your favorite sport _______

12. James scored the winning touchdown _______

13. Mom is making my favorite meal for dinner ______

14. Is Emily your best friend _______

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Page 11 (Adjectives)


Adjectives describe nouns. They give information about something or someone that we can discover with our senses. They tell how he/she/it looks, feels, sounds, smells, or tastes.

 For each sentence, choose the adjective that makes the most sense
 to complete the sentence. Write it on the line.

1. The dog's ears are _______. (tasty/floppy)

2. My dad's pizza is_________. (delicious/sharp)

3. The party is _________. (ugly/fun)

4. The ________ man has no place to sleep. (poor/fluffy)

5. My slippers are _________. (soft/angry)

6. Grandma’s perfume is_________. (frilly/smelly)

7. Sabria's music is ___________. (generous/energizing)

8. The movie is _____________. (dramatic/furry)

9. Our home is __________. (challenging/comfortable)

10. The school is ________. (salty/large)

11. The party was _______. (old/noisy)

12. Brian's car is _________ (crunchy/fast)

13. Our friends have a _______dog. (friendly/bumpy)

14. The weather is ___________. (chilly/smooth)

15. My new shoes are ________. (long/fashionable)

16. The genius is ________. (intelligent/rectangular)

17. The city library is _______. (useful/chewy)

18. We have a __________ horse. (brown/scaly)

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Page 12 (Verbs)

Rewrite each sentence, adding the appropriate ending to the adjective to make it  either comparative (comparing two or more things with –er ending) or superlative
(ranking as the highest or lowest of three or more items with –est ending).

1. He was (tall) than his brother.
2. Our car is the (fast) of all.
3. Her lunch is _(good) than mine.
4. Jennifer is (sleepy) than Mike.
5. Our dog is the (fierce) on our street.
6. The sun is (bright) than the moon.
7. Bob has the (big) feet in the classroom.
8. Elizabeth is (silly) than Elona.
9. The kitchen is (dirty) than the bathroom.
10. The science book is the (heavy) of the texts.
11. The kitten is (cute) than the puppy.
12. Old teachers are (crabby) than new teachers.
13. Oranges are (sweet) than grapefruits.
14. Jill is the (quiet) student in the room.
15. Using a printer is (fast) than writing by hand.
16. Black is the (dark) of all the colors.
17. Heidi’s hair is (soft) than Malcolm’s hair.
18. Chili peppers are (spicy) than bell peppers.
19. Metals are (shiny) than non-metals.
20. My glass is (full) than my brother’s glass.
21. The tuba is the (low) brass instrument.
22. Ballet is (difficult) than tap dancing.
23. The trumpet is the (loud) brass instrument.
24. Veronica is the (thin) dancer in the show.
25. Tiffany is (cheerful) than Jessica.
26. Gwen’s handwriting is the (small) of all.
27. Terrell’s hair is (curly) than Camille’s hair.
28. This movie is the (long) one I have ever seen!
29. This painting is (colorful) than that one.
30. Sharks have (sharp) teeth than rabbits.
31. Glasses are (fragile) than cups.
32. The first comedian was the (funny) of all.
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Page 13 (Adjectives)

Adjectives describe nouns. They give information about  something or someone that we can discover with our senses.  They tell how he/she/it looks, feels, sounds, smells, or tastes.

 Read the sentence. Circle the adjective. On the line after the sentence, write the noun that is being described.

1. The popsicles the children ate were sweet.


2. Victoria wore her frilly dress to the party.


3. Scott and Kenny played an awesome video game.


4. Our cousins drove here in their ancient car.


5. The dirty laundry was piled up on the floor.


6. Our ferocious dog bared its teeth at the intruder.


7. The box up on the shelf was dusty.


8. The towels had a clean smell after hanging in the sun.


9. Jimmy’s hat has a wide brim.


10. Her cousin is a fast swimmer.


11. The animals in the zoo were hungry.


12. After walking all day, his feet were tired.


13. She couldn’t believe what a boring day it was.


14. I ran a comb through my straight hair.


15. The house is majestic on the hillside.


16. Carrie’s shoes are uncomfortable.


17. Disneyland is a magical place for children.


18. Intelligent students pay attention in class.

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Page 14 (Prepositions)

A preposition shows a relationship between ideas in a sentence. Prepositions usually answer the questions where or when. They often tell the location of a person or an object in time or space. The preposition usually introduces a phrase  that has several parts: the preposition itself; an article (like a, an, or the); and a  noun which is called the object of the preposition.
Sometimes, there may be a possessive noun, like Steven’s, or a possessive pronoun, such as her, their, or my, instead of the article. There may also be  adverbs or adjectives in the phrase.

Underline the prepositional phrase in each sentence. Circle the preposition.
1) My grandparents enjoyed boating on the beautiful lake.
2) Spiders do not usually build webs in a busy area.
3) Dancing on a public stage can be a frightening experience!
4) The high-definition television fell onto the dirty street.
5) My soccer team played well during the championship tournament.
6) Sandwiched between the canned goods and the milk, the bread was smashed.
7) The summer shone brightly in the afternoon.
8) My favorite restaurant is next to the enormous shoe store.



Sunday, December 1, 2013

December 2 Reading Work

THE GUNSLINGER

 [1]  The man in black fled across the desert, and the gunslinger followed.

            [Vocab 1] The desert was the apotheosis of all deserts, huge, standing to the sky for what might have been parsecs in all directions. [2] White; blinding; waterless; without feature save for the faint, cloudy haze of the mountains which sketched themselves on the horizon and the devil-grass which brought sweet dreams, nightmares, death. [3] An occasional tombstone sign pointed the way, for once the drifted track that cut its way through the thick crust of alkali had been a highway and coaches had followed it. The world had moved on since then. The world had emptied.
                [4] The gunslinger walked stolidly, not hurrying, not loafing. [5] A hide waterbag was slung around his middle like a bloated sausage. It was almost full. He had progressed through the khef over many years, and had reached the fifth level. At the seventh or eighth, he would not have been thirsty; he could have watched his own body dehydrate with clinical, detached attention, watering its crevices and dark inner hollows only when his logic told him it must be done. He was not seventh or eighth. He was fifth. So he was thirsty, although he had no particular urge to drink. In a vague way, all this pleased him. It was romantic.
           [6] Below the waterbag were his guns, finely weighted to his hand. The two belts crisscrossed above his crotch. The holsters were oiled too deeply for even this Philistine sun to crack. The stocks of the guns were sandalwood, yellow and finely grained. The holsters were tied down with raw­hide cord, and they swung heavily against his hips. The brass casings of the cartridges looped into the gun belts twinkled and flashed and heliographed in the sun. The leather made subtle creaking noises. The guns themselves made no noise. They had spilled blood. There was no need to make noise in the sterility of the desert
                His clothes were the no-color of rain or dust. His shirt was open at the throat, with a rawhide thong dangling loosely in hand-punched eyelets. His pants were seam-stretched dungarees.
                He breasted a gently rising dune (although there was no sand here; the desert was hardpan, and even the harsh winds that blew when dark came raised only an aggravating harsh dust like scouring powder) and saw the kicked remains of a tiny campfire on the lee side, the side which the sun would quit earliest. [7] Small signs like this, once more affirming the man in black’s essential humanity, never failed to please him. His lips stretched in the pitted, flaked remains of his face. He squatted.
He had burned the devil-grass, of course.  [8] It was the only thing out here that would burn. It burned with a greasy, flat light, and it burned slow. Border dwellers had told him that devils lived even in the flames. They burned it but would not look into the light. They said the devils hypnotized, beckoned, and would eventually draw the one who looked into the fires. And the next man foolish enough to look into the fire might see you.
                [9] The burned grass was crisscrossed in the now-familiar ideographic pattern, and crumbled to gray senselessness before the gunslinger’s prodding hand. There was nothing  in the remains but a charred scrap of bacon, which he ate thoughtfully. It had always been this way.
[vocab 2 & 3]The gunslinger had followed the man in black across the desert for two months now, across the endless, screamingly monotonous purgatorial wastes, and had yet to find spoor other than the hygienic sterile ideographs of the man in black’s camp­fires. He had not found a can, a bottle, or a waterbag (the gunslinger had left four of those behind, like dead snake-skins).
Perhaps the campfires are a message, spelled out letter by letter. Take a powder. Or, the end draweth nigh. [10] Or maybe even, Eat at Joe’s.  [11]It didn’t matter. [Vocab 4] He had no understanding of the ideograms, if they were ideograms. And the remains were as cold as all the others. He knew he was closer, but did not know how he knew. That didn’t matter either. He stood up, brushing his hands.

                No other trace; the wind, razor-sharp, had of course filed away even what scant tracks the hardpan held.[12] He had never even been able to find his quarry’s droppings. Nothing. Only these cold campfires along the ancient highway and the relentless range-finder in his own head.

                He sat down and allowed himself a short pull from the waterbag. He scanned the desert, looked up at the sun, which was now sliding down the far quadrant of the sky. He got up, removed his gloves from his belt, and began to pull devil-grass for his own fire, which he laid over the ashes the man in black had left. He found the irony, like the romance of his thirst, bitterly appealing.

                He did not use the flint and steel until the remains of the day were only the fugitive heat in the ground beneath him and a sardonic orange line on the monochrome western horizon. He watched the south patiently, toward the mountains, not hoping or expecting to see the thin straight line of smoke from a new campfire, but merely watching because that was a part of it. There was nothing. He was close, but only relatively so. Not close enough to see smoke at dusk.

 He struck his spark to the dry, shredded grass and lay down upwind, letting the dreamsmoke blow out toward the waste. The wind, except for occasional gyrating dust devils, was constant.

                Above, the stars were unwinking, also constant. Suns and worlds by the million. Dizzying constellations, cold fire in every primary hue. As he watched, the sky washed from violet to ebony. A meteor etched a brief, spectacular arc and winked out. [13] The fire threw strange shadows as the devil-grass burned its slow way down into new patterns —not ideograms but a straightforward crisscross vaguely frightening in its own no-nonsense surety. He had laid his fuel in a pattern that was not artful but only workable. It spoke of blacks and whites. It spoke of a man who might straighten bad pictures in strange hotel rooms. The fire burned its steady, slow flame, and phantoms danced in its incandescent core. The gunslinger did not see. [14] He slept. The two patterns, art and craft, were welded together. The wind moaned. Every now and then a perverse downdraft would make the smoke whirl and eddy toward him, and sporadic whiffs of the smoke touched him. They built dreams in the same way that a small irritant may build a pearl in an oyster. Occasionally the gunslinger moaned with the wind. The stars were as indifferent to this as they were to wars, crucifixions, resurrections. This also would have pleased him.

[1] What is the purpose of the conjunction in this sentence?
[2] What is the antecedent of the underline pronoun?
[3] Is the underlined word correct, or does it need an apostrophe?
[4] What is the purpose of the commas in this sentence?
[5] What is the antecedent of the underlined pronoun?
[6] What is the antecedent of the underlined pronoun?
[7] What is the purpose of the apostrophe in this sentence?
[8] What is the antecedent of the underlined pronoun?
[9] What is the purpose of the apostrophe?
[10] What does Joe own?
[11] What is missing from the contraction?
[12] What is the purpose of the apostrophe?
[13] Is this word a contraction or a possessive?

[14] What is subject and predicate in this sentence?

Tuesday, November 26, 2013

Baseball Word Chunk Game


Baseball Word Chunk Game

On an entire sheet of paper, make a tic-tac-toe chart -- three columns and three rows.
The idea is to have nine equal squares.

I am going to give you nine words that will go at the top of each of the nine boxes. Each box will then have two other words that must be added from the pool of words at the bottom. What you are trying to do, even before we start learning the words, is to group them into "chunks" of similar words. This will be much easier to do than to learn 27 words all at once. Each of the boxes will have three words that have similar meanings.
Example: cake, dessert, pie

I took the words from a list of top ACT words and from one of my textbooks. Cake is not one of the words.
Ready? Let me add that I am typing this on my iPad, and I am sure there are a few spelling errors. Don't be acrimonious towards me.
Words 1-9 to be placed at the top of the squares:

Digraph
Acumen
Benign
Anachronistic
Censure
Collaborate
Asylum
Conditional
Acrimonious

Word Pool: (Use these words to fill up the squares so that they each have three words)
Graphemes
Criticize
Belligerent
Auspicious
Condemn
Harbor
Archaic
Co-act
Phoneme
Petulant
Benevolent
Ability
Provisional
Acuity
Unfashionable
Join
Concealment
Contingent

All of the words will be at dictionary.com or in your local dictionary.

Hint: two of the boxes will have three words which all have the same first letter.
Self-assessment: When you are done, make another tic-tac-toe chart with the same words at the top of each box. Without using a dictionary or your first sheet, fill in the words from your own memory.


Scoring:

Regular game:
9 boxes with 3 words in each.
Start from the top left and mark each correct word. If you get an entire group correct, you earn 1 run. For every wrong word in a group, you get a strike. When you get three strikes, you're out - this game is ova! Try again.
World Series: Print out all the words, even the ones that go at the top of the boxes. Cut them out and mix them up.
See how well you do with putting all the words into their 9 groups without having knowledge of what word should be at the top. The scoring is the same as a regular game.

Grades: 23 runs - White Sox

20 runs -B

17 runs - C

14 runs - D

Less than 14 runs - Cubs

Monday, November 25, 2013

Etymology and Abet

For each of the words we are learning, the parts of the words will be chunked for easier understanding of the total word.  Sometimes, the words are short to begin with.  The word abet only has 4 letters, but it is a complicated word:

Abet
abet (v.)
late 14c. (implied in abetting), from Old French abeter "to bait, to harass with dogs," literally "to cause to bite," from a- "to" (see ad-) + beter "to bait," from a Germanic


verb (used with object), a·bet·ted, a·bet·ting.

to encourage, support, or countenance by aid or approval, usually in wrongdoing: to abet a swindler; to abet a crime.

The red definition is the words etymology.  In it, we can see that the letter 'a' is a word part and that 'beter' is another.  A means to, and better means to bait.  In combining the word part meanings, we arrive at making someone or baiting someone into doing something.  The current definition, in blue,  supports this.

Let's look at another Ab word

abate (v.)
"put an end to" (c.1300); "to grow less, diminish in power or influence" (early 14c.) from Vulgar Latin *abbatere, from Latin ad "to" (see ad-) + battuere "to beat"

verb (used with object)
1. to reduce in amount, degree, intensity, etc.; lessen; diminish: to abate a tax; to abate one's enthusiasm.
2. to put an end to or suppress (a nuisance).

Here we use the same meaning for 'ab' and add the meaning from the Latin battueure 'to beat'. In the modern use of the word, it fits the word's parts by beating something down or to end it.

Monday, November 11, 2013

Kindles for the Classroom

Subject: My students need your help!

Hi Friends,

I want to make sure my students have the materials they need to succeed. So I've created a classroom project request at DonorsChoose.org, an award-winning charity.

I'm asking for donations of any size to help my kids. For the next week, any donation you make to my project will be doubled by Anonymous Donor (up to $100). If you know anyone who is passionate about education, please pass this along. Your donation will brighten my students' school year, and you'll get photos and thank yous from our class.

Here's my classroom request:
Kindle Readers For Texts My Students Cannot Access

To have your donation matched dollar for dollar, enter the promo code CHEER on the payment screen. This awesome match offer lasts through November 18, 2013.

My students and I greatly appreciate your support.
Christopher

Using Lego in the Classroom


This is why I try to get as many Lego sets in the classroom as I can.

LEGO© building materials have been adapted as a therapeutic modality for increasing motivation to participate in social skills intervention, and providing a medium through which children with social and communication handicaps can effectively interact. A 3 year retrospective study of long-term outcome for autistic spectrum children participating in LEGO© therapy (N = 60) compared Vineland Adaptive Behavior Scale socialization domain (VABS–SD) and Gilliam Autism Rating Scale social interaction subscale (GARS–SI) scores preand post-treatment with a matched comparison sample (N = 57) who received comparable non-LEGO© therapy. Although both groups made significant gains on the two outcome measures, LEGO© participants improved significantly more than the comparison subjects. Diagnosis and pre-treatment full-scale IQ scores did not predict outcome scores; however, Vineland adaptive behavior composite, Vineland communication domain, and verbal IQ all predicted outcome on the VABS–SD, especially for the LEGO© therapy group. Results are discussed in terms of implications for methods of social skills intervention for autistic spectrum disorders.

http://ajot.aotapress.net/cgi/content/full/67/6/e120


Donor's Choose

My current projects for my classroom:

http://www.donorschoose.org/christopher.anderson 


Thanks for taking a look!

Common Core Literacy Curricula Development Tool


My Donor's Choose Page:


Here is my current problem with planning lessons:

map:
noun
1. a diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc.

curriculum:
noun
1. the subjects comprising a course of study in a school or college

If a teacher is to compose a curriculum map, then shouldn't it show more than a Point A to Point B set of directions for the classroom? Shouldn't it show areas of concern, interest, and importance?

Most curriculum maps I have seen and was mandated to create have comprised themselves of just what was taught and what was to be taught; however, the map only revealed 10% or less of the important information.  For instance, if a map only says that the students are going to cover 1 level of a certain standard, is it assumed that the other 3-4 levels of that standard are not addressed?  Of course not.  Because of this, each curriculum map that uses the Common Core Standards would only be useful if it addressed all areas of interest, concern, and importance.

If I look at the ACT site, they address this concern with their interpretation of how the College Readiness Standards are linked to the Common Core Standards:


Common Core Standard:  Cite specific textual evidence to support analysis of science and technical 
texts, attending to the precise details of explanations or descriptions. 

Linked ACT College Readiness Standards: 
Interpretation of Data: 

  1. Select a single piece of data (numerical or nonnumerical) from a simple data presentation (e.g., a table or graph with two or three variables; a food web diagram) 
  2. Identify basic features of a table, graph, or diagram (e.g., headings, units of measurement, axis labels) 
  3. Select two or more pieces of data from a simple data presentation 
  4. Understand basic scientific terminology 
  5. Find basic information in a brief body of text 
  6. Analyze given information when presented with new, simple information 
  7. Evaluation of Models, Inferences, and Experimental Results: 
  8. Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model 
  9. Identify key issues or assumptions in a model 
  10. Select a simple hypothesis, prediction, or conclusion that is supported by two or more data presentations or models 
  11. Determine whether given information supports or contradicts a simple hypothesis or conclusion, and why 
  12. Identify strengths and weaknesses in one or more models 
  13. Identify similarities and differences between models 
  14. Select a data presentation or a model that supports or contradicts a hypothesis, prediction, or conclusion 
  15. Select a complex hypothesis, prediction, or conclusion that is supported by a data presentation or model 
  16. Determine whether new information supports or weakens a model, and why



That is one standard linked to 16 or more other standards, and each one should be present on a curriculum map.  If not, then the students and the teacher are not addressing specific areas and levels of the Common Core Standards.  That is why I developed a comprehensive curriculum map maker which lists all the Common Core Standards for Language Arts/Literacy and all the linked College Readiness Standards.  To make a map with less is just making a list of limited directions with no chance for modifications or review.  Take a look...



Try it out here:

http://www.teacherspayteachers.com/Product/Common-Core-Danielson-Framework-Curriculum-Template-Creator-866144