Writing - Miss Joy
Writing- Framing Your
Thoughts
OVERVIEW-Project Read by Pat Rakovic MA
CCC/SLP,CAGS
Project Read
• Project Read©/Language Circle© is a research based mainstream language arts program for students who need a systematic learning experience with direct teaching of concepts and skills through multisensory techniques
Project Read
–Differentiation of instruction
•Color coded
•Auditory:Saying for each part of speech
•Visual symbol
•Tactile symbol
•Kinesthetic
What do you do when you have a great photo
A sentence starts with a capital letter and ends with a stop sign.
Literature that teaches Punctuation
Activity
• Draw a sentence frame on your paper ( board).
• Say it as you draw it.
A noun is a word that names the person, place, thing, idea and animal
John
Dog Cars
Discovering the Subjects
• The use of visuals to teach nouns
• TASK
– Use your camera to find subjects in the pictures.
– Think about what story you might be able to tell with that particular subject.
Subject line or blue card/sticky note
Game
• Say the noun poem
• Lets think of all the nouns that are
– People
– Places
– Things
– Animals
• You need to listen to your classmates you can’t repeat what they say
Books about Nouns
The action of the subject is called the predicate.
The action can be physical (doing) or mental (thinking or being).
paints runs crash
Predicate
Verbs
• Verbs can be mental/physical it is what you do.
– TEACH
• Activity: Just call out verbs that could be used for these pictures.
Books about Verbs
Bare Bone Sentences
A sentence only needs a subject word plus a predicate word to equal a complete thought.
Sentence Formula
Cars crash.
John paints.
The dog runs.
Cars crash.
Activity
• Use student’s names to make some barebone sentences
– Mary yodels
– Extra points for novel verbs
Where How When Why
A predicate expander expands the predicate by answering the questions where, how, when, and why.
Predicate Expanders
• Each Triangle or Predicate
Expander Type would be taught separately.
• The categories answer the questions
– Where
– How
– When
– Why
Predicate Expanders
• Predicate Expanders are taught after the subject and verb because they are what adds substance to the sentence.
• Note that the predicate was marked by four mountains, each of these mountains represent a category of expanders
Cars crash on the busy freeway.
Cars crash loudly.
Cars crash during rush hour.
Cars crash because of the rain.
Activity
• Write a sentence using a subject descriptor.
• Diagram the sentence.
• Did you use any triangles?
Subject Describers describe or tell more about the subject.
Looks like/
Physical
Behavior/
Personality
Numbers Ownership Set Apart
Subject Descriptors
• Looks/Physical Characteristics
– Shape, size, color, texture, taste, smell
• Behavior/personality
• Number
• Ownership
• Set Apart
– Sets the subject apart
• The cup, on the desk, fell down.
The dog runs.
The big dog runs.
The playful dog runs.
Three dogs run.
Bob’s dog runs.
The dog with the red collar runs.
lll
Joins words, phrases, and sentences.
Cars crash.
The red and
lll
green cars crash.
Sentence Mobility
• Write a sentence having at least one predicate expander.
• Diagram it.
• Take the sentence and move the predicate expander to another place in the sentence.
Diagramming Sentences
• First put the sentence frame around each sentence. Alternate colors for each sentence.
• Then put the symbols around the words.
• Do you see a pattern ?
• If you see a pattern try to change it.
