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?Sentence writingBeing able to write a complete and accurate sentence is the cornerstone of good writing. Sentences are the basic building blocks for writing anything – emails, creative fiction, reports, essays, articles, etc.Children need plenty of practice at crafting sentences in order to be able to write them well. Completing sentence stems, indentifying sentence types, and learning to identify what an incomplete or ‘poor’ sentence looks like are just some of the exercises that help develop strong, clear writing and ensure future academic success. This term, children will be given regular sentence-based activities to work on at home. Many of these exercises are sourced from The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (Hochman & Wexler, 2017). Their approach fits well with Montessori’s sequential, develpmentally based curriculum. The beauty of these exercises is that they can be repeated as many times as you like throughout the week, and adapted to suit any topic or subject area. This allows for plenty of practice and repetition. It also means you can adapt the examples to follow your child’s interests. If your child is still not capable of writing on their own, have them answer the questions verbally. Model writing their answer, saying each word as you write it. They should then copy your writing underneath as best they can. Remember that we use the Victorian cursive font, so please ensure you are modeling the cursive letter formations for your child whenever you write. Exercise 1: What makes a sentence?Oral practice distinguishing between sentences and fragments. Aims: Develop an understanding of a complete sentenceA fragment is an incomplete sentence (usually because it lacks a subject or a verb, or both). When they start, children can struggle to understand all the details they need to include in order for their sentence to ‘make sense’. Help them see the difference by playing a little game verbally each day for 5 minutes before you start your literacy work. You don’t need to use the word fragment initially, but it is important to explain why a sentence is ‘incomplete’.Tell your child: We’re going to play a listening game. I’m going to tell you some things and you need to listen to them carefully. Some of these are complete sentences. They make sense and you understand what I am talking about. But some of them are incomplete sentences: something is missing from the sentence and it makes it really hard to understand me! Explain the rules:When you hear a complete sentence, I want you to give me a ‘thumbs up’ When you hear an incomplete sentence, one that doesn’t make sense, I want you to give me a ‘thumbs down’.4132580193040But if I say: “had a long shower” *Frown, put your thumbs down. kThat doesn’t make sense! We need to know who had a shower, so it makes a complete sentence: ”Daniel had a long shower.”020000But if I say: “had a long shower” *Frown, put your thumbs down. kThat doesn’t make sense! We need to know who had a shower, so it makes a complete sentence: ”Daniel had a long shower.”Give examples:If I say: “Dad folded the laundry.” *Smile and put your thumbs up *.That is a complete sentence, it makes sense.Practice together: If I say “cooked a great meal…” (Ask child for thumbs up or thumbs down)Yes – that doesn’t make sense. We need to know who cooked a great meal. Let’s make this into a complete sentence: “Dad cooked a great meal.” Use the examples on the following page to practice. Have your child give you a thumbs up or down, and verbally create complete sentences for the fragments once identified. The following day, change the underlined word to create new examples, or simply come up with your own. If your child is very confident with this, switch roles, and ask them to come up with their own fragments and complete sentences and have you answer with ‘thumbs up’ or ‘thumbs down’.Exercise 1 – Listen carefully, then give a ‘thumbs up’ or ‘thumbs down’Mum likes to watch Netflix.shouted at the cat“We need to know who shouted at the cat”Matilda and Jenny“Matlda and Jenny. What about them? We need to know what they did”James caught lots of fish.can sing beautifully“We need to know who can sing beautifully.”Amy crawled on the floor.is empty“We need to know what is empty.”growing in the garden“We need to know what is growing in the garden.”Dad likes to ride a bike.Dan and Ted“We need to know what Dan and Ted did.”Jordan is making toast.Doctors help us stay healthy. in the supermarket“We need to know what happened in the supermarket.”Carol is having a baby.Tomorrow we can make porridge.Ben got a haircut. likes birds and rabbits“We need to know who likes birds and rabbits.”Shelly and Aarna“We need to know what Shelly and Aarna did.”You are the best cook ever.washed the smelly socks“We need to know who washed the smelly socks.”Exercise 2: What makes a sentence?Practice distinguishing between sentences and fragments in writing. Aims: To encourage careful readingProvide practice with capitalisation, punctuation, using new spelling and vocabulary words.Have your child read the sentences and then mark next to them if they are complete sentences (C) or fragments (F).They should then write out the fragments as complete sentences. Help them to place captial letters and full stops. 5198110161579____we like to run fast____you went over____meg finds so many bugs____only some children can ____you can swim when its hot____room 6 and room 5____the wombat went to sleep4000020000____we like to run fast____you went over____meg finds so many bugs____only some children can ____you can swim when its hot____room 6 and room 5____the wombat went to sleep____galloped over the hill____the tiger was mad and scary____dropped all the icecream____we can play at lunch time____the frog hopped on the rock____tommorow when it gets dark____ate all the bananasExercise 3: Because, But, SoThis is an exercise that can be used again and again for writing practice. Like “Tell one, ask one” I regularly repeat this writing prompt in the classroom on a weekly basis. You give students a sentence stem - the beginning of a sentence. They create a complete complex sentence using each conjunction in turn. This approach requires them to engage in far more specific and focused thinking than just asking them to respond to an open-ended question. It also gives practice using these more powerful conjunctions (because, but, so) instead of only joining ideas together with the less descriptive conjunction and. We have only just started working on this, so I am introducing each conjunction again during the first week, one at a time. After they have more practice with it – you can start using two, and then all three together. Because explains why something is true.But indicates a change of direction or opinion – a bit like a ‘U-turn’.So tells us what happens as a result of something else - the cause and the effect.Exercise 4: Asking questionsThis exercise is detailed on a separate page (with the two photographs of the trees). Exercise 5: Sentence scrambles Cut out these sentences and have your child re-order it so that it makes sense. Then copy it out using captial letters and full stops. These sentences are from the Animal Homes article on (link on Distance Learning homepage for more articles). You can repeat this exercise with any sentence (start with around four or six words). Children especially love it when you make up sentences about them, their favourite things, or something naughty/silly they have done! (They usually laugh at this last one).rabbits live in burrows a nest keeps eggs safeants build nests in trees and underground 20 rabbits can live together in a burrow ................
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