Here is a list of a variety of ways to tell your child Very Good!
Sunday, November 4, 2012
Sunday, September 9, 2012
Story Grammar Marker
A Story Grammar Marker assists students with reading and listening comprehension as well as when writing narratives. It has symbols which correspond to all of the parts of a story: character, setting, -initiating event, plan, internal response, attempt , obstacle, direct consequence, and resolution.
Sometimes it is beneficial for students to self-generate the symbols they want to use to represent the different story components.The has series of four pictures (see below) describe each of the parts of the story grammar marker in more detail and can be used with your child if you choose to make a story grammar marker. The fifth picture shows an example of a marker made with a child.
Sometimes it is beneficial for students to self-generate the symbols they want to use to represent the different story components.The has series of four pictures (see below) describe each of the parts of the story grammar marker in more detail and can be used with your child if you choose to make a story grammar marker. The fifth picture shows an example of a marker made with a child.
Monday, August 27, 2012
Useful Tips and Strategies for Working with Your Child at Home
Here is a strategy to assist with enhancing vocabulary by writing
object descriptions, since defining concepts is important
across all academic areas. This strategy will assist students with
retaining, recalling, and writing definitions using an appropriate
structure. In order to use the strategy of object
descriptions you must ask your child these seven
questions in this order:
1) What is it called?
2) What is the category?
3) What do you do with it? What does it do?
4) What does it look like?
5) What parts does it have?
6) What does it feel like?
7) Where can I find it?
**Not every question needs to be answered.**
Then, you build a definition with the answers the students give to the seven questions: A(n) ______(#1)______ is a(n) ________(# 2)________ that _____(#3)_______. It _______ (#4, 5, 6 or 7)_________ and ____(#4, 5, 6 or 7)_________.
Here's an example:
1) What is it called? A blueberry
2) What is the category? Fruit
3) What do you do with it? What does it do? Eat it
4) What does it look like? Round, Dark Blue
5) What parts does it have? Small seeds and a small stem
6) What does it feel like? Smooth
7) Where can I find it? At the grocery store, On a plant
Definition: A blueberry is a fruit that you can eat. It is round, dark blue, and smooth with small seeds and a small stem. You can find them at the grocery store or on a plant.
1) What is it called?
2) What is the category?
3) What do you do with it? What does it do?
4) What does it look like?
5) What parts does it have?
6) What does it feel like?
7) Where can I find it?
**Not every question needs to be answered.**
Then, you build a definition with the answers the students give to the seven questions: A(n) ______(#1)______ is a(n) ________(# 2)________ that _____(#3)_______. It _______ (#4, 5, 6 or 7)_________ and ____(#4, 5, 6 or 7)_________.
Here's an example:
1) What is it called? A blueberry
2) What is the category? Fruit
3) What do you do with it? What does it do? Eat it
4) What does it look like? Round, Dark Blue
5) What parts does it have? Small seeds and a small stem
6) What does it feel like? Smooth
7) Where can I find it? At the grocery store, On a plant
Definition: A blueberry is a fruit that you can eat. It is round, dark blue, and smooth with small seeds and a small stem. You can find them at the grocery store or on a plant.
(Zimmerman, 2007) (Montgomery, 2012)
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