Developing Sentence Imitation, Grade 2.pdf - Brevard Public Schools

192 Pages·2012·2.01 MB·English

What do you notice?
Where is the verb?
What makes this sentence
Masterfully superb?

What do you notice?
See what its parts do.
Which words make this sentence
Appeal to you?

Look at the sentence;
Observe its construction.
Consider each word
And study its function.

Look closely to see
How the writer places
Each of the words,
The clauses and phrases.

Now imitate the pattern
With your words, one by one;
And build your own sentence.
Now wasn’t that fun?

~ Marge Bloom ~
Table of Contents

Rationale ~ Implementing Sentence Imitation 4
Sentence Types 5
Sentence Construction 6-8
Common Core State Standards ~ Conventions 9-11
David’s New Friends by Pat Mora 12-16
Mr. Putter and Tabby Pour the Tea by Cynthia Rylant 17-21
Fighting the Fire by Time for Kids 22-26
Meet Rosina by George Ancona 27-31
My Name is Yoon by Helen Recorvits 32-36
Freckle Juice by Judy Blume 37-41
The Tiny Seed by Eric Carle 42-46
A Harbor Seal Pup Grows Up by Joan Hewett 47-51
A Trip to the Emergency Room by Time for Kids 52-56
Farfallina and Marcel by Holly Keller 57-61
There’s Nothing Like Baseball by Angela Johnson 62-66
Cam Jansen and the Mystery of the Dinosaur Bones by David A. Adler 67-71
Head, Body, Legs retold by Won-Ldy Paye and Margaret H. Lippert 72-76
Officer Buckle and Gloria by Peggy Rathmann 77-81
Meet the Super Croc by Time for Kids 82-86
Dancing as a Team by Sharon Dennis Wyeth 87-91
Click, Clack, Moo, Cows That Type by Doreen Cronin 92-96

Developing Sentence Imitation Page 2
Monday with a Mad Genius by Mary Pope Osborne 97-101
Splish! Splash! Animal Baths by April Pulley Sayre 102-106
Goose’s Story by Cari Best 107-111
A Way to Help Planet Earth by Time for Kids 112-116
Super Storms by Seymour Simon 117-121
Nutnkik, the Wolf Pup by Jean Craighead George 122-126
Nate the Great and the Musical Note by Marjorie and Craig Sharmat 127-131
Dig Wait Listen: A Desert Toad’s Tale by April Pulley Sayre 132-136
Pushing Up the Sky by Joseph Bruchac 137-141
Columbus Explores New Land by Time for Kids 142-146
The Ugly Vegetables by Grace Lin 147-151
The Moon by Seymour Simon 152-156
Mostly Monty by Johanna Hurwitz 157-161
Mice and Beans by Pam Munoz Ryan 162-166
Stirring Up Memories by Pam Munoz Ryan 167-171
Music of the Stone Age by Time for Kids 172-176
African American Inventors by Jim Haskins 177-181
Babu’s Song by Stephanie Stuve-Bodeen 182-186
Nate the Great On the Owl Express by Marjorie and Craig Sharmat 187-191
Acknowledgements 192

Developing Sentence Imitation Page 3
De ve lo p in g S e n te n c e Im ita tio n

Rationale

• This book was designed to provide quick daily lessons in grammar, conventions,
and craft by noticing sentence patterns from literature and imitating those
patterns in writing.
• Each lesson works in conjunction with daily grammar lessons in the reading
series. For example, Day 1 of Unit 1 may teach subject and predicates.
Therefore this book’s first lesson would also point out subjects and predicates. If
a lesson was about semicolons, then the mentor sentence used in this book
would be one that showcases semicolons.
• For Week 6, the review week, popular chapter books were used, pulling
sentences to review the prior five weeks of lessons in that unit.
• Regardless of whether you use the reading series or not, the sentences reflect
the Common Core State Standards in Language (conventions, vocabulary).
• Please note – There is no need to “parse” each sentence down to its individual
parts of speech. The “What Do You Notice” section of each page does provide a
more extensive list of notable phrases, clauses, parts of speech, skills, etc. but
does so in order to encompass all that might be noticed. The point of “noticing”
each sentence is to see how grammar and conventions are used.

Implementing Sentence Imitation

1. Put the sentence from literature on the doc cam (top sentence of the page).
2. Ask the students, “What do you notice about the sentence?”
3. Students may notice everything from conventions, grammar, skills, and tone, to
craft.
4. Since each sentence follows the reading series and the skills correspond to the
ones being taught in the series, you might lead your students to notice that skill
that you want them to imitate.
5. After students have pointed out what they have noticed, show the “imitation”
sentence (either the one provided for you in this book or one of your own) and
ask them, “What do you notice about this sentence?”
6. Finally, ask the students to write their own sentence based on this pattern.

Developing Sentence Imitation Page 4
Sentence Types

Simple Compound

1 Independent clause Independent clause
+
Maurice swims in the summer. Coordinating conjunction
+
Maurice and Billy swim at the pool in the Independent clause
summer.
Maurice took skiing lessons, but Billy took
Yesterday after school, Maurice and Billy swimming lessons.
swam and played in the pool.
OR

Independent clause
+
; (semicolon)
+
Independent clause

Maurice took skiing lessons; Billy took
swimming lessons.

Complex Compound-Complex

Dependent clause,+ Independent clause,+
Independent clause Dependent clause,+
Coordinating conjunction (or ;) +
When Maurice took skiing lessons, Tom Independent clause
took swimming lessons.
Independent Clause
OR Dependent
clause
Independent clause,+
Dependent clause Maurice worked toward the goal that he
formulated as a child, and
he learned to ski.
OR
Split independent clause, +
Dependent clause,+
Independent
Split independent clause
Clause

Maurice, who longed to ski, took lessons.

Developing Sentence Imitation Page 5
Sentence Construction

Clause – a syntactic construction, containing a subject and predicate, forming part of a
sentence or constituting a whole simple sentence.

Dependent Clauses (Subordinate Clauses)
Noun Clause – a subordinate clause that functions as a noun and
has a subject and verb and follows one of the
words in the chart below:
how, however where, whether whom, whomever
that which, whichever whose
what, whether who, whoever why, when

Adjective Clause – a subordinate clause that functions as an
adjective and has a subject and verb that
follows one of the relative pronouns in the
chart below:
who whose whom which that when where

Adverb Clause – a subordinate clause that functions as an adverb
and has a subject and verb and follows one of
subordinating conjunctions in the chart below
(these are used most often - AAAWWWUBBIS):
as after although when whenever while until because if since

Phrase - a sequence of two or more words that does not contain a finite verb or a
subject (e.g. Prepositional phrase -After many months and many wrinkled papers, …)

Functions of a Noun
1. subject
2. direct object
3. indirect object
4. predicate nominative
5. object of the preposition
6. appositive
7. object compliment

Developing Sentence Imitation Page 6
Pronouns

Subjective (Nominative) Objective Possessive
I me my, mine
he him his
she her her, hers
it it its
we us our, ours
you you your, yours
they them their, theirs
who whom whose

Demonstrative
this that these those

Indefinite
Singular Plural Either
another everyone other both all
anybody everything one few any
anyone neither somebody many most
anything nobody someone ones none
each no one something others some
everybody nothing several

Reflexive
Singular Plural
myself ourselves
yourself yourselves
himself, herself, itself themselves

Relative
who whose whom which that when where

Developing Sentence Imitation Page 7
Verbs

Linking Verbs
* am are be been being is was were

Helping Verbs
* am are is was were be being been
have had has have did do does
can could may might must shall should will would

The verbs in this row may act as linking verbs (stand alone) or as helping verbs (with
*
another verb).

Verbals

Gerund – verb acting as a noun (Skiing offers John a sense of freedom.)
Infinitive – to + verb (To exercise regularly promotes wellness.)
Participle – verb acting as an adjective (Driving wildly, Daren sped down the road.)

Conjunctions

Coordinating - FANBOYS – for, and, nor, but, or, yet, so
Subordinating - AAAWWWUBBIS – as, although, after, when, whenever, while,
until, because, before, if, since
Coorelative - both…and, not only…but also, either…or, neither…nor, not…but,
whether…or

Prepositions
Note – prepositional phrases always have an object (pronoun, noun) of the preposition
(e.g. Aboard the bus, we took our seats.)

aboard before during onto underneath
about behind except out until
above below for outside unto
across beneath from over up
after beside in past upon
against besides inside since with
along between into through within
amid but (except) near till
around by of to
as concerning off toward
at down on under

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Co m m o n Co re S ta te S ta n d a rd s
~ Co n ve n tio n s ~

Second grade – Red
Third grade – Red, Green
Fourth Grade – Red, Green, Blue

Nouns
• Plural (orally by adding /s/ or /es/
• Common, proper, possessive
• Noun ~ verb agreement
• Collective nouns (e.g. group)
• Irregular plural nouns
• Abstract nouns (e.g. childhood)

Pronouns
• Personal (I, we, you, he she, it they), possessive (his, hers, my, theirs, ours,
yours, mine), indefinite (some, somebody, anybody, nobody…)
• Reflexive pronouns (myself, ourselves…)
• Relative pronouns (who, whose, whom, which, that)
• Pronoun ~ antecedent agreement

Verbs
• Tenses – past, present, future
• Irregular verbs (e.g. sat, hid, told)
• Subject ~verb agreement

Adjectives
• Comparative
• Superlative
• Order according to conventional patterns (e.g. a small red bag instead of a red
small bag)

Developing Sentence Imitation Page 9
Adverbs
• Comparative (e.g. quicker, faster,…)
• Superlative (e.g. quickest, fastest, …)

Conjunctions
• Coordinating (FANBOYS - for, and, nor, but, or, yet, so)
• Subordinating (AAAWWWUBBIS – as, although, after, when, whenever, while,
until, because, before, if, since)

Determiners
• Articles (an, a, the)
• Demonstratives (this, that, these, those, none, neither)

Prepositions
• Words
• Phrases

Modal Auxiliaries
• (e.g. can, may, must)

Types of Sentences
• Declarative
• Interrogative
• Imperative
• Exclamatory

• Simple
• Complex
• Compound

Spelling
• Spell simple words phonetically
• Spelling patterns and generalizations
• Conventional spelling for high-frequency words
• Suffixes added to base words

Developing Sentence Imitation Page 10