martes, 28 de febrero de 2012

Simple and complete subjects and predicates

Every sentence has two main parts: a simple subject and a simple predicate.
The simple subjectof a sentence is the main word in the complete subject. It is always a noun or a pronoun. Sometimes, the simple subjectis also the complete subject.
Example:Most birds | can fly.
Example:They | can fly because they have wings.
The simple predicate is the complete verb within the complete predicate. The simple predicate may be one or more words.
Example:Most birds | can fly.
Example:They | can fly because they have wings.
* Every sentence has two main parts: a complete subject and a complete predicate.
The complete subjectincludes all words that tell who or what the subject is.
Example:Most birds | can fly.
The complete predicate includes all words that state the action or condition of the subject.
Example:Most birds | can fly.
* An incomplete sentence is called a sentence fragment. A fragment lacks either a subject, a predicate, or does not communicate a complete thought. Here are some examples of sentence fragments:
Example:Saw that it was time to leave. à lacks a subject
Example:The king and all his men. à lacks a predicate
Example:Before we went to soccer practice. à does not communicate a complete thought

http://esl.fis.edu/grammar/satz/subpred.htm

http://www.towson.edu/ows/exercises/Simple_Subjects_and_Simple_Predicates_Ex2.aspx

http://www.ixl.com/ela/grade-4/identify-the-simple-subject-or-predicate-of-a-sentence

http://www.worksheetworks.com/pdf/170/0705c1e90ec1a/WorksheetWorks_Complete__Simple_Subjects_1.pdf

lunes, 20 de febrero de 2012

Point of View

What is Point of View?

The term “point of view” has many applications, from video game development to the interpretation of art.  This page will discuss point of view as it pertains to the study of reading and literature. When studying the perspective of the narrator, the reader is concerned with the relationship between the person telling the story (the narrator) and the agents referred to by the story teller (the characters).

Modes of Narration

There are three key terms used in the study of narrative view point: first-person, third-person limited, and third-person omniscient.  Each term refers to a specific mode of narration defined by two things: the distance of the narrator from the story (the pronoun case) and how much the narrator reveals about the thoughts and feelings of the characters (narrative access).  Let’s take a closer look at each term.

First-Person Narration

In this mode, the narrator is usually the protagonist or central character in the story.  But even if this character is not the protagonist, he or she is directly involved in the events of the story and is telling the tale “first hand.”  First-person narration is easy to identify, because the narrator will be telling the story from “I’s” perspective.  Readers should watch for the narrator’s use of first-person pronouns- “I, me, my, our, us, we, myself, and ourselves,” as these will usually indicate that the passage is narrated from first-person perspective.  Remember, with this skill readers are trying to identify the perspective of the narrator; therefore, one must ignore the dialogue of characters (indicated by “quotation marks”) and solely focus on narration, otherwise one is not analyzing the narrator’s point of view.

Third-Person Limited:

When a narrator uses third-person limited perspective, the narrator’s perspective is limited to the internal workings of one character.  In other words, the narrator reveals the thoughts and feelings of one character through explicit narration.

Third-Person Omniscient:

In this mode of narration, the narrator grants readers the most access to characters’ thoughts and feelings.  With third-person omniscient narration, the narration will reveal more than one characters’  internal workings. The base word omni means “all,” and scient means “knowing,” so omniscient roughly translates to “all knowing.”  In this case the etymology is accurate, because in omniscient narration, the narrator is all knowing.

Identifying Narrative Perspective

Directions: Read the following passages, write the narrator’s point of view, and explain your answer.

P.O.V.: First-Person, Third-person Limited, Third-Person Omniscient.

1. “Sunday was my only leisure time. I spent this in a sort of beast-like stupor, between sleep and wake, under some large tree. I sank down again, mourning over my wretched condition. I was sometimes prompted to take my life, and that of Covey, but was prevented by a combination of hope and fear.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. “Goldilocks was a proud and defiant little girl who’d been told many times by her mother to stay out of the woods, but she paid little attention to others, especially her elders, giving lots of attention instead to herself and her own desires. One day, just to show that she could, she wandered deep into the center of the forest, farther from home than ever before. In a clearing she noticed a small cottage, smoke issuing from the chimney. She thought it was quite an ugly little cottage, but she also thought it might be a place where she could get a little something to eat and drink.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

                                                                   
3. “A Child was standing on a street-corner. He leaned with one shoulder against a high board-fence and swayed the other to and fro, the while kicking carelessly at the gravel. Sunshine beat upon the cobbles, and a lazy summer wind raised yellow dust which trailed in clouds down the avenue. Clattering trucks moved with indistinctness through it. The child stood dreamily gazing.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



4.  “Mary Maloney was waiting for her husband to come him from work. Now and again she would glance up at the clock, but without anxiety, merely to please herself with the thought that each minute gone by made it nearer the time when he would come.  For her, this was always a blissful time of day. She knew he didn’t want to speak much until the first drink was finished, and she, on her side, was content to sit quietly, enjoying his company after the long hours alone in the house. She loved him for the way he sat loosely in a chair, for the way he came in a door, or moved slowly across the room with long strides.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


5. We were driving along the road from Treguier to Kervanda. We passed at a smart trot between the hedges topping an earth wall on each side of the road; then at the foot of the steep ascent before Ploumar the horse dropped into a walk, and the driver jumped down heavily from the box. He flicked his whip and climbed the incline, stepping clumsily uphill by the side of the carriage, one hand on the footboard, his eyes on the ground. After a while he lifted his head, pointed up the road with the end of the whip, and said: "The idiot!"  I was startled by his outburst.

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


6.  The bell rang furiously and, when Miss Parker went to the tube, a furious voice called out in a piercing North of Ireland accent:
"Send Farrington here!"
Miss Parker returned to her machine, saying to a man who was writing at a desk:
"Mr. Alleyne wants you upstairs."
The man muttered "Blast him!" under his breath and pushed back his chair to stand up. When he stood up he was tall and of great bulk. He had a hanging face, dark wine-coloured, with fair eyebrows and moustache: his eyes bulged forward slightly and the whites of them were dirty. He lifted up the counter and, passing by the clients, went out of the office with a heavy step.

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

martes, 14 de febrero de 2012

Type of sentences: Declarative, Interrogative, Imperative and Exclamatory.

The four kinds of sentences declarative, imperative, interrogative, and exclamatory.

1. A declarative sentence makes a statement. A declarative sentence states an idea. A declarative sentence usually ends in a period.

Example: The hockey finals will be broadcast tomorrow.

2. An imperative sentence asks, requests, orders or commands someone to do something.

Example: Pass the puck to the open man.

3. An interrogative sentence usually asks a question. There are four types, yes or no interrogatives, wh-interrogatives, alternative interrogatives and tag questions.

How', 'when', 'where' and 'why' are interrogative adverbs used to inquire about manner, time, place and purpose. 'Who', 'whose', 'whom', 'what' and 'which' are interrogative pronouns used to inquire about the subject or object of a verb.

English writers use a question mark [ ? ] at the end of a direct question. When brief questions are more or less follow-up questions to the main question, each of the little questions can begin with a lowercase letter and end with a question mark. The question mark may be inserted into parentheses, to show that something is uncertain.

Simple Interrogative Sentence Examples:
How often do you study English?
When do you study English?
Where do you study English?
Why do you study English with a tutor?
Who is the best Business English teacher?
What is the best English grammar book?
Which English school has the best teachers?


4. An exclamatory sentence shows strong feeling. An exclamation is an emotional utterance that is spoken. An exclamation can be a word, phrase, or complete English sentence spoken with great emotion or intensity. An exclamation is usually written as an interjection.

Exclamation points are usually out of place in formal writing. Use an exclamation point [ ! ] at the end of an emphatic declaration, interjection, or command. Declarative, imperative, or interrogative sentences can be made into exclamatory sentences by punctuating them with an exclamation point.

Simple Exclamatory Sentence Examples:
Stop that man!
Go to the end!
Do it now!

The process of writing an English sentence is much easier when the writer starts with a basic thought and systematically experiments with all of the sentence types and English parts of speech, phrases and clauses to see how to accurately express the complete thought.


Try this short quiz.



http://www.rhlschool.com/eng3n21.htm

https://www.edhelper.com/language/sentences5724.html

https://www.edhelper.com/language/sentences5734.html

Habits of mind also at home

Although the history of the Habits of Mind is largely one based in schools, more and more often parents are discovering the value of the Habits of Mind and introducing them in the home. 
Families are finding that the Habits of Mind help clarify their goals and expectations for their children. They help to make the qualities parents are trying to engender in their children clear.
The language of the Habits of Mind allows parents, grandparents, extended family, children and often the school as well to share a common vocabulary about what's important. Keeping all the significant adults in a childs life on the same page, sharing the same language about thinking, has proven to be enourmously powerful in many homes. 
Understanding that nuturing and developing a childs Habits of Mind is a significant parenting goal often helps clarrify interactions with chidren. It focus attention on the way a child is engaging in the Habits of Mind and how as parents we can help them improvie their Habits of Mind. 

The 16 Habits of mind
  1. Persisting
  2. Communicating with clarity and precision
  3. Managing impulsivity
  4. Gathering data through all senses
  5. Listening with understanding and empathy
  6. Creating, imagining, innovating
  7. Thinking flexibly
  8. Responding with wonderment and awe
  9. Metacognition
  10. Taking responsible risks
  11. Striving for accuracy and precision
  12. Finding humor
  13. Questioning and problem posing
  14. Thinking interdependently
  15. Applying past knowledge to new situations
  16. Remaining open to continuous learning
These are the things we do when we are dealing with something that is of big consequence or a stressor.
Here is a video that will guide you.

http://www.youtube.com/watch?v=1TkEcptIAYM