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Gerunds and Participles and Appositives – Oh My! Instructing Students in Advanced Grammar — William Van Cleave — Plain Talk About Reading February 9-11, 2015 | New Orleans About the Presenter William Van Cleave William Van Cleave, M.A., is in private practice as an educational consultant whose specialties include morphology and written expression. A nationally recognized speaker, he has presented on effective teaching practices at conferences and schools around the country since 1995. In 2004 William published the first edition of Everything You Want To Know & Exactly Where To Find It, an Orton-Gillingham based reference guide. Now in its fourth edition, this manual serves tutors and teachers of struggling readers and spellers around the country. In the spring of 2012, William completed Writing Matters: Developing Sentence Skills in Students of All Ages. Schools in the public and private arenas have adopted his methodology, and both one-on-one tutors and classroom teachers use his writing approach. Recently, he has been part of the professional development component of a S.I.G. Grant with a charter school for last chance students in Oklahoma City. There, he has trained, observed, and mentored faculty; model instructed; and designed and implemented curricula. During his career William has tutored; taught literature, writing, and math; and held several administrative posts. He received his B.A. in English and Women’s Studies from The College of Wooster and earned his M.A. in English from S.U.N.Y. New Paltz. About CDL Founded in 1992, the Center for Development and Learning (CDL) is a results-driven 501(c)(3) nonprofit organization. CDL’s mission is to improve the life chances of all children, especially those at high risk, by increasing school success. We believe that all children, regardless of how they look, where they come from, or how they learn, can and will achieve school success when provided with highly effective teachers and positive, supportive learning environments. CDL’s services fall into three silos: 1. Evidence-based professional development for teachers, principals, teacher leaders, related specialists, paraprofessionals, parents and caregivers 2. Direct services to students 3. Public engagement of stakeholders at all levels CDL’s professional learning services comprise approximately 85% of our work. For over 18 years, we have been a trusted source of specialized professional learning services for educators. CDL’s professional learning is designed, facilitated, evaluated and adjusted to meet the needs of the learners. In collaboration with school and district leaders and teachers, we examine student and teacher data and build professional learning in response to student and teacher performance. We evaluate progress frequently and adjust accordingly. We have special expertise in literacy, building collaborative capacity, leadership and talent management, high-yield teaching strategies and tactics, differentiated instruction, and learner-specific instruction. Call us – we are ready to serve you. One Galleria Blvd., Suite 903 | Metairie, LA 70001 Phone: (504) 840-9786 | Fax: (504) 840-9968 | Email: [email protected] | Web: www.cdl.org PLAIN TALK ABOUT READING AND LEARNING New Orleans, LA |February 9-11, 2015 W.V.C.ED • P.O. Box 8418 Greenville, SC 29604 [email protected] website: wvced.com facebook: W.V.C.ED Gerunds & Participles & Appositives - Oh My! Instructing Students in Advanced Grammar William Van Cleave, Educational Consultant, W.V.C.ED Plain Talk About Reading Conference - February 2014 I. The Common Core & Advanced Grammar - What the Common Core Says - What Makes Sense for Instruction II. Using the Basics as a Springboard for Instruction - The Adjective: Participles, Infinitives, Phrases, & Clauses - The Adverb: Infinitives, Phrases, & Clauses - The Noun: Gerunds, Infinitives, Appositives, & Clauses © 2015 W.V.C.ED • wvced.com • The Center for Development and Learning PLAIN TALK ABOUT READING AND LEARNING New Orleans, LA |February 9-11, 2015 Concepts to be Covered Before & During High School The Common Core states that “throughout 7th grade, students should develop the ability to explain the function phrases and clauses and their specific function in sentences. Also, they should develop the ability to choose among different clause configurations and sentence types to convey different relationships between ideas.” Thus, students must be able to apply but also explain the application of these elements. The Common Core also states that students in the 9th and 10th grades should have the ability to “use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.” Though this piece of text does not indicate that students must know how to explain their knowledge, they are building on the base they established in middle school. As they add structures to their knowledge, they should understand how those structures interplay with previously learned concepts, and also, ultimately, they should be able to create those structures in isolation and in application in paragraphs and longer pieces of writing. As they enter high school, students should have a thorough understanding of the following: • parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions. • sentence parts and structures: subject, predicate, phrase and clause, object of preposition and adjective and adverb phrase, direct and indirect object, predicate adjective and noun, clause and independent and dependent clause, adverb and adjective/relative clause, simple, compound, complex, and compound-complex sentence. Struggling writers entering high school may have difficulty with some or even most of the concepts above. Instructors will need to assess competency and then provide instruction, combined with intensive sentence-writing activities to develop those skills as quickly and yet thoroughly as possible. During high school students should develop the following: • a thorough and flexible understanding of the ways in which clauses combine to create different kinds of sentences • the ability to combine clauses to create all different kinds of sentences, both in isolation and in application • a thorough understanding of punctuation necessary to cluster words, phrases, clauses, and ideas together properly, including comma, semi-colon, colon (and, perhaps, dash) • an understanding of appositives (and, perhaps, absolutes) • an understanding of noun clauses • an understanding of verbals, including gerunds and gerund phrases, participles and participial phrases, and infinitives and infinitive phrases taken from Van Cleave’s Writing Matters: Developing Sentence Skills in Students of All Ages The Center for Development and Learning © 2015 W.V.C.ED • wvced.com • The Center for Development and Learning (Words such as however are conjunctive adverbs rather than conjunctions; these adverbs often begin the second clause of a compound sentence that uses a semi-colon and are always followed by a comma.) (For a group of words to be a clause, it must have its own subject and predicate. It cannot share either with another clause.) Logan saw an excellent movie and then went to dinner with friends. A number of recent inventions have changed the way the world functions; cell phones and the internet are two of the most obvious. The game got rained out; however, the coaches rescheduled it for the following Saturday. ...or joined by a semi-colon. Jackson went to the store, but it was closed. Tickets for the final game were scarce, yet Drew still got seats. I love to jog through the park, and Isabelle often joins me. I do not want to go to the movies, nor do I feel like playing baseball. joined by comma and coordinating conjunction... for and nor but or yet Wes and Ethan often play tennis on Saturdays. Others have compound subjects and/or predicates. On Tuesday Will visited our grandmother at her cottage in the next town. Mac went to the store. Many have a single subject and predicate. 1 independent and 1 (or more) dependent clauses Complex Sentence D dependent clause: clause that cannot stand by itself independent clause: clause that can stand by itself (The first of these adjective clause (or D-wedge) sentences uses the clause to define the subject. The second uses it to define the object.) Taylor, who has played competitive sports since fourth grade, started at free safety this fall. Jack loved any book that could hold his attention. ...or using relative pronoun. Luke spent an extra $50 on his computer because it came with a printer. (ID) Our mom banned drinks in the den after Jeb spilled soda on the good table. (ID) While Rob was pulling out of his driveway, he accidentally bumped into another car. (D,I) Even though the movie ran late, Charles still got in before curfew. (D,I) using subordinating conjunction... I, I I;I D,I ID I 2 independent clauses 1 independent clause I Compound Sentence Simple Sentence Common Sentence Templates clause: group of words with a subject and its verb PLAIN TALK ABOUT READING AND LEARNING New Orleans, LA |February 9-11, 2015 © 2015 W.V.C.ED • wvced.com • PLAIN TALK ABOUT READING AND LEARNING New Orleans, LA |February 9-11, 2015 Clause/Phrase Activities Activities Clause/Phrase Identify each group of words below as a clause (C) or a phrase (P). Remember that a clause must contain a subject and its verb (or predicate): _____ after our visit to the zoo _____ as soon as we pack for the trip _____ as I was walking the dog this morning _____ to my left on the playing field _____ on the street corner beside the mailbox _____ before the television show starts _____ just as the boy reached the finish line _____ before sunset _____ now that you have arrived _____ during the long, boring game _____ underneath the seat in front of you _____ once I figure out the answer _____ whenever I study carefully _____ always ahead of time _____ on top of the skyscraper _____ because he broke his foot yesterday _____ instead of a Porsche 911 _____ although I found the dog at the pound _____ outside the front door _____ while the plane safely landed _____ to the end of the line _____ whether the eagle lands on the ledge or not _____ as long as she finishes the run _____ near the dinosaur exhibit _____ unless we recover the stolen bicycle _____ next to me All the groups of words below are clauses. Identify each as I (independent or main) or D (dependent or subordinate): _____ I charged my iPhone this morning _____ unless the game goes into overtime _____ now that you won the championship _____ Jackie Robinson joined an all-white team _____ plants need water to survive _____ Al Capone was nabbed for tax evasion _____ after I bought a candy bar _____ if you take your sister with you _____ President Kennedy was shot in 1963 _____ Betsy Ross sewed the first American flag _____ when President Reagan spoke _____ though Gregor Mendel discovered genetics _____ before Huck Finn faked his own death _____ even if you clean your room _____ because many think Hamlet is insane _____ the president lives in Washington, DC _____ William Shakespeare wrote many plays _____ Chicago and Boston are often rainy _____ Nick often worries about Jay Gatsby _____ as long as you put the dog on a leash _____ as soon as he discovered the surprise _____ I have seen that movie three times _____ Richard read many of the classics _____ where the path follows the old creekbed The Center for Development and Learning © 2015 W.V.C.ED • wvced.com • Adjective describes noun (or pronoun) participle: verb as adjective (ends in -ing, -ed, etc.) crying baby running water busted faucet Adverb prepositional: begins with preposition I ran to the store. We slept at Mary’s house. infinitive: “to + verb” as adverb I prepared to lose. I put my feet up to rest. prepositional: begins with preposition The man on the moon walked carefully. The woman with the green bag is our new neighbor. infinitive: “to + verb” as adjective The man to beat is Fred. There are three essays to answer on the test. describes verb (or adjective or another adverb) Fancy Nouns, Adjectives, and Adverbs for Reading & Writing Noun names person, place, thing, or idea gerund: verb as noun (ends in -ing) Skiing is fun. I love baking. appositive: noun/pronoun renames adjacent noun/pronoun My brother Trey sold his car. gerund: begins with gerund (usually) Walking through the park relaxes me. infinitive: begins with infinitive (usually) I watched to learn the proper method. The plane rose to avoid turbulence. infinitive: “to + verb” as noun I like to win. appositive: includes appositive F.D.R., the president during World War II, worked closely with Winston Churchill. infinitive: begins with infinitive (usually) I want to get an entree to share with my girlfriend. The present to open early is from your uncle. adverb: begins with subordinating conjunction Before I left, I brushed my teeth. You should take her class because she is interesting. participial: begins with participle (usually) Sleeping soundly through the storm, John woke refreshed the next morning. Marcia, celebrating her graduation from college, partied like it was 1999. (usually) infinitive: begins with infinitive I like to roast marshmallows over the fire. noun: replaces noun What you are doing annoys me. I like when we go to the movies. adjective or relative: begins with relative pronoun Beef that is undercooked is unsafe to eat. My friend, who is quite smart, struggles in math. I saw a pathetic mutt, which was scavenging through the garbage behind the restaurant. © 2014 W.V.C.ED • wvced.com © 2015 W.V.C.ED • wvced.com • The Center for Development and Learning word phrase clause PLAIN TALK ABOUT READING AND LEARNING New Orleans, LA |February 9-11, 2015 Advanced Elements Keep these things in mind: • • • We teach grammar to improve writing. If you cannot justify teaching a particular concept in terms of improving a student’s writing, don’t teach it. Expand upon students’ knowledge of basic grammar to teach them more advanced structures. The best grammar exercises involve students writing sentences containing/practicing various grammatical concepts. Advanced elements are listed beneath their respective parts of speech: • noun • pronoun gerund (can be phrase) appositive (can be phrase) noun clause names a person, place, thing, or idea Liz, school, tree, peace takes the place of noun he, she, them, us verb acting as noun (verbal) Skiing is wonderful. I love eating. She found swimming exhausting. noun or pronoun that renames an adjacent noun or pronoun Trey, my younger brother, lives in Louisville, Kentucky. A dangerous woman, the spy was feared by friend and foe alike. Winston Churchill worked with F.D.R., our president during World War II. clause that takes the place of a noun I don’t know what you are doing. Wherever you want to go will make me happy. • adjective participle (can be phrase) adjective phrase adjective clause describes a noun (or pronoun) ugly, three, blue, loud verb acting as adjective (verbal) sleeping baby busted lip engaging game smoking gun rousing speech Taking the corner at breakneck speed, the cyclist just barely avoided a collision. prepositional phrase that describes noun/pronoun He was the first man on the moon. The book of poems was boring. clause that describes noun/pronoun (also called adjective clause) Abraham Lincoln, who worked to free the slaves, was assassinated. The mouse saw the cheese, which was bait in the trap. • adverb adverb phrase adverb clause conjunctive adverb (can be phrase) describes a verb (adjective, or other adverb) quickly, soon, usually prepositional phrase that describes verb I slept in a sleeping bag at the campsite. We ate at McDonald’s. clause that describes verb in another clause (usually the independent clause) When the clock strikes twelve, we will arrive. I like her because she has a great sense of humor. can be used between semi-colon and comma to begin second independent clause in compound sentence Ice cream is delicious; nevertheless, it is not a part of my diet. I had a headache; consequently, I took some aspirin. She is a good person; at the same time, she isn’t thoughtful when she speaks. Students often use infinitives correctly and automatically without instruction; because of this, I don’t spend significant time teaching them. Avoid teaching what role they play (noun, adjective, adverb) unless it is required by an outside source. Do let students know that infinitives never serve as verbs in sentences. • infinitive (can be phrase) verb in to + verb form acting as something else (verbal - can be noun, adjective, or adverb) I gave the dog a bone to make her happy. I ate to satisfy my mother. I love to win. The man to beat had better funding. The Center for Development and Learning © 2015 W.V.C.ED • wvced.com • I. Sentence Kinds Some Issues to Explore Put parentheses around each clause. Underline each subject and circle each verb. Label each clause I (independent) or D (dependent). Label the sentence simple, compound, or complex. Hint: The only words that fall outside a clause are coordinating conjunctions that join independent clauses. Before the lacrosse game at the stadium, we should grab some dinner. After the television show ends, we should head to bed. Eliza prepared a delicious meal, but no one arrived in time to eat it. James Bond took down the guards with ease and then moved to escape the building. II. Verbals Underline each verbal and mark it P (participle), I (infinitive), or G (gerund). Then, if that verbal is part of a phrase, put the phrase in parentheses. The pilot, timing the landing perfectly, hit the runway with hardly a bump. Skiing the slopes first thing in the morning makes me happy. I love sleeping in late on Saturday mornings. The exhausted teacher lost her patience with the frustrating children but managed to maintain her cool throughout the day. III. Expanding Using Advanced Elements: At the blank to the right, write an appropriate example of the element indicated in the sentence. P The doctor operated successfully. ____________________________ Louis, P, won the championship for us. ____________________________ I find G to be rewarding. ____________________________ G is an activity best saved for the weekend. ____________________________ I love I first thing in the morning. ____________________________ I wish I could learn I before my brother. ____________________________ The principal, A, spoke sternly to Elsa. ____________________________ IV. Danglers: Although born to an upper-middle family, the Great Depression brought a loss of money. Despite having an engaging personality and an outstanding education, Greg’s search for a satisfying job was fruitless. (Mc-Graw-Hill’s SAT 2012)) The Center for Development and Learning © 2015 W.V.C.ED • wvced.com •