Download Gerunds and Participles and Appositives

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
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increasing school success. We believe that all children, regardless of how they look, where they come
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PLAIN TALK ABOUT READING AND LEARNING
New Orleans, LA |February 9-11, 2015
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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
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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
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