Grammar Matters by Dorfman Lynne R.;Dougherty Diane; & Diane Dougherty

Author:Dorfman, Lynne R.;Dougherty, Diane; & Diane Dougherty
Language: eng
Format: epub
Publisher: Stenhouse Publishers
Published: 2014-08-15T00:00:00+00:00

Figure 8.5

Johna explains how to ride a bike: “Riding a bike is easy to ride. First, you have to get on your bike! You keep pedaling and you have to keep your balance. Next, you have to be careful because you can get hurt! Then, if you are turning, you have to stop and you look both ways! Finally, you have to wear your helmet. You have to be careful! That’s how to ride a 2 wheeler bike!”

Figure 8.6

Nick explains how to catch a frog: “Catching a frog is easy if you know how. First get a boat at a boat store. Next get a net at a store. Then if you see a frog try to catch it with your net. Finally you might catch a frog. Now you know how to catch a frog.”

Nick’s advice on how to catch a frog is quite expensive (Figure 8.6). He tells his reader, First get a boat at a boat store. Nick has a wonderful sense of sentence, uses end punctuation, and has spaces between his words. His spelling is remarkable.

Gwen wrote about fishing. She has a question lead sentence, a closing sentence, uses end punctuation, and has a sense of order. Her spacing is excellent, even though she tries to cram her final words on the last line because she has run out of room: Do you no [know] how to catch a fish? First, get werms and Buy a fishing rode [rod]. Next, go to a Big rever [river] an sit on a rock. Then, put one of your wrems [worms] on your fishing rode. Finally, thow [throw] your fishing rode [rod] into the rever an [and] waet [wait] itill [until] a fish gets your werm. That’s how to catch a fish.

In Alison Navarrete’s kindergarten class at Eagleville Elementary School in Methacton School District, students were eager to write in their journals after Lynne read Hands: Growing Up to Be an Artist. The students brainstormed on a chart a list of ways they use their hands. They added to this list after their field day where they engaged in activities like tug-of-war. Every student had at least one idea to write about. Lynne used the topic of planting flowers, revising her original piece slightly:

I use my hands to plant flowers. First, I dig a hole in the garden soil. Next, I place the flower in the middle of the hole. Then, I fill in the hole with the garden dirt. I pat the ground around the plant with my gloved hands. After that, I plant more flowers the same way until I am finished. Finally, I give my flowers a little drink of water with the hose. Now I am ready to enjoy my garden!

The students read and reread with Lynne. They noticed the transition words and how the writing started with a lead sentence to introduce the topic and ended with a closing sentence. The students drew a picture first and labeled it. Adiva wrote a piece that has voice and sophistication (Figure 8.

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