Two sets of printed sentences (one as a control for reconstruction).
Red wooden circle.
Three small black circles.
Three black arrows which say:
- to whom? to what? [indirect object]
- whom? what? [direct object]
- who is it that? what is it that?
Small orange circles.
Eight orange arrows with questions:
|how?||by who? by what?|
|where?||by means of whom? by means of what?|
|when?||with whom? with what?|
|what for?||from what? from where?|
Reading Analysis Chart II.
Presentation and Exercises
- Invite the child to the lesson.
- Show the child the 2nd wooden symbol box which includes (but not limited to) the eight orange arrows and circles which we will need here.
- Ask the child to bring the 2nd symbol box.
- Bring the writing tray.
- Be sure that you bring the control sentence that you must write before the lesson, but do not show it to the child until the end.
- Open the box and take out the familiar symbols; the red circle, two black arrows, one large black circle, and one medium black circle.
- Place the circles at the top of the table.
- Take out the orange circles and place them with the other circles at the top.
- Place the black arrows that say “whom? what?” and “who is it that? what is it that?” on the table.
- Ask the child to read the arrows.
- Move the arrows to the left side of the table in a column.
- Take out all the orange arrows.
- Ask the child to read each one.
- Place the orange arrows in a column on the left underneath the black arrows.
- On paper, for example, write “Yesterday the gardener carefully trimmed the hedge in our yard.”
- Ask the child to read it.
- Ask the child to act it out.
- Place the red circle in the middle of the table.
- “What was the action? Right, trimmed.”
- Ask the child to cut the action out.
- Wait for the child to place the word on the red circle.
- Place the black arrow that says “who is it that? what is it that?” to the left of the red circle.
- “Who trimmed? Yes, you got it, the gardener.”
- Ask the child to cut “the gardener” out.
- Wait for the child to place the word on the large black circle on the left.
- Repeat this process for the black arrow that says “whom? what?” which is on the right of the red circle.
- Child will cut out “the hedges” and place it on the medium black circle on the right.
- Read the labels that are not matched with a symbol yet “yesterday” “carefully” “in our yard”.
- “Let’s read these orange arrows and find a question which one of our papers can answer.”
- Read through the list until you find a match such as the word “yesterday” and the orange arrow “when?”
- Place orange arrow pointing downwards from the verb.
- Place a small orange circle at the end of the arrow’s point.
- Ask the child to put the word on the orange circle.
- Repeat this process for the other words until they all match an arrow, such as arrows “how?” and “where?” with words “carefully” and “in our yard.”
- Read the words together to form a sentence.
- Ask the child to transpose.
- After transposing, show the child the control sentence that you must write before the lesson which will help the child put the sentence back into its original form.
- Clean up the exercise and show the child the independent slips tray #1.
- Repeat the process the same as before.
- Introduce the black arrow “to whom? to what?” which pairs with the smallest black circle.
- Place this new arrow with all the other arrows on the left.
- Write a sentence that includes the words that will answer “to whom? to what?”
- For example, “Last night my mother gave my sister a dress for her birthday.”
- Repeat the process from before by identifying the verb and placing it on the red symbol after cutting it out.
- Start with the black arrows and circles from before.
- Then use the new black arrow and circle for “my sister.”
- Answer the questions on the orange arrows last.
- Read the words to form the original sentence.
- Ask the child to transpose.
- Show the child the pre-written control sentence.
- Wait for the child to put the sentence back in its original form.
- Clean up and show the child the independent slips tray #2.
Improve the child’s reading, writing and speaking through analyzing sentences.
Introduce Reading Analysis Chart II on another day.
Transposing is important, even when the children work independently.
Repetition is important therefore you should have a variety of sentence strips to keep the children interested.
Prepare a lot of sample sentences.
You can include punctuation.
This comes after the punctuation exercise.
Keep in mind you don’t tell the child the words “adverbial phrases” or “indirect object.”