Material
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
Adverbial Phrases
- 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.
Indirect Object
- 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.
Purpose
Improve the child’s reading, writing and speaking through analyzing sentences.
Age
5
Notes
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.”