0:11 [Music]
0:13 hi everyone and welcome back to my channel
0:13 channel
0:15 my name is sonam and i am an english
0:18 language arts teacher in houston texas
0:20 in today's video i'm going to show you
0:22 how you can teach your students
0:24 seven ways that they can start their sentences
0:25 sentences
0:26 all of the techniques i'm going to talk
0:28 about today are accessible to all students
0:29 students
0:31 because they can vary their sentence
0:33 structure even if they don't know
0:34 the correct grammatical term for the
0:36 strategy that they're using
0:38 for the video today i'm going to use the
0:40 base sentence she ran
0:42 outside so every revision that i make
0:44 will be some version
0:46 of this sentence the first strategy is
0:48 to use emotion words
0:50 ask your students to make a list of
0:52 emotions once your students have made
0:53 that list then
0:55 ask them what this main character would be
0:56 be
0:59 frustrated excited anxious or concerned about
0:59 about
1:02 and to add that on to the emotion word
1:05 at this point students can connect these
1:07 phrases to that base sentence to create
1:08 a new one
1:10 excited to play with her friends she ran
1:13 outside students can even ask themselves
1:15 if she's excited to play with friends
1:18 then maybe we can even change this word
1:21 to something else like bolts or sprints
1:23 ask students to read these sentences
1:25 aloud and wherever they naturally pause
1:27 is where the comma goes
1:29 for the next strategy ask your students
1:31 to make a list of verbs ending in
1:35 ing then students ask themselves
1:37 what is she moaning what is she flinging
1:39 what is she surveying and they add that
1:41 to the sentence as well
1:43 then you ask students to use these phrases
1:44 phrases
1:47 to then change the base sentence so if
1:49 she is flinging her backpack over her shoulder
1:49 shoulder
1:52 she's likely running outside to catch
1:54 the bus so i'm going to add that as well
1:57 and similarly these phrases will have
1:58 commas after them because when students
2:05 for the next strategy ask your students
2:07 to make a list of words that end in
2:10 l y then students think to themselves
2:13 what was she mysteriously doing what was
2:14 she nearly doing
2:16 what was she urgently doing and they add
2:17 that to this as well
2:19 based on these new sentence stems
2:21 students then add additional details to this
2:22 this
2:24 base sentence so if she is nearly
2:26 stumbling over the ledge
2:29 then maybe she's running outside after a toddler
2:31 toddler
2:33 and in that case maybe she's not just
2:36 running she's sprinting outside
2:38 the next strategy is to make a list of
2:40 verbs with the word
2:42 to in front of them then students ask themselves
2:43 themselves
2:46 to catch what to enjoy what
2:49 to help what and they add those ideas to
2:50 these initial
2:52 words notice that these phrases also
2:54 have commas after them
2:56 i think it's also worthwhile to know
2:58 that you could take these phrases
3:00 and add them to the end of this sentence
3:02 so it could say she ran outside
3:05 to catch the bus putting these phrases
3:07 at the beginning just changes the
3:08 sentence structure
3:10 and gives students a couple of more
3:12 options for writing
3:14 the next strategy is to make a list of
3:16 where something happens
3:19 now i will admit this technique is a
3:20 little bit awkward with the base
3:22 sentence that i chose
3:24 if you say behind her friend she ran
3:26 outside it may sound a little bit
3:28 smoother if you just say she ran outside
3:28 behind her
3:30 friend but this gives students some
3:33 options for sentence variety
3:34 and it can sound a little bit more
3:37 poetic if you say behind her friend
3:39 she ran outside i could also change the
3:40 word ran
3:44 to race strategy number six is to have
3:45 your students make a list of
3:47 when something is happening after
3:49 students have this list
3:51 ask them what they can add to this
3:53 sentence so that this makes sense
3:55 in the morning she ran outside to catch
3:56 the bus
3:59 after lunch she ran outside to play with
4:00 her friends
4:02 right at nine o'clock she ran outside to
4:03 meet them
4:05 the final technique is to ask your
4:06 students to make a list
4:09 of sounds this is the only strategy
4:12 where these words are not part of this
4:14 sentence so i often have students
4:17 write these sound words in italics and
4:18 separate them from the
4:21 main sentence however you can ask your
4:22 students to then
4:24 add details to the sentence based on
4:26 these words right here
4:28 notice how if we use the word slam she ran
4:29 ran
4:31 outside suddenly that gives a sentence a completely
4:32 completely
4:34 different mood because now you think
4:35 that she is
4:37 really upset and that's why she's
4:38 running outside
4:41 so i hope these tips get your students
4:42 excited about
4:44 writing please don't forget to like
4:45 comment and subscribe to my channel for
4:47 more teaching tips
Chrome Extension