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I am new to year 4 this year. I have a girl in my class who is writing at a level 2a. In sentence level activities she can put caps/fs into sentences easily. However,she cannot put them into her general writing and she admitted today that she has no idea where to put them (or how to tell if a sentence is finished).
She is the only girl at this level in my class at the moment, i would like to take her out 1-1 to go over this with her. I would really like to ask more experienced teachers of any failsafe (ish!) activities that will make this as easy /clear as possible for her to pick up.
thankyou so much.
I have a year 5 girl with the same problem. She's quite bright and can verbally articulate things very well, but her writing is awful. I think she has dyslexia as nothing is spelt right (although that is a seperate issue!) and her writing was so hard to decipher due to the lack of any punctuation.
I've now started her using cubes to help with her sentences. She has to say the sentence first, and assign each word to cube before she can write it down. To start with I limited the cubes to about 7 or 8 per sentence, but as she has started to get it, I've allowed her unlimited cubes. She then moves each cube into a used pile as she writes each word. She know at the end of the last cube she has to put a full stop.
Raphella In sentence level activities she can put caps/fs into sentences easily. However,she cannot put them into her general writing and she admitted today that she has no idea where to put them (or how to tell if a sentence is finished).;
In sentence level activities she can put caps/fs into sentences easily. However,she cannot put them into her general writing and she admitted today that she has no idea where to put them (or how to tell if a sentence is finished).;
Hi I don't know if this will help as I teach KS1. So on a very simple level I say:
A sentence is one idea e.g. I went to the shops. I needed some bread.
Then once they've understood that and can apply it then I introduce conjunctions e.g. I went to the shops because I needed some bread.
Some activities I use are:
Clicker on the interactive whiteboard and on the classroom computers as part of the reading rotation. It's fantastic for sentence building and understanding the concept. I'm not sure if all schools have the clicker software though.
Another thing that works, again done at reading rotation time is having a couple of sentences from their reading book. Have each word of the sentence on a different card and have the full stop on its own card too. Muddle it up and ask the child to put it back together. When they get really good at this I start having them beat their own personal time in putting it back together again.
Here are a couple of computer activities, again these are independent activities at reading time.
I hope they are some use to you. Perhaps a little young though.
I think the problem with punctuating sentences is the expression of a problem about the concept of a sentence. Full stops are one of the toughest punctuation marks to get consistently in KS2, I've found, it's straightforward with simple sentences, but once the sentences are varied, long and complex, LA children can really struggle even in KS2. I think it is misleading putting the full stop at the apex of a punctuation pyramid: LA have found ? ! and "" "" easier to apply consistently, or maybe I've found them easier to teach. I wish I had the Alan Peat book when I started my career, it is very good. (Not a book of exercises, explains the concepts and different applications of each punctuation mark).
Does she speak fairly normally to describe a simple action picture, think of something to put in a speech bubble, give news? Can you explain that punctuation is to reflect when we start, stop, change intonation etc. in speech.Do you have available a text-to-speech tool (screen-reader)? If you aren't using predictive programs or something with a built in reader, I just found a free download called Orato via a recommendation in Dyslexia Contact. This might help her to judge where sentences start and stop.Screen-readers can cope with phonic attempts so spelling is not too critical. If she reads better than she spells, she may be able to use a predictive writing program to good effect. Even typing into Word with the spelling/grammar check on may highlight when it's just a string of words that needs something!
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