LANGUAGE CONVENTION TRAINING (LCT) #1
As a major component in the continued development of student's use of spelling, grammar and punctuation, we will do regular sessions of "writing convention training". In almost all writing rubrics, the conventions of writing account for a quarter of the assessment. Beyond the need to be prudent towards assignments though, young authours need to famaliarize themselves with the correct use of the English language and how to convey it in print in such a way that others can properly interpret the meaning of the text.
For further information about the necessity of language convention training check out this file:
As a major component in the continued development of student's use of spelling, grammar and punctuation, we will do regular sessions of "writing convention training". In almost all writing rubrics, the conventions of writing account for a quarter of the assessment. Beyond the need to be prudent towards assignments though, young authours need to famaliarize themselves with the correct use of the English language and how to convey it in print in such a way that others can properly interpret the meaning of the text.
For further information about the necessity of language convention training check out this file:
why_teach_language_conventions.docx | |
File Size: | 14 kb |
File Type: | docx |
LCT #1 - Consonant Blends
In the first session of LCT the students will focus on Consonant Blends and the Basic Parts of Sentences (noun, verbs and phrases). For practise they will complete the following list of activities:
Thinking About Wordspage 1 #1-2
Working With Words page 2 #1-5
Writing and Revising page 3 #1
The Editing Desk page 4 #1 (hint: a dictionary will aid in the completion of this activity)
In the first session of LCT the students will focus on Consonant Blends and the Basic Parts of Sentences (noun, verbs and phrases). For practise they will complete the following list of activities:
Thinking About Wordspage 1 #1-2
Working With Words page 2 #1-5
Writing and Revising page 3 #1
The Editing Desk page 4 #1 (hint: a dictionary will aid in the completion of this activity)
LANGUAGE CONVENTION TRAINING #2
In the second session of LCT the students will focus on Consonant Digraphs, Pronouns and Sentence Modifiers (adjectives, adverbs and prepositions).
For practise they will complete the following list of activities:
Thinking About Words page 5 #1-2
Working With Words page 6 #1-5
Writing and Revising page 7 #2-3
The Editing Desk page 8 #1-3
In the second session of LCT the students will focus on Consonant Digraphs, Pronouns and Sentence Modifiers (adjectives, adverbs and prepositions).
For practise they will complete the following list of activities:
Thinking About Words page 5 #1-2
Working With Words page 6 #1-5
Writing and Revising page 7 #2-3
The Editing Desk page 8 #1-3
LANGUAGE CONVENTION TRAINING #3
In the third session of LCT the students will focus on Vowel combinations that form long sounds, short sounds and dipthongs. They will also practice the use of punctuation marks in sentences (periods, question marks, exclamation marks, apostrophe's, colons, commas).
For practise they will complete the following list of activities:
Thinking About Words page 9 #1-3
Working With Words page 10 #1-4
Writing and Revising page 11 #2-3
The Editing Desk page 12 #1,3
In the third session of LCT the students will focus on Vowel combinations that form long sounds, short sounds and dipthongs. They will also practice the use of punctuation marks in sentences (periods, question marks, exclamation marks, apostrophe's, colons, commas).
For practise they will complete the following list of activities:
Thinking About Words page 9 #1-3
Working With Words page 10 #1-4
Writing and Revising page 11 #2-3
The Editing Desk page 12 #1,3
LANGUAGE CONVENTION TRAINING #4
In the fourth session of LCT the students will focus on Schwa Vowels. These are vowels in unstressed syllables that tend to be pronounced like "uh" no matter what letter spells the sound. Words with schwa vowel are tricky to spell, because schwa vowels can be spelled by any of the vowel letters (a,e,i,o,u). The students will also practice the use of punctuation marks (the comma) in complex sentences that are joined by a conjunction (i.e. but, and, yet, or, so etc.).
For practise they will complete the following list of activities:
Thinking About Words page 13 #1-2
Working With Words page 14 #1-5
Writing and Revising page 15 #2,3
The Editing Desk page 16 #1
In the fourth session of LCT the students will focus on Schwa Vowels. These are vowels in unstressed syllables that tend to be pronounced like "uh" no matter what letter spells the sound. Words with schwa vowel are tricky to spell, because schwa vowels can be spelled by any of the vowel letters (a,e,i,o,u). The students will also practice the use of punctuation marks (the comma) in complex sentences that are joined by a conjunction (i.e. but, and, yet, or, so etc.).
For practise they will complete the following list of activities:
Thinking About Words page 13 #1-2
Working With Words page 14 #1-5
Writing and Revising page 15 #2,3
The Editing Desk page 16 #1
LANGUAGE CONVENTION TRAINING #5
In the fifth session of LCT the students will focus on R-influenced vowels and the variety of ways this sound can be produced in the English language. For example, the sound "r" can be created many ways in English, as in first, her, heard, worst, fur, journey, solar, neighbour, sister, etc. Because of all of the possible spellings of the "r" sounds, it is quite difficult to remember how they are spelled in specific words. The students will also practice the use of verb tense in sentences (past, present and future) and staying consistent with the tense that has been selected.
For practice they will complete the following list of activities:
Thinking About Words page 17 #1-2
Working With Words page 18 #1-5
Writing and Revising page 19 #2
The Editing Desk page 20 #1-2
In the fifth session of LCT the students will focus on R-influenced vowels and the variety of ways this sound can be produced in the English language. For example, the sound "r" can be created many ways in English, as in first, her, heard, worst, fur, journey, solar, neighbour, sister, etc. Because of all of the possible spellings of the "r" sounds, it is quite difficult to remember how they are spelled in specific words. The students will also practice the use of verb tense in sentences (past, present and future) and staying consistent with the tense that has been selected.
For practice they will complete the following list of activities:
Thinking About Words page 17 #1-2
Working With Words page 18 #1-5
Writing and Revising page 19 #2
The Editing Desk page 20 #1-2
LANGUAGE CONVENTION TRAINING #6
In the sixth session of LCT the students will do a review of the concepts we have covered this year.
For practice they will complete the following list of activities:
Working With Words page 21 #1-5
Proofreading page 22 #1
Language Power page 23 #1-2
Writing and Revising page 24 #2-4
The Editing Desk page 25 #1-3
In the sixth session of LCT the students will do a review of the concepts we have covered this year.
For practice they will complete the following list of activities:
Working With Words page 21 #1-5
Proofreading page 22 #1
Language Power page 23 #1-2
Writing and Revising page 24 #2-4
The Editing Desk page 25 #1-3
LANGUAGE CONVENTION TRAINING #7
In the seventh session of LCT the students will focus on compound words. We will examine how the meaning of a compound word can be found within it's base words. For example, wristwatch - this word can be broken into two base words 'wrist' (where the object is worn) and 'watch' (the timepiece itself). The students will also practice the use of adjectives when writing more complete sentences. For example: " I put my book in my bag" is not a very descriptive sentence however, "I put my math book into my green gym bag" provides a more vivid picture for the reader.
For practice they will complete the following list of activities:
Thinking About Words page 27 # 1-3
Working With Words page 28 # 1, 3, 5
Writing and Revising page 29 # 1, 4
The Editing Desk page 30 # 1, 3
In the seventh session of LCT the students will focus on compound words. We will examine how the meaning of a compound word can be found within it's base words. For example, wristwatch - this word can be broken into two base words 'wrist' (where the object is worn) and 'watch' (the timepiece itself). The students will also practice the use of adjectives when writing more complete sentences. For example: " I put my book in my bag" is not a very descriptive sentence however, "I put my math book into my green gym bag" provides a more vivid picture for the reader.
For practice they will complete the following list of activities:
Thinking About Words page 27 # 1-3
Working With Words page 28 # 1, 3, 5
Writing and Revising page 29 # 1, 4
The Editing Desk page 30 # 1, 3
LANGUAGE CONVENTION TRAINING #8
In the eighth session of LCT the students will focus on unusual pluaral words. These are words in which the plural form is created without adding -s or -es to the singular. For example, words such as bacteria (singular bacterium) and nuclei (singular nucleus) have irregular plural spellings. On top of this, the students will decipher the correct usage of the words "good" and "well" and "real" and "really". These adjectives and adverbs are similar and are often confused for each other. Good and real are adjectives and well and really are adverbs. For practice they will complete the following list of activities:
Thinking About Words page 31 # 1-4
Working With Words page 32 # 1-5
Writing and Revising page 33 # 4
The Editing Desk page 34 # 1-3
In the eighth session of LCT the students will focus on unusual pluaral words. These are words in which the plural form is created without adding -s or -es to the singular. For example, words such as bacteria (singular bacterium) and nuclei (singular nucleus) have irregular plural spellings. On top of this, the students will decipher the correct usage of the words "good" and "well" and "real" and "really". These adjectives and adverbs are similar and are often confused for each other. Good and real are adjectives and well and really are adverbs. For practice they will complete the following list of activities:
Thinking About Words page 31 # 1-4
Working With Words page 32 # 1-5
Writing and Revising page 33 # 4
The Editing Desk page 34 # 1-3
LANGUAGE CONVENTION TRAINING #9
In the ninth session of LCT the students will focus on possesive forms of words. We usually use the possessive form of nouns and pronouns when we want to show belonging. When the noun is singular, we add 's, (as in my friend's bike). When the noun is plural, we add s' to the plural form (as in your classmates' pictures).
The students will also practice the correct usage of prepositions in sentences. A common error in writing is using the wrong preposition after a verb. For example, "I am angry with him" is correct and "I am angry at him" is incorrect.
Rule: Use with before a person. Use at, by, for, about and most other prepositions before things.
Prepositions are not supposed to end a sentence. Today, however, it is not considered wrong to end a sentence with a preposition in informal writing or even speech, but when writing formally it is considered wrong.
Wrong - This is the bus I will be travelling on.
Right - I will be travelling on this bus. or This is the bus on which I will be travelling.
For practice they will complete the following list of activities:
Thinking About Words page 27 # 1-3
Working With Words page 28 # 1, 3, 5
Writing and Revising page 29 # 1, 4
The Editing Desk page 30 # 1, 3
In the ninth session of LCT the students will focus on possesive forms of words. We usually use the possessive form of nouns and pronouns when we want to show belonging. When the noun is singular, we add 's, (as in my friend's bike). When the noun is plural, we add s' to the plural form (as in your classmates' pictures).
The students will also practice the correct usage of prepositions in sentences. A common error in writing is using the wrong preposition after a verb. For example, "I am angry with him" is correct and "I am angry at him" is incorrect.
Rule: Use with before a person. Use at, by, for, about and most other prepositions before things.
Prepositions are not supposed to end a sentence. Today, however, it is not considered wrong to end a sentence with a preposition in informal writing or even speech, but when writing formally it is considered wrong.
Wrong - This is the bus I will be travelling on.
Right - I will be travelling on this bus. or This is the bus on which I will be travelling.
For practice they will complete the following list of activities:
Thinking About Words page 27 # 1-3
Working With Words page 28 # 1, 3, 5
Writing and Revising page 29 # 1, 4
The Editing Desk page 30 # 1, 3
LANGUAGE CONVENTION TRAINING #10
In the tenth session of LCT the students will focus on the proper times to double consonants when adding the suffixes "ed" and "ing" to base words.
In some words double consonants are part of the base word (i.e. bulletin has a double "l"). Words like eventually have a double "l" because the suffix "ly" was added to the base word (eventual + ly). At other times, a double consonant appears when "ed" or "ing" is added to specific types of words. These words must end in a vowel and a consonant and have have one of the following criteria:
1) be a one syllable word (i.e. shrug becomes shrugged or shrugging)
2) be a two syllable word that is stressed in the final syllable (i.e. equip becomes equipped or equipping)
In both of these cases, the final consonant is doubled when the suffix is added.
Hint - If you are unclear about which syllable is stressed in a word, consult a dictionary. In the above example, the word equip would appear as follows in a dictionary e-quip'. The apostrophe symbol at the end of the word indicates that we stress (say this slightly louder) than the first syllable when we pronouce the word.
In the grammar section, the students will be required to use verb tenses correctly to make sure the meaning of a sentence is cohesive.
Example, "When we played soccer, it starts to rain." (incorrect - two tenses used)
When we played soccer, it started to rain. (correct - past tense)
When we play soccer, it starts to rain. (correct - present tense)
For practice they will complete the following list of activities:
Thinking About Words page 39 #1,2
Working With Words page 40 # 1, 2,4
The Editing Desk page 30 # 1, 3
Language Matters page 42
In the tenth session of LCT the students will focus on the proper times to double consonants when adding the suffixes "ed" and "ing" to base words.
In some words double consonants are part of the base word (i.e. bulletin has a double "l"). Words like eventually have a double "l" because the suffix "ly" was added to the base word (eventual + ly). At other times, a double consonant appears when "ed" or "ing" is added to specific types of words. These words must end in a vowel and a consonant and have have one of the following criteria:
1) be a one syllable word (i.e. shrug becomes shrugged or shrugging)
2) be a two syllable word that is stressed in the final syllable (i.e. equip becomes equipped or equipping)
In both of these cases, the final consonant is doubled when the suffix is added.
Hint - If you are unclear about which syllable is stressed in a word, consult a dictionary. In the above example, the word equip would appear as follows in a dictionary e-quip'. The apostrophe symbol at the end of the word indicates that we stress (say this slightly louder) than the first syllable when we pronouce the word.
In the grammar section, the students will be required to use verb tenses correctly to make sure the meaning of a sentence is cohesive.
Example, "When we played soccer, it starts to rain." (incorrect - two tenses used)
When we played soccer, it started to rain. (correct - past tense)
When we play soccer, it starts to rain. (correct - present tense)
For practice they will complete the following list of activities:
Thinking About Words page 39 #1,2
Working With Words page 40 # 1, 2,4
The Editing Desk page 30 # 1, 3
Language Matters page 42