Framing+Your+Thoughts



This is just an abbreviated guide: Please refer to the manual for more complete information and how it should be presented to the children as well as the visuals, auditory and tactile cuing that should be done.

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Framing Your Thoughts In Framing Your Thoughts, the parts of a sentence are represented by graphic symbols that allow students to tactilely manipulate sentence design as they express thoughts and ideas in writing. The concepts and skills are taught sequentially and logically. The process teaches correct sentence structure and punctuation using the students’ own expressive language.

Goals of Framing Your Thoughts: • Improves the ability to station words in sentences • Improves the ability to build sentences with confidence, accuracy, and creativity • Improves written expression • Facilitates oral expression

Facilitating this strategy in everyday life! Encourage your child to speak in complete sentences by referring to Framing Your Thoughts sentence framework. Encourage your child to expand his/her sentences through the use of the Predicate Expanders by referencing the starter words. Encourage your child to provide more details using Describers; this in turn can facilitate a visualization activity. Encourage your child to explain pictures/ drawings using the systematic sentence structure of Framing Your Thoughts (using Describers and Predicate Expanders). Provide your child with simple sentences and ask them to identify the parts of the sentence. This can also be achieved by taking sentences from a book they are currently reading. Have your child illustrate a part of a book, summer day, weekend event, etc. Then ask them to write a sentence about the illustration using specific aspects of Framing Your Thoughts. When your child is answering Wh- questions (i.e., where, when, how, and why) refer them to to the Predicate Expander starter words to facilitate complete sentences for answers.

Framing Your Thoughts Guide Unit 1

Every sentence begins with a capital letter and ends with a stop sign. (period  question mark **?** exclamation point **!** ) A __barebones sentence__ is formed using one subject and one predicate.
 * Another name for a stop sign is a __punctuation mark__.
 * Example: //Dogs bark//. or //Cats meow.//

A __subject__ is a person, place, thing or idea. It is also called a namer. There are two types of namers: a common namer and a proper namer. A common namer (noun) is any person, place, thing or idea. A proper namer (noun) is a specific person, place, thing or idea and it must always be capitalized. A __compound subject__ has two namers (nouns). A __series subject__ has three or more namers (nouns). Use commas to separate the nouns. Use a __connector__ to join namers (nouns). __Substitute Namer__ – takes the place of a noun.
 * Another name for a subject is a __noun__.
 * Example: teacher, school, dog
 * Example: Mr. Margeson, Pleasant Valley, Fido
 * Example: //Boys and girls// learn.
 * Example: //Cats, dogs, birds, and fish// play.
 * Another name for a connector is a __conjunction__. (and but or)
 * Another name for a substitute namer is a __pronoun__.
 * Example: //he, she, it, they, me, I//

The __predicate__ is the action of the subject, what the subject is or does. A __compound predicate__ has two action words (verbs). A __series predicate__ has three or more action words (verbs). Use commas to separate the verbs. Use a __connector__ to join verbs.
 * Another name for a predicate is a __verb__.
 * Example: Children //swim and dive//.
 * Example: Children //swim, dive, flip, and slide//.
 * Another name for a connector is a conjunction. (and but or)

A subject plus a predicate equals a __complete thought__
 * Subject + Predicate = Complete Thought

__Singular__ means only one - dog, cat, boy, girl __Plural__ means more than one - dogs, cats, boys, girls

Subject and predicates must agree in number. If the subject is plural (more than one), the action word (verb) ** should not ** have an s. If the subject is singular (only one), the action word (verb) ** should ** have an s.
 * This is called __subject/verb agreement__.
 * Example: //Dog barks.//
 * Example: //Dogs bark//.

Unit 2 A __predicate expander__ tells more about the action of the subject. There are four kinds of predicate expanders. A where expander, how expander, when expander and why expander.

A __where expander__ tells where the action is taking place. A where expander begins with a where word and ends with a namer (noun). A __preposition__ shows position and is always the first word in a group of words that end with a namer or noun. The position word leads to a person, place, thing or idea.
 * Example: Dogs bark //in the dark//.

Position Words or Prepositions – **anywhere the cat can go** – about, above, along, around, across, against, among, after, at, by, behind, beside, beneath, below, beyond, before, but, between, during, down, except, for, from, in, into, inside, near, outside, out, off, on, onto, over, past, since, through, throughout, to, toward, under, underneath, up, upon, within, without

A __how expander__ tells how the action is taking place. A how expander can by an __ly__ word – happily, sadly, quickly, slowly A how expander can a phrase that begins with like… with… or without… Ly words must be located directly next to the predicate.
 * Example: Dogs bark //loudly like a horn//.

How predicate expanders have __mobility__, they can move to the beginning of the sentence if it makes the sentence better. If the phrase is more than four words, is should be separated from the rest of the sentence with a comma.
 * Example: //Like a fog horn//, the dog barks loudly.

A __when expander__ tells when the action is taking place. When expanders are phrases that start with the following words – when, since, before, after, as soon as, during, while When expanders also have mobility.
 * Example: Dogs bark //during thunderstorms//.

A __why expander__ tells why the action is taking place. Why expanders are phrases that begin with the following words – to, so, for, because
 * Example: Dogs bark //because they are frightened//.

Predicate expanders are also known as adverbs. They describe more details about the action of the sentence, or they describe the verb.

Unit 3 __Subject describers__ describe the subject such as what it looks like and physical characteristics, behavior, how many and who owns it.
 * Another name for subject describer is __adjective__.

There are five kinds of subject describers (adjectives). 1. Looks Like/Physical - These describe size, shape, color, texture, taste and smell. 2. Behavior/Personality - These describe how the subject acts or behaves. 3. Number - This describes how many. It can be a number or a number word, such as several, all, every, each, many, a/an, most, some, both, either, few, neither. 4. Ownership - This describes who owns the subject of the sentence. An apostrophe [ ' ] is used to show who owns the namer (noun). If the ownership word is singular, place the apostrophe at the end of the word and add an s. ['s] If the ownership word is plural, place the apostrophe after the final s. [s'] If the plural word does not end in an s, place the apostrophe at the end of the word and add an s. ['s] 5. Set Apart - A set apart describe comes between the subject and the predicate. It will set them apart in the sentence.
 * Example: The //red, mushy, big, juicy, tart, rotten// apple fell.
 * Example: The //nice// boy was wrapped in a //cozy// quilt during the //noisy// storm.
 * Example: There were //three// cats on the porch and //every// cat was white.
 * These are also known as __possessive nouns__.
 * Example: The //teacher's// book fell off the shelf.
 * Example: The //teachers'// hats all blew away.
 * Example: The //children's// books were easy to read.
 * Example: The kittens //in the basket// live at my house.

**Overview of __Framing Your Thoughts__: Project Read by Language Circle** //Rationale: The Language Circle/Project Read Written Expression curriculum and instructional strategies inspire and energize students as they learn the fundamentals of writing. The curriculum teaches written language sequentially and systematically coupling creative freedom with direct multi-sensory skill instruction. Instruction moves from barebone sentences through five kinds of paragraph development.//

//This program has students diagram sentences, creating a visual image for those who benefit from visual input, sky write for those who benefit from tactile input, and verbally repeat information for those who benefit from auditory input. It is a multi-sensory, explicit skill instructed program.//


 * __Sentence Structure__**
 * Unit 1: Barebone Sentence
 * Sentence frame
 * Subject
 * Types of subjects (person, place, thing, idea)
 * Proper vs. Common
 * Multiple subjects with connectors and commas
 * Action Predicate
 * Mental actions vs physical actions
 * Multiple actions with connectors and commas
 * Singular vs. plural
 * Subject –verb agreement (present progressive, but could be expanded)
 * Unit 2: Predicate Expanders
 * Where
 * Starter words for where
 * Prepositional phrases
 * How
 * Starter words for how
 * Adverbs
 * Mobility of predicate expanders
 * Only if it makes the meaning clearer
 * Adds to sentence variety
 * When
 * Starter words for when
 * Why
 * Starter words for why


 * Unit 3: Subject Describers
 * Looks Like/Physical
 * Behavior/Personality
 * Number
 * Ownership
 * Set-Apart Interrupter


 * Unit 4: Predicate expander that carries the action to the receiver
 * Working on more compound/complex sentence forms
 * Unit 5: Bound Predicates
 * Working on more compound/complex sentence forms

Unit 1: Paragraph Writing
 * __Applied Writing__**
 * Key points
 * Topic sentence
 * Supporting sentence
 * Restatement Sentence/Clincher

Unit 2: Paragraph Writing Steps
 * Choose a Subject
 * Decide on a key point
 * Brainstorming supporting info
 * Sequencing supporting info
 * Write the paragraph
 * Edit the paragraph

Unit 3: Kinds of Paragraphs
 * Procedural
 * Descriptive
 * Persuasive
 * Informative
 * Compare/Contrast

https://www.projectread.com/sentence-structure/[|Project Read] This site has video clips that are great! PDF that has great student resources [] This site has many evaluations and data collection material [] Same author but first unit of FYT [] This is a great site with games and reviews This is the live binder it will take you to my live binder. [] [|http://ebookbrowse.com/framing-] http://www.prometheanplanet.com/en/Resources/Item/99190/language-circle-framing-your-thoughts-unit-1-barebone-sentences#.UFu3o8jyaFc [|-thoughts-pdf-d192580082] http://interventionccps.wikispaces.com/-Framing+Your+Thoughts Excellent information on intervention http://interventionccps.wikispaces.com/file/view/Common%2520Core%2520Alignment_WE.pdf/246837211/Common%2520Core%2520Alignment_WE.pdf Common Core correlation with Framing Your Thoughts http://interventionpdresources.wikispaces.com/-Framing+Your+Thoughts Adverbs and their placement http://www.ego4u.com/en/cram-up/grammar/word-order/adverb-position http://www.projectread.com/images/CCWE.pdf This is an excellent resource for how the common core standards work with Framing Your Thoughts.