Automatic Sentence Generator

Objective: At the end of this lesson, students will be able to classify sentences according to their type of sentence structure.

In Weille’s article we learn syntax is much more than sentence structures and abstract thinking. Syntax is how sentences flow together, giving shape and an unseen rhythm. Weille

Secondly, range of similarities and differences are perceived in the sets of rules constraining the language structure of Auslan and English. In comparison to English, sign languages are visual languages, hence it is distinct in modality and word-ordering structure (Damian, 2011). To illustrate, the words of spoken languages are delivered in a fairly linear pattern, both in time and on paper (Bejan, 2001). This linear sentence structure is observed in English, but the same is not demonstrated in Auslan. However, despite this distinction, the order of signs remains of importance to produce meaningful sentences. This is because Auslan conveys many grammatical features found in the English language at phonological, morphological and syntactic levels (Johnston & Schembri, 2007). An individual’s poor English grammar is attributed for sentence fragments. These poorly formed English sentences occur when a sentence lacks a subject, a verb or do not express a complete thought (Schuster, 2006). In the same manner, the wrong ordering of signs will affect the fluency of the language. For instance, the linear English sentence ‘many black cars have disappeared’ will be signed as MANY-BLACK-CAR-DISAPPEAR (Johnston & Schembri, 2007). In this example, it is important that the determiner (MANY) and adjective (BLACK) are situated before the noun (CAR) (Johnston & Schembri, 2007). This is done for the purpose of identifying the noun within the sentence, which subsequently lead to the formation

Use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water.

The teacher will begin by explaining to students that there are many ways to learn to read. The way they will learn today is called the “whole word model.” In this way of reading students will look at the first sound and think about what word may fit based on the other words in the book. Teacher will explain to student that by thinking about what word may be next, combined with looking at the first letter or letters of a word they can begin to ascertain what the word may be. The teacher will then use the flashcards and review each letter and what sounds it can make.

SWBAT utilize a Frayer model to generate of Tier 3 government words from a text.

a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports

Below you will find the format for what the lexicon journal should look like as well as an example. You will find the vocabulary words throughout your reading and type the sentence that includes

The Writer's First Line Generator is a website that has some computer-generated assistance if you are writing. This week wordpress has been encouraging a daily post of flash fiction and it helped me identify a direction I could take to write my flash fiction post of two days ago.

Using VELS (2011) as a guideline, Kevin shows the ability to write short sentences about a familiar topic. He writes about his favourite toy, “Hulk.” Kevin uses sentences such as, “I like” to share his ideas to the audience. Kevin describes Hulk in a way that gives visual information to the audiences, e.g.: green, strong. ADD IMAGE

review on using context clues to figure out the meaning of an unknown word. Since

Using grammar, differentiating words like ‘to’ and ‘two’ or ‘right’ and ‘write’ is possible. Grammar is also used to speed up a speech recognition system by narrowing the range of the search (6,p.98). Grammar also increases the performance of a speech recognition system by eliminating inappropriate word sequencing. However, grammar doesn’t allow random dictation which is a problem for some applications (6, p.98).

Codes are generally affixed to ‘chunks’ of different categories; words, sentences, phrases, or whole paragraphs linked or unlinked to a specific setting for instance. These chunks are retrieved and organized through the use of codes. The organizing section will necessitate some system for categorizing numerous chunks, in the goal that the researcher can easily find, take out, and assemble the segments connecting to a specific theme, research question, hypothesis, or construct (Miles and Huberman, 1994, pp. 56-57). They highlighted that it is preferable to deal with creating codes by designing a temporary ‘start list’ of codes related to fieldwork. That

In the third part, three pedagogical implications will be presented. In addition, a grammar activity and its theoretical rationale will be respectively reported in the fourth and fifth part before the final conclusion is displayed.

Specialists in descriptive grammar (linguists) examine the principles and patterns that underlie the use of words, phrases, clauses, and sentences. In contrast, prescriptive