Fluency Boot Camp, Week Two : Phrasing

Fragment- A clause than cannot stand on its own and is not a complete thought is a

Polysyndeton - Basically a run-on sentence except there isn’t any commas or something similar in a run on to show a transition of ideas. A sentence containing multiple conjunctions, a lot of the times the same one, to continue an idea or list multiple examples.

In order to punctuate sentences correctly writers must understand certain rules and concepts. A clause is a word group containing a subject and a verb. The two types of clauses are independent and subordinate. An independent clause contains a subject and a verb and can stand alone as a complete sentence. A subordinate clause contains a subordinate conjunction in addition to a subject. A phrase is a group of words that do not contain both a subject and a verb. Three common sentence errors are the fragment, the comma-splice, and the run-on sentence. A fragment is a clause or subordinate clause punctuated as a sentence. A run-on sentence

This segment of the blog will focus on four primary areas of fluency: Pace, Phrasing, Expression, and Punctuation. Reading Foundational Fluency are areas in reading that are covered in the primary grades 2 through 5.

Kyra has been working to use her knowledge of letter/sound relationship to decode unfamiliar words, and apply various strategies to gain meaning of a text including answering WH questions orally and written, and use a variety of evidence from the text to help support her thinking. Kyra benefits from having a teacher scribe for her and then Kyra will write the sentence. Given appropriate materials and instruction, Kyra works to improve her oral reading fluency and to learn new vocabulary in a structured reading program. Kyra continues to make progress with answering “WH” questions and dictating sentences and copying the sentences with correct punctuation and end marks with 75% accuracy.

A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by itself. It does not contain even one independent clause. There are several reasons why a group of words may seem to act like a sentence but not have the wherewithal to make it as a complete thought.

“The process of describing the structure of phrases and sentences in such a way that

What are conjunctions and what are they used for ? Conjunctions are words used as joiners. Different kinds of conjunctions join different kinds of grammatical structures. Some words are satisfied spending an evening at home, alone, eating ice-cream right out of the box, watching re-runs of a favorite show on TV, or reading a good book. Others aren’t happy unless they’re out on the town, mixing it up with other words; they’re joiners and they just can’t help themselves. A conjunction is a word that connects(conjoins) parts of a sentence. Any word or group of words, other than a relative pronoun, that connects words, phrases, or clauses is a conjunction. In this term paper we are going to discuss three types of conjunctions:

A verb phrase consists of a verb and a preposition such as after, into and over. The preposition gives the verb a special meaning.

A predicate is a verb phrase template that describe a property of objects or relationship among objects.

Based on the immediate constituent analysis of Chomsky, Lu Jianming and Shen Yang raise the concept of “the hierarchy of the phrase structure” which says that the syntactic structure is the linear sequence of words superficially. However, the combination degree of words is different in the same syntactic structure, the combination of the different parts of the sentence obeys certain rules, but not the simple combination of one word with the next word. Examples are shown below:

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

I will base my analysis on a given corpus of examples in which a varied number of cases is provided and I will attempt to make an analysis of the different cases that are in the corpus. Some of these examples are quite clear. However, some other examples prove seem to be problematic to classify, analyse or even identify adverbs, adverbials and adjective ending -ly.

Parts of speech are the basic words that English has. They are what we use every day in our life. There are a total of eight parts of speech but recently there has been another one added. The nine parts of speech are: noun, verb, adjective, adverb, pronoun, conjunction, preposition, and interjection. It is important to be able to recognize and identify the different types of words in English, so that you can understand grammar explanations and use the right word form in the right place in any situation.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.