Key, Year One
Avis Jackson/Jen Weisphal
Learning Objective/Exit Outcomes:
Students will be able to correctly give examples of types of sentences: Declarative, Interrogative, Command, and Exclamatory, as well as identify and explain why a sentence is not a command, but rather a declaration, etc.
4L1F: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (Review from 4th grade)
ELAGSE5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELAGSE5L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELAGSE5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
ELAGSE5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- Scrap paper in two different colors of similar size
The PAIR Specialist explained the game of Snowball to the students. Students then received scrap paper to write examples on. The PAIR Specialist asked the students to write an example of an exclamatory sentence, expressing to the students that they had room to be as creative as they liked with their sentence. The teacher offered a verbal example of an exclamatory sentence as well to help the students out. Once students were finished, they crumpled their paper into a Snowball and held it above their head quietly when they were ready to throw their snowball into the box.
All Snowballs were collected, and then the Specialist walked around the room allowing students to pull a new snowball to read the sentence aloud. The Specialist chose student by student to present their sentence to the class, asking students as needed to clarify what makes a sentence exclamatory. After a few examples, the Specialist asked students to raise their hand if they thought the sentence they got was not exclamatory so the class could have a dialogue about why a written example was not exclamatory. For instance, asking what happens when you just put a period and not an exclamation point at the end of a sentence and having students explain what that would do to the sentence and what type of sentence it created instead.
More rounds of Snowball were played with the Specialist asking for Command and Declarative sentences and the teacher offering verbal examples to students who were unsure. As rounds went on, the PAIR Specialist and teacher made sure that each student got an opportunity during one of the rounds to verbally present and explain whether or not they agreed with their sentence.
While it was not specifically planned to be a part of this Snowball game, students also identified Sentence Fragments as they came up in examples as well.