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Jeremiah - Exercise 6.4

The goal is to rearrange the phrases so that each sentence sounds natural and follows proper English sentence structure.

1. Individuals with dyslexia are commonly misdiagnosed and even entirely missed.

2. The student earned extra credit from her teacher for the illustration.

3. Ralph helped his cousin with the sprained ankle generously.

4. Jennifer happily put a holiday meal on the table for eight hungry guests.

5. There are no more hungry people, John imagined.

Exercise 6.7 Simple (S), Compound (C), or Complex (CX)

1. Our state ranks high in average teacher pay. (S)

2. Although our state ranks high in teacher pay, salaries vary widely. (CX)

3. Our state ranks high in both teacher pay and working conditions. (S)

4. Teachers begin work in August, but students don't return until September. (C)

5. Among all 50 states, ours has the most progressive policies. (S)

6. Exams occurred every day, yet the team still had time to practice. (C)

7. Unless we select another date, our retreat will be held next Monday. (CX)

8. We climbed up the fence so we could see more clearly. (CX)

9. When we are threatened by a storm, we take cover immediately. (CX)

10. Should we start dancing now, or should we wait for the band to play our song? (C)

11. For a while you and I should avoid cookies, cake, and pastries. (S)

12. The movie producer hired actors who could dance the Texas two-step. (CX)

Makenna - One area of strength for me was rewriting the sentences. I feel like I was able to quickly determine how the sentences should be written correctly. There was one sentence that I had switched two words at the very end. Overall, it was a fairly easy activity for me to complete. I had to reread the words multiple times and say a sentence or two out loud to see if it made sense. For identifying the sentence activity, was a little trickier for me. I believe I was thinking about it too hard which made me over think the sentence. Overall, I did get a majority of them right. However, it took longer than I thought it would to complete it. One of area of growth would be to stick with my gut instead of overthinking as much. This is where most of the activities get difficult for me.

I dont think it is necessary to add her exercises since we all did the work, if you can comment on what she wrote.

Christopher- While completing this activity, it made me recognize the importance of sentence structure, and also caused me to question my own language usage. I can empathize with individuals learning the language as a second language and getting caught up in the ordering of words and pairs, especially if the sentence structure differs in their native languages. I need to be more conscious of my own speech patterns when presenting new information to students especially if they are new or emergent readers to help build consistency.

I found it odd as I was writing the sentences, I felt confident in my choices especially reading them in my head. Then checking them in the book and seeing what was written as correct answers frustrated me as I then read them out loud and it sounded better as I said it verbally. I also went back and looked at especially the first answer and after saying it out loud I believe my second answer now sounds and makes more sense then the accepted answer from the book.

In 6.7 I struggled with differentiating some of the ideas, especially when presented as a list, because in my mind each of those ideas could be separated into their own idea. The complex sentences I had to think of it as an idea with a supporting detail. So when I mixed them up it was more differentiating if it was two ideas or not.

Darby - These exercises made me realize I have more room to grow in my use of syntax than I previously thought. I didn't expect to make mistakes on either exercise, but I did.

I misordered the phrases in exercise 6.4 - 2 and 3. The reason I made both mistakes was clear after checking my work.

As for exercise 6.7, after making a few mistakes, I went back and physically separated the sentences into clauses and conjunction words. Doing this helped me be able to visually see the differences between simple, compound, and complex sentences. If I had marked up the sentences the first time through the exercise, I don't think I would have had a problem with it. This is a lesson that I will be taking into my teaching in the future. Don't assume you know something without taking the time to check your knowing against the facts.

Exercise 6.4

1. Individuals with dyslexia are commonly misdiagnosed and even missed entirely.

2. The student earned extra credit from her teacher for the illustration.

1. The student earned extra credit for the illustration from her teacher.

3. Ralph generously helped with his cousin's sprained ankle.

4. Jennifer happily put a holiday meal on the table for eight hungry guests.

5. John imagined that there are no more hungry people.