Cement the Basics Wolfie Ratz Need to know

Cement the Basics! Wolfie Ratz Need to know the basics before you can continue. If not cemented … cannot carry on building and assume that pupils will ‘catch up OR on’ later on. Cannot teach concord unless the concept of ‘nouns –singular and plural’ is CEMENTED. Wolfie Ratz - englishwolfieratz

How do you teach – example Wolfie Ratz Must make teaching of terminology exciting. Need to hook pupils …. Example: PARTS of SPEECH - Gr 7/8 Why terms are vital.

Creation of Language And on DAY 1 GOD created the word And the word was the noun (start) He told man to ‘name all the animals’ There was a creature with milk coming out – he didn’t know how … so he called it a cow! A creature, fierce and rather large covered in hair … so he called it a bear! That is how it started …… man gave names = nouns

What is a baby’s first word? Daddy / sweets / milk / … a noun, noun! Let pupils identify nouns – write a list of 5 nouns? give plurals - add ‘s’ excited about nouns – use term – NOUN (WHAT/WHO? )

DAY 2 Eve wanted to say more – to add her bit – She said, “Look at that …? . bear!” Need to accessorise – to distinguish between objects. So … on DAY 2 a word to decorate objects was created – It was the add-to-the-object word … the ad … ject …ive. Big bear The adjective was created …. to add ad to the object! ject WHICH?

Adjectives = word power Add an adjective to the nouns identified. To add colour / eliminate ambiguity / to help the noun … the object. Big bear / ugly bear / angry bear / Friendly man / irritating man / pleasant tone / Power words Emotive words Set the tone ….

DAY 3 Need to introduce movement or action into a sentence - big bear jumps Refers to movement or activity – easiest reference. Very Easy V E Reference R Bringer B Make list of movement verbs – the boy (moves) …. The bear walks / strolls / staggers / swaggers / paces / marches / strides / runs Expression using nouns, verbs and adjectives – made real sense – big bear runs. . .

DAY 4 The verb was starting to play a dominant role – Demanded equal status with noun and asked for a supporting word. Add-to-the-verb became an ad … verb. (adverbs answer to HOW, WHERE, WHEN, WHY? ) The bear moves SLOWLY / SLUGGISHLY / SWIFTLY /

DAY 5 One of the bears was getting out of hand. Eve said, “It was bear!” This was confusing. Unsure which OBJECT or ARTICLE was being referred to To avoided confusion … a short clarifier was created … ‘THE’ would imply a specific article /noun ‘A’ would refer to a general article. I need to punish THE big bear. To keep it simple THE and A/AN were called ARTICLES

DAY 6 Sentences started expanding. There was some confusion when it came to determining the placing or position of a noun in relation to a second noun, before mentioning the second noun. The bear sits … table. The bear runs … the hill. To eliminate doubt, a ‘before-getting- to-nounposition’ word was created. This would show the position of the first noun before it actually mentioned the second one … The bear sits UNDER the table. Preposition was born!

DAY 7 Everyone was delighted – some tried to show off and believed that the longer the sentence the smarter. The bear sits under the table the bear licks a paw the bear scratches the back. This was clumsy, so it was decided to create junction words to join ideas and which would then trick or con the show-offs by introducing a smarter and quicker method. A number of CON-JUNCTIONS were created. The bear sits under the table while the bear licks a paw and the bear scratches the back.

DAY 8 The people loved the conjunctions, but the repetition of the noun now became boring. Hence the creation of a word FOR the noun – the FOR-noun or PRO-NOUN. The bear sits under the table while he licks a paw and he scratches his back. They wrestled and enjoyed themselves and then they went home.

CAP VAN AP Conjunction/article/preposition Verb/adverb/noun Adjective/pronoun