Dora Assignment:
First Posting
Although
many teachers and young students do in fact agree that learning punctuation is
often on a worksheet or a whiteboard exercise, this article gives a different
technique in which you can teach a student to understand the process of
punctuation. The author of this article has created an imaginary girl named Dora, WHO is a first-grader, to evaluate and understand that punctuations are more than markings
at the end of a page. [USE OF WHO]
As
Dora began her writing, she wrote as if her words needed no spacing or
punctuation at all. Her words and sentences were written like this,
“YERCOMAYERAMOSDARA.” Whether or not people understand this, as the article
continued, it was marvelous to look back and realize that this was her starting
point. Interestingly, I noticed that the teacher had read and realized that
learning to place periods is key, and can potentially provide a window for
students to learn about the structures and conventions of their work. Before
Dora could get much farther on her work, I noticed that the teacher had questioned
her about how the punctuations in her books were related to the words she had
written on her papers. This is the first step Dora had learned in her way of
progress, so she thought she would try separating her letters. AS DORA HAD LEARNED THIS FIRST STEP IN HER WAY OF PROGRESS, SHE THOUGHT SHE WOULD TRY SEPARATING HER LETTERS. Considering progress was still being shown in her work, I had noticed that the teacher continued to question Dora’s
writing compared to the books that she was reading. I BELIEVE THAT BY DOING THIS, THE TEACHER DID A GREAT JOB BY ENCOURAGING AND PROMOTING DORA'S LEARNING HABITS. [COMPOUND VERB] As the teacher would
question Dora and use their hands to frame the words in Dora’s story, I noticed
that Dora would show significant progress, especially when she would
communicate with her classmates at the writing table.
As I noticed that
the teacher would help correct Dora by asking her to present her writing and
reflect upon it, I also noticed that the teacher did not do things that I maybe
would have. For example, I maybe would have actually done the worksheets or the
whiteboard exercises to possibly reach out to more students than Dora. WHOEVER came up with the idea to remove worksheets and exercises from school curriculums may have created a large mistake. [USE OF WHOEVER] However,
related to Dora, I would have sat down and actually worked with her to show her
how to punctuate the end of sentences correctly. Rather than slowly working out
one kink at a time (which was very interesting to see Dora’s progress), I would
have shown her the correct way to punctuate the whole sentence. While doing
this, you can even do worksheets and reflect back to the books Dora has been
reading to accomplish the same task. As I said before, it seemed that the
teacher had taught Dora one-step at a time. Unfortunately, I believe that this
is why it had taken Dora so long to apply the concept of sentence-end-marking. UNFORTUNATELY, I BELIEVE THAT TAKING ONE STEP AT A TIME MAY BE THE REASON THAT DORA TOOK SO LONG TO APPLY THE CONCEPT OF SENTENCE-END-MARKING. As I was reading this article written by Pat Cordeiro, I was realizing that as
Dora was learning new concepts, she was sent back to her desk to re-teach
herself and elaborate with her other classmates. Although we read this story
without actually knowing how long it took Dora to accomplish
sentence-end-marking, I would assume that she actually took quite awhile to
accomplish this task.
During
the process of Dora’s accomplishment, I did notice that the teacher did provide
positive help and techniques to help her. Although the teacher did read to her
to show examples where periods need to be placed, and the teacher asked Dora to
read her examples as if it were in her head, the teacher taught in ways that I
possibly would have done differently. However, I would conclude that the
teacher did an excellent job in successfully teaching a student how to
punctuate the ends of sentences correctly.
I need some help finding and/or creating SVO sentences. I also struggled finding some of the #3 POW exercises. So, if any editor is reading this, any help would be greatly appreciated.
An SVO sentence is going to have a subject a verb and then a direct object. For example, the teacher (subject) taught (verb) the students(object) by allowing them to explore the idea of punctuation. I had a hard time finding any examples in your posting, mostly because you tend to rely a lot on being verbs which is often causing you to have passive voice. I also think this might be why you struggled with some of the POW #3 exercises.
ReplyDeleteFor example,
"As I was reading this article written by Pat Cordeiro, I was realizing that as Dora was learning new concepts, she was sent back to her desk to re-teach herself and elaborate with her other classmates."
Get rid of the being words to eliminate the passive voice:
"As I read this article written by Pat Cordiero, I realized that as Dora learned new concepts, she was (this was is ok or you could say went back) sent back to her desk to reteach herself and elaborate with her other classmates."
Same with sentence, get rid of the "would's" and add an "ed" to your verbs and your sentences will become more active.
"As the teacher would question Dora and use their hands to frame the words in Dora’s story, I noticed that Dora would show significant progress, especially when she would communicate with her classmates at the writing table."
To understand the #3 exercises, try looking in your packet and book to identify the concepts and then maybe try browsing other blogs to make sure you have the right idea.
And, in case anyone reads this, yes I did forget to put a comma after "a subject" in the first sentence.
ReplyDeletegreat job, Elyssa. And thank you, Everett, for asking for help.
ReplyDelete