Sentence Builder - Speech-Language Resources

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David NewmanSpeech – Language PathologistSentenceBuilderfor early yearsA sentence building game and program thatteaches grammar and sentence writing skills1Created by David Newman Speech-Language Pathologist

A Friendly ReminderThis book and all its contents are intellectual property.No part of this publication may be stored in a retrieval system, transmitted or reproduced in anyway, including but not limited to digital copying and printing without the prior agreement andwritten permission of the author.The Sentence Builder program, all illustrations and chartscreated by David Newman, speech – language pathologist2Created by David Newman Speech-Language Pathologist

Introduction .4Chapter 1 .5Recommended Sequence .6Example of a Typical Session .8Chapter 2 .13Game Instructions .14Grammar Tiles – Coloured Boxes Guide .16Grammar Selection Chart .17Noun Phrase Tiles .18Verb Tiles .18Verb Tiles .19Preposition Tiles .19Adverb Tiles.20Sentence Building Chart .21Sentence Building Chart .22Chapter 3 .23Reading/Spelling Assessment .24Word Knowledge Response Sheet - Reading.25Word Knowledge Response Sheet - Spelling .27Chapter 4 .31Word Learning Activities - Sequence .32Grammatical Morphemes .35Grammatical Terms Help Sheet .36Oral Language Techniques .37Phonemic Awareness Cues .423Created by David Newman Speech-Language Pathologist

Word Learning Worksheets .45Worksheet - boy .46Worksheet - girl .47Worksheet - the .48Worksheet - dog .49Worksheet - cats .50Worksheet - some .51Worksheet - is .52Worksheet - was.53Worksheet - walked .54Worksheet - ran .55Worksheet - running .56Worksheet - are.57Worksheet - swimming .58Worksheet - sits .59Worksheet - sat .60Worksheet - sitting .61Worksheet - ate.62Worksheet - in .63Worksheet - on.64Worksheet - at .65Worksheet - road .66Worksheet - beach .67Worksheet - water .68Worksheet - park .69Worksheet - under .70Worksheet - bridge.71Worksheet - house .72Worksheet - last .73Worksheet - night.74Worksheet - morning .75Worksheet - this .76Worksheet - before .77Worksheet - today .78Worksheet - lunch .794Created by David Newman Speech-Language Pathologist

Worksheet - evening .80Worksheet - were .81Chapter 5 .82Game – Advanced Level .83Gameboard - Advanced .84Question Variation .85Chapter 6 .86Drawing Activity .87Sentence Writing Activity .88Sentence Writing/Drawing Activity .89Chapter 7 .92Rating Progress .93Rating Progress Sheet - Words .94Rating Progress Sheet - Phrases .95Reference List .96Appendix .98Reading Test Form .99Rating Progress - Words .101Rating Progress - Phrases .102Grammar Tiles .105My Word List .1075Created by David Newman Speech-Language Pathologist

This program uses a combination of oral language stimulationtechniques, scaffolded contextual cues, phonemic awareness cues andwritten language exercises to facilitate students’ awareness of phrase,sentence, and grammatical structures. These skills are developed tohelp scaffold students’ ability to learn how to read and spell new words.The program features seven chapters:1. Recommended Sequence and Example Session2. Sentence Builder Game3. Reading/Spelling Assessment4. Word Learning Activities5. Game – Advanced Level6. Sentence writing/drawing activities7. Rating Progress and My Word List ChartsThe program is limited to students learning 30 unique phrases and 38individual words. Students will have multiple opportunities in a variety ofdifferent contexts to learn and relearn the target words and phrases.Once students have had the opportunity to learn the programs wordsand phrases, they will have increased confidence when combining thetarget phrases to form, read and eventually write grammatically correctand original sentences.6Created by David Newman Speech-Language Pathologist

7Created by David Newman Speech-Language Pathologist

The sentence builder program can be played as a simple board gamewhere students roll a dice and collect coloured tiles to complete theirsentence chart. However, the program is also a learning tool used toteach grammatical concepts. The program achieves the best resultswhen it follows this sequence Begin by establishing a baseline for each student. To do this it’simportant to determine how many of the target words in the programthe student is able to read and write. Read through theReading/Spelling section to create a baseline.Once you have a baseline, select a target word or words for atherapy/learning session. For example, a student has difficulty withreading most words and scores 6 correct out of 38. For the firsttherapy session the target words might be the noun boy and the verbis. Print the worksheets for boy and is and work through each sheetwith the student following the instructions that accompany eachworksheet.8Created by David Newman Speech-Language Pathologist

We next play the game with the student, as outlined in the gameinstructions section. Our focus for the session is on the student beingable to identify the target words within the context of the game. Wedo this by asking the student to think about the target words. It alsohelps to manipulate the game to ensure that students select the targetwords in their constructed sentence. We then use scaffolded orallanguage techniques, outlined in this program, to comment on thetarget words boy and is in multiple contexts. (See example for moreinformation) Complete the drawing and sentence writing activitysections for the student’s constructed sentence.Summarize the session by reinforcing to the student that the focus ofthe session has been on learning the words is and boy and praise thechild for learning the words so well. End the session by asking thestudent to say the words they learnt (boy and is) and whether thewords are nouns or verbs, etc. Encourage the student to write downthe word/s. If this proves difficult, provide scaffolding so that thestudent feels confident in completing this task. For instance, for theword boy, you may write b y, and ask the child to fill in themissing letter.Complete the session by praising the child and entering the newlylearnt words onto the rating progress and my word list charts. Reviewthe word for next session and select new words.9Created by David Newman Speech-Language Pathologist

The example depicted here is based on a real life session with a 6 yearold boy with language and literacy difficulties. The initial pre-test readingassessment revealed that Charlie (name changed) was able to identify 5words from the list of 38 words listed. The words Charlie was able toidentify were a, the, at, on and is.The clinician decides to target four words from the list for this session.The amount of words and concepts to learn per session will vary foreach student. Some students may only be able to effectively learn one totwo words, whereas other students will cope quite well with learning upto five words in a 30 – 40 minute session. The words chosen for Charlieto learn this session are boy and girl.The session begins with Charlie working through theworksheets for each word. The worksheets take 5 -10minutes each to complete. At the completion of eachworksheet the clinician asked Charlie to write thenewly learnt word onto a whiteboard. With some10Created by David Newman Speech-Language Pathologist

support, Charlie was able to write both boy and girl. (At this earlystage, particularly when a student is learning new words, it’simportant to provide maximal scaffolding to ensure that the studentdoesn’t become overwhelmed with the information they are requiredto learn and retain.)The clinician begins the Sentence Builder game. All of the variouscoloured grammar tiles are laid out in rows before Charlie. Charlie ishanded a sheet with the coloured boxes. The rules and the sequenceof the session are then explained to Charlie.Clinician: ‘Today, we are going to learn a little about sentences. Asentence always has a verb and is a complete thought. So, Jackwalked up the hill is a sentence, whereas Jack up hill is not. Eachsentence is made up of things called phrases. Each of these littlecoloured tile is a phrase and we are going to combine them tomake our own sentences.’ An introduction of this kind is optional. Youcan begin the game initially by simply having the student sort the tilesinto their colour groups (green, red, yellow, blue).11Created by David Newman Speech-Language Pathologist

The game begins by Charlie rolling a dice and matching the dice rollwith the colour displayed on the chart. On this occasion Charlie rolls a2, and with guidance from the clinician, selects a green tile. Clinician:‘Ok that’s a green tile. The green words are noun phrases. Have alook on your chart, where should the green tile go?’ Charliesearches his chart and points to the top green bar. Clinician: ‘Goodboy, that’s right. Look carefully at those green tiles you mayrecognise the words we discussed before. Do you remember thewords?’ Charlie: ‘Boy and girl.’ Clinician: ‘Well, some of those greentiles have boy and girl written on them. Can you find the words boyand girl?’Charlie finds the tiles:Clinician:‘Welldonethe girla boyCharlie. Pick one to put on your green chart.’ Charlie selects a boyand places it on his chart. Clinician: ‘What does it say?’ Charlie: ‘Aboy.’ Clinician: ‘Well done. That’s right, it says a boy. That is thefirst part of your sentence. A boy is a noun phrase, and is thefirst part of your sentence.’12Created by David Newman Speech-Language Pathologist

The clinician next places the grammar help sheet on the table. Clinician:‘A boy is a noun phrase. This word at the top of the page (the clinicianpoints to the word, noun) written in green, says noun. Nouns name theeveryday things in our world. So we can see that the little picturesare people and things. A train is a noun, a ship is a noun, the girldressed in purple is a noun. You are a noun and so am I. And the tileyou selected is a noun. Boy is a noun.’The game continues in this manner with the clinician consistentlycommenting on the structure of the sentence. The clinician continuallyrelates the structure of the noun phrases a boy and the girl and theirrelationship to the structure the two sentences that Charlie creates.Charlie’s completed sentences are a boythe girlis sittingwason the beachin the housetodaythis morning13Created by David Newman Speech-Language Pathologist

Throughout the session the clinician scaffolds each tile selection thatCharlie makes. The focus of the session is on Charlie being able torecognise and hopefully write the words boy and girl at the completion ofthe session. A bonus therapy outcome of course is that Charlie is beingimmersed in intensive and specific oral language and is also learninggrammar and syntactical structures in a fun and meaningful activity.It’s not important at this point that Charlie can recognise or read any ofthe words or phrases that he has selected for his chart. With correctscaffolding it’s possible or even likely Charlie can read most of thesentences he has structured by the end of the session. This is possiblebecause the coloured phrase tiles have been commented on repeatedlyby the clinician, who has also asked Charlie to repeat the words andphrases, over and over.With language or literacy intervention the key ingredients are repetition,scaffolded support and intensity. It also helps immeasurably to packagethe intervention within a meaningful context. The Sentence Builder gameprovides the context where the student can practice the samegrammatical structures and forms in multiple combinations.At the completion of this session, the clinician once again asks Charlie towrite the target words boy and girl onto a whiteboard. Without anyscaffolding, Charlie produces boy and gurl, which are entered onto therating scale and the my words list. The word gurl is incorrect, but it’s veryencouraging that Charlie got close in his attempt.14Created by David Newman Speech-Language Pathologist

15Created by David Newman Speech-Language Pathologist

Ages:5 to 8Players:2-3Contents:noun phrase tiles (who)verb tiles (what)preposition tiles (where)adverb tiles (when)(Please note, each tile is colour coded and needs to beprinted, cut out and laminated.)The sentence builder program has been designed to assist childrenimprove their skills in reading and comprehending grammatical terms,words, phrases and sentences. The sentence builder activities are agreat way for students to be aware of correct sentence structure. Theobject is for children to create multiple oral and written sentences usinga limited number of words and phrases.Place the tiles face up in their respective groups in front of the students.Students roll a single dice and consult the grammar selection chart.Students select a tile that corresponds to the colour they rolled. Forinstance, if the student roles a 3 they select a red verb tile. The student16Created by David Newman Speech-Language Pathologist

then places the verb on his/her chart that matches with the red tile. Tocomplete the activity, students are required to fill their sentence builderchart with phrases that combine to complete a grammatically correctsentence, as can be seen in the example below.It’s recommended that younger children become skilled at combiningand mixing noun phrases, verbs and preposition phrases beforeattempting to add adverbs to the mix. Encourage students to read aloudtheir completed sentences and note if they sound correct or sound a bitfunny. A boy is running is correct, whereas a boy are swimming does nothave noun/verb agreement and is grammatically incorrect.17Created by David Newman Speech-Language Pathologist

Coloured Boxes GuideNoun: word used to name a person,noun/whoanimal or thing. All nouns arecombined with either an article orpronoun, ‘the ship,’ ‘his plane’ etc.Verb: a word or words that tell usverb/whatwhat’s going on in a sentence.Example: The plane is landing onthe ship.Preposition: word used to positionpreposition/wherepeople and things. They often beginphrase. On the table, with the band,in the sea.Adverb: Adverbs modify verbs.adverb/whenThey tell how, when or wheresomething happens. We rangthe bell loudly yesterday.18Created by David Newman Speech-Language Pathologist

Dice RollGrammar Selection Chart1-2Select a noun3–4Select a verb5Select a preposition6Select an adverb19Created by David Newman Speech-Language Pathologist

Photocopy, cut out and laminate coloured tilesa boythe girlsome boysthe girlsa dogsome catswalkedwaswere runningare swimmingransits20Created by David Newman Speech-Language Pathologist

Photocopy, cut out and laminate coloured tilesis sittingare sittingsatateisareon the roadon the beachin the waterin the houseat the parkunder the bridge21Created by David Newman Speech-Language Pathologist

Photocopy, cut out and laminate coloured tileslast nightthis morningbefore lunchthis eveningtodayafter lunch22Created by David Newman Speech-Language Pathologist

whowhowhatwhatwherewherewhenwhenCreated by David Newman Speech-Language Pathologist23

whowhowhatwhatwherewherewhenwhen24Created by David Newman Speech-Language Pathologist

25Created by David Newman Speech-Language Pathologist

In this section we are going to see how many words on this programyour students recognise as sight words. The program contains 38individual words of varying levels of difficulty. The rationale for this test isto establish a baseline for students’ word knowledge so that we can laterdetermine how much progress has been made after intervention hasbegun.The test in briefThe test provides a list of the words that are used in the program. Thetest form is presented in a standard word dictation format and can beadministered to students in either a word recognition format (reading) orword dictation format (writing).Many of the words featured in the program are high frequency words. Abeginning reader’s knowledge of high frequency words assists theirability to read early years texts.26Created by David Newman Speech-Language Pathologist

Word Knowledge Response Sheet – Reading TestName:Date of er27Created by David Newman Speech-Language Pathologist

iseveningmorningnightsomelastwere39 WordsTotal Correct:28Created by David Newman Speech-Language Pathologist

Word Knowledge Response Sheet – Spelling Test1. Before beginning the test, provide each student with a pen or pencil.2. Make certain the student’s name is on the test form.3. Say to the student: ‘I am going to ask you to say spell some words. I’m goingto say the word in isolation then say the word again in a sentence. Youneed to write the word in the numbered box.’1.aA boy ran to the shops.2.theThe bear was angry.3.girlThe girl was tall.4.boyThe boy was short.5.boysThe boys went to the pool.6.girlsThe girls rode horses.7.dogThe dog barked.8.catsThe cats miaowed.9.wasShe was happy.10.walkedThe kids walked to the shop.11.isHis is sad.12.runningHe is running.13.ranThe girl ran in the race.14.ateHe ate his lunch.15.sitsThe boy sits.16.areThey are small.29Created by David Newman Speech-Language Pathologist

17.satHe sat on the seat.18.sittingHe is sitting down.19.onHe turned the light on.20.roadThe man walked on the road.21.inShe is in the house.22.waterThe water was cold.23.atHe is at the pool.24.parkHe went to the park.25.beachI went to the beach.26.houseHe is in the house.27.underI went under the blanket.28.bridgeHe is on the bridge.29.afterI watched TV after dinner.30.lunchYesterday I had some lunch.31.todayI slept well today.32.beforeI went before breakfast33.thisI went this morning.34.eveningIt is the evening.35.morningI went in the morning.36.nightLast night I watched TV.37.someI want some chocolate.38.lastThe boy came last in the race.30Created by David Newman Speech-Language Pathologist

Word Knowledge Response Sheet – Spelling TestName:Date of .14.15.16.17.18.19.20.21.22.23.24.31Created by David Newman Speech-Language Pathologist

25.26.27.28.29.30.31.32.33.34.35.36.37.38.38 WordsTotal Correct:32Created by David Newman Speech-Language Pathologist

33Created by David Newman Speech-Language Pathologist

This section is designed for students who struggle to decode the wordson the grammar tiles. The activities in this section may be completedprior to a student attempting the game or can be used while playing thesentence combining activities. This program is limited to students’learning only the thirty five words on the grammar tiles. Though theprogram is limited to thirty five words, there are dozens of sentencecombinations children can create with the grammar tiles. Begin the word exercises by playing the sentence builder game.Learn the mechanics of the game and comment on the colour ofthe tiles and how they correspond to green being who, red, what,yellow where, and blue when. It’s not important that children beable to read the tiles at this point. The teacher or clinician can usethe resource in the initial stages simply as an oral languageactivity. Once the student has constructed several sentences using acombination of the green noun phrase tiles, the verb tiles, and thepreposition tiles comment on the child’s construction. For instance,a student has constructed, a boy walked on the road. Clinician:“That’s a lovely sentence. You have combined a boy with walked34Created by David Newman Speech-Language Pathologist

and have created a short sentence. Now you have added apreposition phrase which tells us where the boy walked. Theboy walked on the road. Well done.” It’s a good idea to allow a student to make incorrect constructionsthat don’t have noun/verb agreement. For instance, the studentconstructs some boys is running on the beach, and fails tonotice the error. Clinician: “Some boys is running. Does thatsound right? Child: “Yes.” Clinician: “Hmmm, I’m not so sure.How about if I replace the some boys tile with the a boy tile.Now it reads a boy is running on the beach. That soundsbetter to me. When we have two boys or two people, then wewouldn’t use is running, we would say instead, were running orare running. We could swap the is running tile with the aresitting tile. Now it says, the boys are sitting on thebeach. Does that sound better?” Child: “Yes.” Encourage the child to draw a picture of his/her picture in theboxes that are supplied. So, for instance, if a child produces a dog walked on the beach, then the child draws a picture of a dogwalking on a beach. Comment on the drawing and link the eventsin the picture with the child’s tile selection. Clinician: ‘I love thedrawing of the dog (run finger along the dog tile) and your beachlooks sandy. Which word says beach on your yellow tile?” Child35Created by David Newman Speech-Language Pathologist

points to the correct word. Clinician: “That’s right, the word saysbeach. Beach has three sounds /b/ /ea /ch/. Let’s clap it outtogether.” etc After the child has produced several drawings and all the drawingshave been commented on and extensions used, it’s time for thechild to begin writing some of their constructions. At this earlystage, focus on only the noun phrase – verb – preposition phraseconstructions. Encourage the child to write down his/her sentencein the box provided. Write down the tiles in the order they wereconstructed.Scaffold the child’s attempts by saying, Clinician:‘”That’s a terrific sentence. A dog walked on the beach.Which one is the doing word, the verb?” Child: “This one.”(points to the verb tile, walked) Clinician: “That’s right. Fantastic.What’s the word again?” Child hesitates. Clinician: “It’s wal (cloze procedure) Child: “Walked.” Clinician: “Well done.” Print out and use the Word Learning sheets to focus attention oneach word. All the instructions for each word are contained on theworksheets. It’s best to use a small whiteboard with nonpermanent markers and eraser to quickly write the word and eraseas needed. Children enjoy using whiteboard

sentence always has a verb and is a complete thought. So, Jack walked up the hill is a sentence, whereas Jack up hill is not. Each sentence is made up of things called phrases. Each of these little coloured tile is a phrase and we are going to combine them to make our own

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