Sentence Island
by Thompson, Michael Clay Author
(from rfwp.com website) In response to requests from English teachers who have discovered the results that can be achieved from using his grammar and vocabulary programs, we are pleased to present Michael Clay Thompson’s series about writing. It begins with Sentence Island, a lavishly illustrated book for third grade, gifted or fourth grade regular students. Ideally, Michael would like kids to use Grammar Island first, and then proceed on to Sentence Island, all the while working with Building Language and Music of the Hemispheres. For information on these books and the complete series, go to Michael Clay Thompson's Language Arts Curriculum. This volume features an array of quirky animals, birds, insects, a talking tree and an amazing fish—whose name is Mud. From each character, Mud learns a different aspect of sentence structure. These rules and concepts are the essential foundation students need for formal writing assignments. This eagerly anticipated book teaches in a lively way some advanced concepts. Understanding these concepts enables students to write sentences that make sense, communicate ideas and impart information. Its approach and the wonderful illustrations, demonstrate too that it can be fun to write well.
Additional Details
- Resource Type
- Book
- ISBN
- 9780880926690
- Print Status
- In Print
- Daily Sections
- 56
- Pages
- 256
- Suggested Grades
- 3rd - 4th
- Publisher
- Royal Fireworks Press
- Copyright
- March 2010
- Written
- 2010
- URL
- http://www.rfwp.com
Daily Sections
- 1 Chapter One: Mud's Two Sides, pp.7-24
- 2 Chapter One: Mud's Two Sides, pp.25-56
- 3 TM Activity p. 268, 1-1
- 4 TM Activity p. 268, 1-2
- 5 TM Activity p. 268, 1-3
- 6 TM Activity p. 268, 1-4
- 7 TM Activity p. 268, 1-5
- 8 TM Activity p. 268, 1-6
- 9 TM Activity p. 268, 1-7
- 10 TM p. 270-271, Four-Level Analysis #1
- 11 TM p. 272-273, Four-Level Analysis #2
- 12 Chapter Two: Mud Thinks about Doing and Being, pp.57-68
- 13 TM Activity p. 278, 2-1
- 14 TM Activity p. 278, 2-2
- 15 Chapter Two: Mud Thinks about Doing and Being, pp.69-82
- 16 TM Activity p. 278, 2-3
- 17 Chapter Two: Mud Thinks about Doing and Being, pp.83-95
- 18 TM Activity p. 278, 2-4
- 19 TM Activity p. 279, 2-5
- 20 Chapter Two: Mud Thinks about Doing and Being, pp.96-108
- 21 TM Activity p. 279, 2-6
- 22 TM Activity p. 279, 2-7
- 23 TM Activity p. 279, 2-8
- 24 TM p. 280-281, Four-Level Analysis #3
- 25 TM p. 282-283, Four-Level Analysis #4
- 26 Chapter Three: Mud Learns to Agree, pp.109-129
- 27 Chapter Three: Mud Learns to Agree, pp.130-146
- 28 TM Activity p. 292, 3-1
- 29 TM Activity p. 292, 3-2
- 30 TM Activity p. 292, 3-3
- 31 TM Activity p. 292, 3-4
- 32 TM p. 294-295, Four-Level Analysis #5
- 33 TM p. 296-297, Four-Level Analysis #6
- 34 Chapter Four: Putting Mud in Place, pp.147-165
- 35 TM Activity p. 304, 4-1
- 36 Chapter Four: Putting Mud in Place, pp.166-179
- 37 TM Activity p. 304, 4-2
- 38 Chapter Four: Putting Mud in Place, pp.180-188
- 39 TM Activity p. 304, 4-2
- 40 TM p. 306-307, Four-Level Analysis #7
- 41 TM p. 308-309, Four-Level Analysis #8
- 42 Chapter Five: Mud Gets Deep, pp. 189-205
- 43 TM Activity p. 314, 5-1
- 44 TM Activity p. 314, 5-2
- 45 Chapter Five: Mud Gets Deep, pp. 206-226
- 46 TM Activity p. 314, 5-3
- 47 TM Activity p. 314, 5-4
- 48 TM p. 316-317, Four-Level Analysis #9
- 49 TM p. 318-319, Four-Level Analysis #10
- 50 Chapter Six: Mud Hears Sentences, pp. 227-247
- 51 TM Activity p. 324, 6-1
- 52 TM Activity p. 324, 6-2
- 53 Chapter Six: Mud Hears Sentences, pp. 248-256
- 54 TM Activity p. 324, 6-3
- 55 TM p. 326-327, Four-Level Analysis #11
- 56 TM p. 328-329, Four-Level Analysis #12
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