My grandson has some homework , He has to make sentences super, can anyone help.?

Question

My grandson has some homework , He has to make sentences super, can anyone help.?

Answer 1

My super Grandson has some superior homework.  The sentances must be super clear, super clean and super tidy written in a super colour.  Hope this is what you are after?!

Answer 2

I could if I knew what you were asking.

Answer 3

He has to make sentences super? What the heck does that mean?

.

Answer 4

i have absolutely no idea what a 'super sentence' is

Answer 5

Don't use commas where there should be periods.

Answer 6

Super?

Can you explain further?

Answer 7

Bit more info. would go a long way here?!

Answer 8

He have to use capitalization, punctuation and correct grammar. look....

Ex. the boy was nt in the houze he was at the school called denver university!

Correct: The boy was not in the house, he attended a school called Denver University.

See the difference?

I hope that help you

Answer 9

neatness counts, correct punctuation etc

Answer 10

neatness, puncuation and anything else that has to do with grammar

Answer 11

Helping is one thing but doing his homework and asking everybody's help is another. Your grandson won't learn anything if you keep doing his homework. Helping a little is good but you have to let his mind work other he won't even try to do it on his own even in simple problems. It's not that he don't know the stuff, it's just that he don't want to think anymore because ther's always someone who gives him the answer.

Answer 12

shouldn't he do this on his own.  (with a little help from you)  how will he learn if he has someone else do it for him.  Call the teacher if you dont understand the question.  Google it.

Answer 13

Individual

Objectives:  

Students will identify the benefits of using descriptive words when writing a sentence.

Students should use a minimum of two descriptive words in their SUPER SENTENCE.

Students should use proper sentence format with correct spelling and punctuation.

Students should follow all directions given by the teacher.  

Illinois Learning Standards:

State Goal 3- Write to communicate for a variety of purposes

Standard A- Use correct grammar, spelling, punctuation, capitalization and structure

3.A.1  Construct complete sentences which demon­strate subject/verb agreement; appro­priate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.





State Goal 3- Write to communicate for a variety of purposes

Standard B- Compose well-organized and coherent writing for specific purposes and audiences

3.B.1a  Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).





State Goal 4- Listen and speak effectively in a variety of situations

Standard A- Listen effectively in formal and informal situations

4.A.1c  Follow oral instructions accurately.





Materials:

Prepared strips of paper with plain complete sentences on them

Pencils

Procedures:

Begin lesson by telling students that something very exciting happened to you yesterday.

After students are drawn in and excited to hear the story, give one complete, yet unembellished sentence of what happened.    For example:  ÃƒÂ¢Ã‚€ÂœI saw something in the sky.”

Ask students if they thought your story was as exciting as they hoped.

After student express their disappointment, ask them how you could have made the story more interesting.  

Ask if anyone was wondering

Where was I at?

Was I alone?

What did I see?

What did it look like?

Rephrase your sentence by saying, “My sister and I were in a dark field last night and saw a sparkling shooting star by the moon!

Tell students that the new sentence is a SUPER SENTENCE.

Now that students see how descriptive words can improve a sentence, pass out one strip of sentence paper to each student.

Explain to students that after reading their provided sentence, they should rewrite the sentence with more detail to make it a descriptive and interesting SUPER SENTENCE.  Encourage students to make a sentence that “paints a picture” in their mind (by using at least two descriptive words) of what happened.  Explain that the sentence should be in proper format with correct punctuation and spelling.

When students are finished rewriting their sentences, assist them in stapling their old and new sentences on the SUPER SENTENCE bulletin board.

Ask for students to volunteer to share their SUPER SENTENCE with the class.

Modifications/Adaptations:

For lower level reading students, provide a list of descriptive words that could be used in the SUPER SENTENCES.

For more advanced reading students, give one sentence, but instruct them to write a short descriptive story rather than rewriting the sentence.

Extensions and Technology:

Have students draw a picture of what they visualize in their mind after reading a descriptive SUPER SENTENCE.

Review the nouns, verbs, etc. found in each sentence with the students.

Students can be permitted to use an online dictionary to find descriptive words.

Assessment:

·        Student’s will be given full credit if their sentence is written with at least two descriptive words combined with proper spelling and punctuation.

·        Students must have also followed the proper oral instructions given in order to receive full credit.

This lesson was adapted from NWREL at http://www.nwrel.org/assessment/printer....

Answer 14

Super sentences score for super spelling, good grammar and cute content.

I could help more if you redefined the question that your grandson has to answer. (I cannot imagine that a good teacher would phrase a question to him in the way that your question suggests).

I am really interested to help - please expand your question if possible.