Blended Structure and Style - Key Word Outlining - Part 2

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Alright. "When these bees feed, they spit
out a special chemical called an enzyme."
Alright, What happens here?
What are keywords? They spit.
Yes. This is great. I'm sure all
the boys will love that word, "spit"
"They spit." What do they spit? A chemical, and,it's called an "enzyme." Great word to get onto the outline, because it's a
difficult word to spell. Right?
So hopefully if you can get it onto the outline correctly they'll be able to put it into their paragraphs spelled correctly.
Now that brings up a very good point, in that there are no right or wrong keywords.
You're going to pick the words that will help you
remember what the sentence was about.
This is difficult, especially for girls.
OK, girls don't like, it has to be perfect, quite often.
They want to make sure they're getting the right ones, and they don't want to have to redo it, and they erase. Right? OK. But just tell them there are no right or wrong words words. You will get better at choosing the keywords as you continue on and as you practice this.

Having said that, it depends on the length of time you're going to spend on this unit depends on the grade level.

Don't spend too long on this, but spend long enough so that your students get the idea of how to choose the keywords, because we're going to do this all the way through the program - choosing keywords. OK. The next sentence says...
"This enzyme changes the dead animals flesh into a gooey, chewy mush.”
OK. Changes! Here's where we could teach them another note-taking technique.
This is the mathematical or scientific symbol for change.
So we might as well teach them these things for note-taking skills.
OK. So that we can do it quickly. OK?
So all right, the changes - What does it?
What changes? It changes the flesh
And what changes it? What changed the flesh? The enzyme changes the flesh into mush.
Yes, and now, because this is a symbol, change, we can even put down the word "gooey."
Because I'm sure somebody will love that word.
"gooey" "chewy" OK. So we still have three keywords with one symbol.

Numbers and symbols are free.
OK, the last one, “the bees eat the mushy meet and stored in their special meat stomachs.”
OK, you choose your keywords and put them down. Take a look
at the sentence choose your keywords and put them on the outline.
What have you chosen? Eat, store, stomachs.
OK, anybody have something different? I think “special” is kind of a keyword.
yes special i think sometimes I
sometimes like people that is not tape
Let's see whether we've chosen words that will help us remember what the sentence was about, and so now we're going to test. It's not the test of the students. It's the test of the outline.

OK, so now what we do is we put away the original. So you would take that off the smartboard, the original, and now just looking at the outline, let's see if we can tell this back in complete sentences.
This process is a wonderful process, because it really builds in comprehension in writing in reading.

Let's take this first one. The first the first sentence. “discovered, scientists, Central and South America.
Can somebody put that into a complete sentence?
Excellent. What we're listening for is that they're speaking it out in a complete sentence.
What is a sentence?

Well, a sentence has a subject and a verb plus an object of the verb.
OK, because today we're doing so many fragments of sentences with our texting, and our talking, we really need to stress what is a complete sentence at this point. Ff your students are not able to speak in complete sentences, it's going to be something you're going to have to work on, because it's going to go down on paper that way.

OK, so the next one: “doesn't feed pollen
and nectar” This is an easy one. Who wants to take this?

Perfect. That was a complete sentence.

Excellent: “gobbles, flesh, and creatures”
Who takes this one? And remember, there was an important word in here. Because somebody's going to speak it out, he's going to remember it.
Ok, so we're discussing this. We're talking about it, and Dale is now hearing that sentence. So now when Dale, our reluctant writer, has a
paragraph, he has heard that sentence, and he said yes I could write that. OK, so we're doing this for the benefit of all of the other students as well to learn.
It’s oral at this point. Unit one is just oral.
So everybody's hearing the information,in complete sentences,
Now we've all heard this this paragraph, told it back in complete sentences. Now we write it out in complete sentences. That would be the next step.