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Complex Sentences - Learn the Lingo

Up First - Appositives

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
This handout defines appositives and explains how they are used.

An appositive is a noun or pronoun - often with modifiers - set beside another noun or pronoun to explain or identify it. Here are some examples of appositives (the noun or pronoun will be in blue, the appositive will be in red).

My brother's car, a sporty red convertible with bucket seats, is the envy of my friends.

The chief surgeon, an expert in organ-transplant procedures, took her nephew on a hospital tour.

An appositive phrase usually follows the word it explains or identifies, but it may also precede it.

A bold innovator, Wassily Kandinsky is known for his colorful abstract paintings.

The first state to ratify the U. S. Constitution, Delaware is rich in history.

A beautiful collie, Skip was my favorite dog.

Punctuation of appositives

In some cases, the noun being explained is too general without the appositive; the information is essential to the meaning of the sentence. When this is the case, do not place commas around the appositive; just leave it alone. If the sentence would be clear and complete without the appositive, then commas are necessary; place one before and one after the appositive.

Here are some examples.

The popular US president John Kennedy was known for his eloquent and inspirational speeches.

Here we do not put commas around the appositive because it is essential information. Without the appositive, the sentence would be, "The popular US president was known for his eloquent and inspirational speeches." We wouldn't know who the president is without the appositive.

John Kennedy, the popular US president, was known for his eloquent and inspirational speeches.

Here we put commas around the appositive because it is not essential information. Without the appositive, the sentence would be, "John Kennedy was known for his eloquent and inspirational speeches." We still know who the subject of the sentence is without the appositive.

John Kennedy the popular US president was almost an entirely different person than John Kennedy the young naval reservist.

Here we do not put commas around either appositive because they are both essential to understanding the sentence. Without the appositives, the sentence would just be John Kennedy was quite different from John Kennedy. We wouldn't know what qualities of John Kennedy were being referred to without the appositive.

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.

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Iowa Reading Research Center - The University of Iowa

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Much like reading, writing is not a skill we are born with, so students need to be taught these concepts in a systematic and explicit manner. As a result of handwriting instruction, students learn letter shapes and letter sounds-two skills closely related to early reading development. Focusing on letter identification and formation, LIFTER gives students the building blocks they will need to become proficient writers and readers.

A Supplement to Core Instruction

LIFTER is intended to supplement core instruction in pre-kindergarten and elementary classrooms. Nationally, elementary teachers often report that they have received limited to no preparation on how to effectively teach handwriting, and their students receive minimal instruction on handwriting ( Graham, Collins, Ciullo, 2023 ; Troia & Graham, 2017 ). In Iowa, the districts we have partnered with report the need for better supports to teach this critical skill.

In addition, when teachers do provide handwriting instruction to their students, their reading curriculum often teaches letters in a different sequence than their handwriting curriculum. This can result in a heavy lift for students trying to learn two competing sequences of letters at the same time.

LIFTER offers a solution to these concerns. When using LIFTER, educators control the sequence of letters they will teach, allowing them to align the tool to their reading curriculum. With LIFTER's flexible functionality and comprehensive, accompanying eLearning module, educators unlock the knowledge and materials they need to provide effective handwriting instruction to their students.

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Literacy LIFTER: Letter Identification and Formation for Transcription and Early Reading

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Natalie Wexler, education journalist and author of "The Knowledge Gap," hosts the inaugural series of our new podcast, Reading Comprehension Revisited.

In six short (~30-minute) episodes, Natalie tackles crucial questions such as, why do students from low-income backgrounds typically score lower on reading tests? Why do improvements in the early grades fade out as students advance to higher levels? And most significantly, why haven't substantial investments in education reform delivered expected results?

The answer lies in a longstanding misunderstanding about reading comprehension itself, and how students learn to make meaning from texts. Over six episodes, you'll learn what research tells us about how children really learn to read, and you'll hear from educators from around the country as they share their experiences of embedding knowledge-building into their literacy instruction, and the powerful effects this change has had on their students.
Episode 1: "Kids were bored to death"
June 28, 2023 - Despite substantial investments in education reform, the US remains in the grip of a decades-long reading crisis. But why? With the help of teachers and researchers, host Natalie Wexler introduces the urgent need to revisit our approach to reading comprehension.
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June 28, 2023 - Thanks to tireless efforts by researchers, advocates, and educators, the importance of systematically teaching decoding is finally being recognized. But, as you'll hear, there's far more to reading than decoding, and more we need to do to help our kids become truly literate.
Episode 3: "That cloud looks like an anvil"
July 5, 2023 - Abby Boruff, Deloris Fowler, and Kyair Butts teach different ages and subjects, in different parts of the country. When their schools adopted knowledge-building curricula they were skeptical, but the dramatic results they saw in their classrooms helped change their minds.
Episode 4: "Now they had something to write about"
July 12, 2023 - It's hard to read about a topic you don't have knowledge about, but it's virtually impossible to write about it. By having students write about content they're learning about, knowledge-building curricula boost both writing ability and learning in general.
Episode 5: "Everything was in silos"
July 19, 2023 - To become fully literate, many students need a curriculum that builds knowledge in a logical, coherent way across grade levels, and only a leader can put that kind of system in place. Meet Brent Conway and Dr. LaTonya Goffney, two leaders who did exactly that.
Episode 6: "Think what a better society we'll have"
July 26, 2023 - American education has a number of serious problems - and our failure to start building kids' knowledge early is a fundamental one. But there are ways to ensure that the growing trend toward knowledge-building curriculum takes root and spreads.

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Natalie Wexler, education journalist and author of "The Knowledge Gap," hosts the inaugural series of our new podcast, Reading Comprehension Revisited. In six short (~30-minute) episodes, Natalie tackles crucial questions such as, why do students from low-income backgrounds typically score lower on reading tests?

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By popular demand, AIM is pleased to introduce its first Specialized Reading Knowledge course, created in collaboration with researcher Dr. Elsa Cárdenas-Hagan, to help educators develop the specialized knowledge required to accelerate language and literacy proficiency for English learners (ELs).
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The Animated Reading Rope - AIM Pathways

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The Animated Reading Rope is one of hundreds of learning tools for educators in the AIM Pathways digital training platform.

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https://literacypodcast.com/podcast?podcast=Buzzsprout-14638489

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Learning to Read: A Rhyme - Carolyn H. Strom, PhD

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Learning to Read: A Rhyme Music and Lyrics by Carolyn Strom & Alastair Ottesen

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Part of a word organized around a single vowel sound

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The Writing Revolution: An Overview of the Hochman Method (#3 Spotlight)

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Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

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Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following:

phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme,

labels for the sound wall displays, including the place and manner of articulation for consonants, and

grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

We have also provided printable version of the Individual Sound wall charts. You may choose to glue them into a file folder for each student or print them front/back to laminate. These may also be enlarged and printed as posters if your classroom space does not allow for the full UFLI Sound Wall displays.
Individual Sound Wall: Consonants Individual Sound Wall: Vowels

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Printable Resources | UF Literacy Institute

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following: phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme, labels for the sound wall displays, including the place and manner of articulation for consonants, and grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

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Free Decodable Story Generator for the Science of Reading · Project Read

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Generate a decodable story compatible with any Science of Reading-based phonics curriculum for free. Download a student-friendly PDF in seconds.

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These lesson plans reach word recognition skills and strategies in a systematic way with repeated practice exercises. Lessons 1 through 9 are for students who have not yet mastered basic sounds and blending sounds in words. Lessons 10 through 17 contain strategies for reading multisyllabic words, beginning with easier word types before moving on to more advanced concepts.

Download Files

Lesson Materials

TIMES, HEALTH - 1, Room 373, 4349 Martin Luther King Boulevard, Houston, TX. 77204-6022

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Word Recognition and Fluency: Interventions for Upper-Elementary Students With Reading Difficulties – Texas Center for Learning Disabilities

# data[].attributes.attachment_link.description
These lesson plans reach word recognition skills and strategies in a systematic way with repeated practice exercises. Lessons 1 through 9 are for students who have not yet mastered basic sounds and blending sounds in words. Lessons 10 through 17 contain strategies for reading multisyllabic words, beginning with easier word types before moving on to more advanced concepts.

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Students are asked to determine whether statements make sense and, if not, to identify the words that show why a statement doesn't make sense.

Download Files

Lesson Materials

TIMES, HEALTH - 1, Room 373, 4349 Martin Luther King Boulevard, Houston, TX. 77204-6022

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Students are asked to determine whether statements make sense and, if not, to identify the words that show why a statement doesn't make sense. TIMES, HEALTH - 1, Room 373, 4349 Martin Luther King Boulevard, Houston, TX. 77204-6022

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Familiarity with Greek and Latin roots, as well as prefixes and suffixes, can help students understand the meaning of new words. This adapted article includes many of the most common examples.

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Demonstration Version

In this demonstration page, normal input is disabled. You would also normally need to log-in, with a special user name and password.

You can see the effect of normal editing by pressing the example button for each instruction below.

Word sums (one per line; eg. Like + ing --> liking; or just Like + ing)

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In this demonstration page, normal input is disabled. You would also normally need to log-in, with a special user name and password. You can see the effect of normal editing by pressing the example button for each instruction below.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Intervention Central offers free teacher resources including the oral reading fluency passages generator for educators and classroom leaders to use in classroom management

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The scripted lessons in this packet provide the teacher with a simple, fun method of teaching students the most important phonological skills: phoneme blending and segmenting. The premise is that communicating with Robbie the Robot requires the student to blend and segment. Robbie can only say words one sound at a time, which requires students to blend sounds to figure out what he said. He can also only "understand" words when the student says them one sound at a time, which requires the child to segment sounds.For young children, this explanation tends to be very accessible.
Robbie the Robot Lesson (PDF) Robbie the Robot Image (PowerPoint) Robbie the Robot Image (Google Slide)

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Phonemic Awareness | UF Literacy Institute

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The scripted lessons in this packet provide the teacher with a simple, fun method of teaching students the most important phonological skills: phoneme blending and segmenting. The premise is that communicating with Robbie the Robot requires the student to blend and segment.