Sun compound words

Sunshine Compound Words: Craftivity, Word Lists, & Organizers

I may be in the minority here, but I actually really love teaching grammar! Even though the topics themselves aren’t always the most exciting (there are a select few people in this world who get legitimately pumped about prepositions or rules for commas), there are a ton of possibilities to MAKE it fun for kids. 

Most recently, my students have been reviewing compound words. There is no shortage of ideas for teaching these (you can easily get lost down the Pinterest rabbit hole), but I have noticed that a lot of activities focus mainly on identifying or forming compound words. In this post, I’ll be sharing resources to help students identify their meaning based on the two individual words (per the Common Core standard for second grade):

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

I have found that a very effective way to zero in on the meaning is to have students find connections in different compound words that share one of the same individual words (or base words). For example, taking a word like “ball” and having them analyze the differences in meaning between words in the same compound word family (basketball, baseball, ballroom, ballplayer, etc).

Since it can be a bit of a challenge to think of lots of examples of those types of word families off the top of your head, I compiled a bunch of word lists of compound words that share a common base word:

They are just simple word cards, but I been able to get a TON of use out of them. Here are just a few ways to utilize these cards:

Word List

They have been super useful when I just need to think of examples of compound words (for an anchor chart or pretty much any other lesson or activity on compound words). They’re a quick and easy reference!

Mix Pair Share

Give each student a word card. They stand up and walk around the room and have to try and group themselves up by what their words have in common (the base word). Once in groups, have them discuss what their words have in common and the different meanings of each of their words.

Blind Sort

This is best done as a review when students have learned about compound words previously. Put students in partners or small groups and give them the cards (cut by individual word). Don’t tell them that the words are compound words or tell them how to sort them. They have to figure out what the words have in common and find a way that they can sort them into groups.

Word Sort

Use them as a word sort for literacy centers (students have to sort the words into groups by the same base word).

Sometimes for the word sorts, I’ll also include words that are NOT compound words so that students can practice identifying the difference and sort them into separate groups.

After completing any of the above activities, students can choose a word or words to use to complete one of these graphic organizers. In my own class, I pair them with the word card sort as a literacy center.

I also have my students do a simple craftivity that makes for a nice visual hanging up in the classroom. Going along with the compound word “sunshine” that is featured on the graphic organizers, they each make their own compound word sun.  

I make copies of the template on yellow or orange Astrobrights paper. If you wanted to have students color the suns, they could also be copied on white paper.

I utilize the same word cards from the activities mentioned above, except this time I cut them into strips, leaving all the words with the same base word in the same strip.

I verbally give each student a base word and place the strip for that base word face down on their desk. For example, I’ll tell a student, “Your word is rain” and place the strip with all the compound words for rain face down on their desk.

Students write their base word on the line in the middle of the sun. On their own, they think of as many compound words as they can that have that base word in it. For example, “raincoat,” “rainbow,” etc. They write the other half of the base word on the rays of the sun (“coat” on one ray, “bow” on another, etc). If students have trouble thinking of compound words, that’s what the word strip is there for. They can just flip it over for help/ideas if they get stuck.    

Then they cut out the sun, and…all done! Simple as that. You can display them on a spring or summer themed bulletin board, or if you have windows in your classroom, they make the room look bright and sunny when taped to the windows.

If you’re interested in doing any or all of these compound word activities with your class, the word cards (total time saver!), graphic organizers, and template for the compound word suns can be found in my Teachers Pay Teachers store, and also right here in the shop on my website:

Sunshine Compound Words: Craftivity, Word Lists, & Graphic Organizers

Another great thing about having these displayed in my classroom is that when I see sunshine, I naturally think summer (and how it will be here soon)! Have you started your countdown to the end of the school year yet? 

functions, features, differences - Russian textbook

Purpose of unions

In the fifth grade, according to the textbook "Russian language. Theory. Grades 5-9 ”by V.V. Babaitseva, students know that conjunctions are an auxiliary part of speech that connects both members of a sentence and simple sentences as part of a complex one:

Simple and compound unions

In the seventh grade in this textbook, information is added that the unions according to the structure are simple and compound.

Simple unions are unions consisting of one word, for example, and, but, yes, what if, when and others. Unions that consist of two or more words are called compound : because , since, as if, because, due to the fact that, not only - but also, due to the fact that, since, until , etc.

Coordinating and subordinating conjunctions

According to the value of , conjunctions are divided into two groups: coordinating and subordinating.

Coordinating conjunctions ( and, but, but, yes, or, neither - neither, then - then , etc.) are divided into three categories according to their meaning:

Connecting unions	Opposing alliances	Divisive unions
and, yes, neither - neither, and - and, not only - but also, how - so and, also, also , etc.	a, but, yes (meaning but), but , etc.	or, either, then - that, not that - not that, or - or etc.
These unions have the meaning of connection ( and this, and that ): And the sling, and the arrow, and the crafty dagger spare the winner for years.	These unions have the meaning of opposition ( is not that, but this is ): Not from dew, but from sweat; Labor in learning is boring, but the fruit of learning is delicious.	These unions have the meaning of division ( or this or that ): All night the fire flares up, then goes out; Either eat the fish or run aground.

Subordinating conjunctions ( when, what, if, so, because, how, as if , etc.) link simple sentences into a complex one: I want you to be masters of the sky.

Subordinating conjunctions are divided by value into the following categories:

Temporary (indicate time): when, while, barely, only, only , etc.	When we returned home, it was dark and quiet.
Causal (indicate the reason): because, since, because, because , etc.	I put on an old overcoat and took an umbrella, because it was raining.
Target (indicate the target): to (to), in order to, in order to , etc.	I left the hut, went to fight, to give land in Grenada to the peasants.
Conditional (indicate a condition): if, times, if , etc.	If you want to know a person, look at his friend.
Concessions (indicate the contradiction of one event to another): though; although; let , etc.	Although was still early, the gates were locked; None of us felt even the slightest bit tired despite the fact that the campaign lasted for several days; Let you die, but in the song of the brave and strong in spirit you will always be a living example, a proud call to freedom, to light.
Comparative (indicate comparison): as if, as if, as if , etc.	The cranes flew fast and quickly and shouted sadly, as if they were calling with them.
Investigative (point to consequence): so.	The breeze was blowing from all sides, so that the candle almost went out.
Explanatory (indicate what they are talking about): what, to, as if , etc.	I came to you with greetings, to tell you, that the sun rose, that it fluttered with hot light across the sheets.

In our opinion, at this stage it is advisable to recall types of syntactic connection or introduce a new term for seventh graders "types of syntactic connection".

The main types of syntactic connection between words and sentences are coordinating and subordinating.

The coordinating and subordinating connection can be formalized by unions, for example:

Conjunctions and meanings of compound sentences

In the ninth grade, the guys learn that in compound sentences, simple sentences are connected to each other by intonation and coordinating conjunctions. By the nature of the coordinating union and the meaning, compound sentences are divided into three groups:

Compound sentences starting with by connecting unions and, yes, yes and, but (in the meaning of and), also, also , etc.	Compound sentences with adversative conjunctions but, but, yes (meaning but), however, but , etc.	Compound sentences with disjunctive unions or (il), or, then - then, or - or , etc.
A thunderstorm broke out and the rain refreshed the languishing earth; Terribly howled wires on poles, yes signs rumbled; Here my voice has hardened in the harsh wind, yes , and my heart has hardened.	The world is multilingual, but all people cry the same and laugh the same; Everything passes, yes not everything is forgotten; The root of the teaching is bitter, but its fruits are sweet.	Can you add a step, or no strength?; Either my speech made a strong impression, or the colonists already boiled; Either buckwheat is blooming, or the river is flowing. ..
In sentences with these unions, various meanings are expressed, most often temporary meanings: simultaneity and succession.	In the sentences of this group, one phenomenon (event) is contrasted with another.	In compound sentences of this group, alternation of phenomena (events) is indicated, that one of the above phenomena is possible.

Subordinating conjunctions and allied words in complex sentences

In the same, ninth grade, the guys learn that subordinate clauses are attached to the main clause or to another subordinate clause with subordinating conjunctions (simple and compound) or allied words.

Under allied words , the authors of the textbooks of the educational and methodological complex V.V. Babaytseva understand relative pronouns that are used to connect simple sentences as part of a complex one.

Subordinating conjunctions		allied words
Simple	Composite
what to as when for while as as if etc.	because because since so is only as if since due to the fact that in order to etc.	what who how when which which where where where from etc.

As you can see, in some cases, simple subordinating conjunctions and allied words coincide (in spelling). How can a ninth grader distinguish a union from a union word (for example, what, how, when) in a complex sentence?

To distinguish a union from a union word, you must remember:

1) Subordinating conjunctions are not members of the subordinate clause, but serve only to attach the subordinate clauses to the main or other subordinate clause:

Allied words not only "attach" subordinate clauses to the main clause (or to another clause), but are also members of the clauses:

2) In some cases, the union can be omitted, but the union word cannot:

3) Union can only be replaced by another union:

4) An allied word can only be replaced with an allied word or those words from the main sentence to which the subordinate clause belongs, for example:

The authors of this textbook draw the attention of ninth graders that the ability to distinguish between unions and allied words is necessary for the correct intonation of a sentence, since allied words are often the semantic center, they are highlighted by logical stress.

We consolidate the acquired knowledge about conjunctions and allied words in practice

In the textbook "Russian language. Practice. Grade 9 "Yu. S. Pichugov, A. P. Eremeeva, A. Yu. Kupalova is given a number of exercises aimed at developing the ability to distinguish between subordinating conjunctions and allied words. Here are some of these exercises.

Write off using the missing commas. Determine the case of relative pronouns acting as allied words. Underline allied words as members of sentence (exercise 98 on p. 69).

This model or its fragments can be used both in grade 9 and in grades 7-8.

We believe that the proposed teaching model will help the teacher to "dot all the and" when studying conjunctions and allied words in the Russian language lessons: consider their functions, structural features and meanings of conjunctions, their use in complex sentences; features of the use of allied words in complex sentences.

Classes of prepositions in Russian

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Prepositions may seem like one of the simplest parts of speech, but don't be fooled by the first impression. Some of them are tricky, because of which students make mistakes and lose good grades on tests. But don't be discouraged: we know how to deal with them. And after this article you will know.

Today we will figure out what prepositions are in Russian, what categories these parts of speech have and how to write them correctly - together or separately. Go!

What are prepositions and what are they like

Preposition is a service part of speech that expresses the syntactic dependence of some words on others in phrases and sentences.

Prepositions are placed before nouns, numerals and pronouns in different cases. At the same time, this part of speech is not used with words in the nominative case. Prepositions are divided into 3 categories: by origin, by composition and by meaning. Let's take a look at each of them.

Classes of prepositions by meaning

By meaning, the prepositions of the Russian language are divided into prepositions of time, place, reason, purpose, concession, object and mode of action. Consider them in a table with examples.

Types of prepositions according to their meaning
View	Prepositions	Example
Time	In, to, before, after, through, after, during, in continuation, in conclusion	By noon, after lunch, during pm, during week, etc.
Seats	In, before, due to, behind, to, over, under, in front of, at, through, near, past, about etc.	In village, over mountains, over sea, through clearing, near houses, etc.
Causes	Because of, from, by, for the sake of, thanks to, due to, in view of, due to	Due to fog, from fear, for honor, thanks to help, etc.
Targets	For, for, by, for, to, for the sake of, for the purpose of, for the purpose of	For colors, for conversation, for security etc.
Concessions	in spite of	Despite advice, despite persuasion, etc.
Action object	oh, oh, oh, oh, about	About me, about manor, about field, about weather, about work
Comparisons	C, like, like, like	Animal like cats, bright like sun, etc.
Action	With, without etc.	With sadness, without embarrassment , etc.

Check yourself

Read the word combinations below and determine which category of meaning the prepositions in them belong to.
Brought from distant countries, called for a conversation, the size of a sparrow, turned away with resentment, go to the well, meet after the ball.

Types of prepositions by composition

By composition, prepositions are divided into simple, complex and compound.

Simple prepositions consist of one word: in, over, under, against , etc. - under , etc.

And the third type - compound - these are prepositions that consist of two or three words, but are written without a hyphen: during, at the expense of etc.

Test yourself

Read the word combinations below and determine what kind of composition the prepositions in them belong to.
He rose above the water, watched for a month, looked out from under the snow, disappeared into the dawn, a plant like a poppy, stopped near the gate.

Types of prepositions by origin

By origin, prepositions are usually divided into derivatives and non-derivatives.

Derived prepositions are those prepositions that come from other parts of speech.

In total, they have three subspecies: nominal, verbal and adverbial. The former were formed from nouns, the latter from gerunds, and the third, as you might guess, from adverbs. Derived prepositions are unambiguous - each of them belongs to only one type in the classification by meaning.

The examples below show that the same words can be both prepositions and other parts of speech in different sentences. It is important to distinguish between them so as not to be mistaken in morphological analysis.

Non-derivative prepositions are prepositions that have not been formed from other parts of speech.

They have always been prepositions and are not like words in other parts of speech. Non-derivative prepositions are often polysemantic, that is, they can refer to two or more types by meaning.

For convenience, we have collected everything you need to know about derivative and non-derivative prepositions in the table below. Save it and use it when you need it!

Test yourself

Read the word combinations below and determine what kind of origin the prepositions in them belong to.
In front of the house, about traveling, near the city, including residents, thanks to the advice, during autumn, around the pond.

Demo lesson in Russian

Take the test at the introductory lesson and find out what topics separate you from the "five" in Russian.

Continuous and separate spelling of prepositions

And now let's talk in more detail about the very tricks of this part of speech, which we talked about at the beginning of the article. The fact is that some of the prepositions can be written together or separately. And if you do not know the peculiarities of their spelling, this can become a problem. To figure out when prepositions should be written together, and when - separately in Russian, the table with a list of rules and examples below will help.

Check yourself

Let's check if you understand well what prepositions are and what they serve. Below you will find tasks for self-examination on this topic. Go through them to see if the material is worth repeating.

Task 1

Read the phrases below, find prepositions in them and determine which categories they belong to in all three classifications: by meaning, by composition and by origin.

Above the snow, due to illness, about the weekend, under the table, because of joy, in spite of adversity, to the station, to rest, until tomorrow, to communicate, like a bird, without fatigue.

Task 2

Read the word combinations below and determine which of them use prepositions and which use other parts of speech similar to prepositions.

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