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09 Writing Basic Sentences

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063
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Writing Basic Sentences

Start-Up Activity

Write the sentences below on the board, but don’t introduce them as sentences. Instead, ask students what these groups of words have in common. When someone says that they are all sentences, ask the class members how they know this for sure. (Each includes a subject and predicate with proper capitalization and end punctuation.) Then read and discuss page 63, which introduces the chapter.  

  • Julianna laughs.

  • Clark and Jasmine play violin.

  • Juan runs laps and lifts weights.

Think About It

“Without a verb, even if it is only suggested, there’s nothing going on, just a lot of nouns standing around with their hands in their pockets.”

—Patricia T. O’Conner

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Sentence Review

The next two pages review the basic parts, types, and kind of sentences. Page 64 addresses the basic parts: subjects, predicates, and compound subjects and predicates. After reviewing this page, display these sentences for discussion. Ask students to identify the subjects and predicates.

  1. King barks at the mail carrier. 
  2. My dog sleeps a lot.
  3. Yesterday, Moose played in the dog park.
  4. Mom and Dad walk Moose every day.

Answers: (Bold indicates complete subjects; underlining indicates complete predicates.)

  1. King barks at the mail carrier
  2. My dog sleeps a lot.
  3. Yesterday, Moose played in the dog park.
  4. Mom and Dad walk Moose every day.

 

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Sentence Review (Continued)

The first part of this page addresses the three basic sentence constructions: simple, compound, and complex sentences. Point out that your students—as they gain more experience as writers—will use these constructions in different combinations in their writing. Consider reading and discussing the paragraph on page 81 to show how one writer used the different types of sentences.

The second part of page 65 covers the different kinds of sentences. After reviewing each kind, ask students to write their own examples. Ask for volunteers to share their sentences.

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Sentence Errors

This page identifies these sentence errors: sentence fragments, run-on sentences, comma splices, and rambling sentences. It’s important to employ several different methods of instruction to help students understand these errors. Consider oral exercises, skills-related minilessons, practice activities, and editing conferences. Start by assigning the minilessons featured with this page. 

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Sentence Agreement

Subject-verb agreement can be a challenging concept for English Language Learners. Address it in a number of different ways throughout the school year (oral exercises, minilessons, practice activities, editing conferences, etc.). 

Review page 67 for basic agreement with singular and plural subjects.

 

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Sentence Agreement (Continued)

Page 68 addresses subject-verb agreement in sentences with unusual word order and in sentences with indefinite pronouns as the subject. Be sure that your students understand subject-verb agreement in basic sentences before you cover the information on this page.

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Sentence Problems

The last two pages in this chapter cover a variety of sentence problems. Page 69 covers wordy sentences, double subjects, pronoun-antecedent agreement problems, and confusing pronoun references. Review each problem closely using a variety of instructional approaches to help students understand the problems.

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Sentence Problems (Continued)

Review pronoun shifts, double negatives, confusing of for have, and misplaced modifiers. Use a variety of instructional approaches to help students understand these problems.

Point out that in school students are learning the conventions of Standard English, the agreed-upon form of English used in business, government, and academics. The material covered in this chapter identifies common errors to avoid while using Standard English.

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