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09 Writing Basic Sentences

Page
047
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Writing Basic Sentences Opening Page

Start-Up Activity

It is important to help students develop their sentence sense, and you can do this by immersing them in reading, writing, speaking, and listening activities.

To gauge their understanding of sentences, display the following groups of words.

  • Josie ate her lunch
  • A cheese sandwich and an apple
  • Mickey giggled
  • Rolled down the hill
  • Scruffy barked and wagged his tail
  • An angry robin

Read each group of words aloud and ask students if the words form a complete sentence. Then ask them how to turn the incomplete sentences into complete ones. Then read and discuss the chapter introduction.

Think About It

“Write visually, write clearly, and make every word count.”

—Gloria D. Miklowitz

LAFS Covered in This Chapter

TEKS Covered in This Chapter

TEKS Covered in This Chapter

Page 048 from Write on Track

Sentence Parts

Read and discuss this page, which identifies the basic parts of a sentence: subjects, verbs, and modifiers. Refer to pages 350–353 for more information about sentences. Then ask students to identify the basic parts of the sentences they discussed for page 47.

Next, list these subjects, verbs (predicates), and modifiers. Have students combine these parts to create fun sentences.

Subjects Predicates Modifiers
the duck swam across the pond
Uncle Max flew to Australia
Samantha limped into the doctor's office

 

LAFS Standard:
TEKS Standard:
NE ELA Standard:

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Level:
English Language Arts:

Page 049 from Write on Track

Sentence Problems

Carefully review page 49, which identifies three common sentence problems: sentence fragments, run-on sentences, and rambling sentences. Then display the following groups of words that illustrate sentence problems. Work with students to correct each one.

  • Is dripping all over my hand.
  • My favorite team.
  • The ball was hit to me I leaped to catch it.
  • Scruffy dug a hole in the garden I quickly filled it in.
  • My family rode bikes on the trail and the trail was really long and my bike was really small so I was way behind everybody else and I was really mad and tired.
LAFS Standard:
TEKS Standard:
NE ELA Standard:

Related Resource Tags

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Level:
21st Century Skills: