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Sentences from Scratch
I.TeachingPartsofSpeechforSentenceDevelopment -thewarm-up -whatguidesinstruction -activitiesthatmakesense
II.UsingtheClausetoBuildSentencesofVaryingStructure -buildingblocksofsentencewriting -theclause -componentsofalesson
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Sentence SenseDeveloping Sentence Skills in Student Writers
WilliamVanCleave•EducationalConsultant•W.V.C.EDARALiteracyConference•November17,2016
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Grammar Reference SheetKeep two things in mind: • Weteachgrammartoimprovewriting.Ifyoucannotjustifyteachingaparticularconceptin
termsofimprovingastudent’swriting,don’tteachit.
• Thebestsentence-levelactivitiesinvolvehavingstudentswritesentencesthatpractice/contain taughtconcepts.
Parts of Speech: Consider the job the word does in the sentence.
• noun namesaperson,place,thing,oridea boy,school,bench,peace • verb action,linking,orhelpingword jump,am,seem • pronoun takestheplaceofanoun(standsforanoun) he,you,they,me • adjective describesanounorpronoun ugly,ignorant,silly • adverb describesaverb(oranadjective,orotheradverb) quickly,soon,never • preposition beginsaphrase(showsposition) in,during,around • conjunction joins2wordsor2groupsofwords and,whenever
• article teach in adjective family a, an, the • interjection expresses emotion - not useful for instruction whoa!
Sentence Parts: Clauses are the building blocks to all sentence writing.simple subject who/what is doing the action The elderly man went to the store. complete subject subject with its baggage (the “doer”) The elderly man went to the store.simple predicate main verb The elderly man went to the store. complete predicate verb with its baggage (the “do”) The elderly man went to the store.
direct object receives action of predicate (verb) John threw the ball.indirect object tells to whom/for whom action is done John threw Mark the ball.predicate noun follows linking verb and renames subject John is a pilot.predicate adjective follows linking verb and describes subject John seems exhausted.object of preposition noun/pronoun that ends prepositional phrase John sat on the chair.
clause group of words with subject - John went to the store andpredicate -becausesheisfinished
independent clause clause that can stand by itself I John went to the store dependentclause clausethatcannotstandbyitself D becausesheisfinished
simple sentence one independent clause I John went to the store.
compound sentence 2 independent clauses joined by comma John went to the store, + for, and, nor, but, or, yet I,fanboysI but it was closed. or 2 independent clauses joined by ; I;I John went to the store; it was closed.
complex sentence 1 independent clause and 1 ID John went to the store or more dependent clauses because he needed milk. D,I When John went to the store, he forgot his wallet. I John, who was selected as
our leader, rarely smiled.D
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noun
Displaying grammar vocabulary cards:Duringthewarm-upandanyidentifyingactivities,theteacher(andideallythestudents)shoulddisplaytheircardsusingthelayoutsbelow.Studentsshouldlearntoorganizethecardsassuchindependently.Thispracticewillhelpstudentsinternalizetherelationshipsbetweenthedifferentpartsofspeech.Theywillunderstandthewaywords,phrases,andclausesworktogether,improvetheirsyntaxcomprehension,anddevelopsentencewritingandexpandingskills.
pronoun
adjective
verb
adverb
preposition
conjunction
subject verb
clause
independentclause
dependentclause
Parts of Speech
Sentence Parts
On the next page:Thisactivitysheet(andsimilarsheets)haveseveraladvantages.
(1) Theymovestudentsquicklyfrom“identify”tothetextgenerationactivitiesthattrulybenefit writing.
(2) Theyareinteractive,allowingstudentstoworktogether,shareresults,andchecktheirworkwitheachother--inanon-punitiveway.
(3) Theyareinstructive(ararityfora“worksheet”).
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Identify: Underline the adjectives in the following sentences. (Do not include articles.)
1.Thehungrygreenalligatorslitheredupthemuddyshore.(3)
2.Theyounggirlwasscaredbutbrave.(3)
3.Thefrightenedgirlcalledtoherfatherinaloudvoice.(3)
Checkyourwork!
Expand:Addatleast3adjectivestoeachsentencetomakeitmoredescriptive.
1.Thechildrenandtheirleadertookvanstoacampground.
__________________________________________________________________________
2.Overacampfire,thechildrenroastedhotdogsandsangsongs.
__________________________________________________________________________
Share:Choose#1or#2tosharewithyourgroup.
Combine:Combinethefollowingshortsentencesintoonelongersentence.
1.Mygrandfathertoldjokesatthetable.Heisfriendly.Hisjokeswerefunny.
__________________________________________________________________________
2.MysistersandIlistenedtothejokesandatesnacks.Mysisterswerehungry.Thesnacks
weresweet.
__________________________________________________________________________
Checkyourwork!
Create:Writeyourownsentences.
1.Writeasentenceusingtheseadjectives:happy,energetic
__________________________________________________________________________
2.Writeasentencewithatleasttwoofyourownadjectivesinit:
__________________________________________________________________________
Share:Choose#1or#2tosharewithyourgroup.
Now It’s Your Turn! IECC: Identify, Expand, Combine, Create
Adjectives
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Name:__________________________________Date:_________________________
chicken girl truck lamp school pencil
Themotherandherdaughterboughtticketstoseetheshow.
Thenastytrolllivedunderthewoodenbridge.
Arustynailstuckoutofanoldboardatthelocalplayground.
Topic: ______________________________________
Use good nouns in your own sentences below:
1. _____________________________________________________________________________
__________________________________________________________________________________
2. _____________________________________________________________________________
__________________________________________________________________________________
3. _____________________________________________________________________________
__________________________________________________________________________________
4. _____________________________________________________________________________
__________________________________________________________________________________
noun = names a person, place, or thing NounsToUse
_______________
_______________
_______________
_______________
NounsPOS-Noun1wvced.com
SentenceCheck:___Doyoursentencesstartwithcapitalletters? ___Doyoursentencesendwithproperendpunctuation?
atleast words
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b. Students identify examples of the concept in context. Have students sort words, sentence parts, or sentences to help them recognize the concept you are teaching. Have them identify examples of the studied element in a larger context. Professionally written sentences, from both textbooks and good literature, sometimes serve this purpose well and also offer material for further discussion.
c. Students create their own examples in isolation. Students must focus primary attention on creating examples of the concept, in isolation and in applied context. Keep the emphasis on student-generated work.
d. Students share their examples with the instructor and their classmates. When the students complete independent practice of a concept at their desks, always allow time to share results. This (a) validates the students’ writing, (b) encourages them to write at a more sophisticated level since they anticipate an audience, (c) allows the instructor to check for competence, and (d) provides student-generated examples (whether correct or not) for further discussion and analysis.
e. Teacher uses examples, both correct and incorrect, for clarification and further instruction. As the students share, the teacher writes any incorrect examples as well as any examples that show a new or interesting development that warrants discussion. Since the examples come from the students’ own writing on the day in question, the teacher is able to target student difficulties immediately and strengthen class understanding. Using student examples rather than prefabricated, professionally written sentences connects students to the assignment, provides immediacy and relevance, and gives the teacher valuable information about where the students are and what they need next in order to further their writing.
Five-Point Instructional Strategy New Concept
a. Teacher introduces concept and then asks students to explain it, proving understanding. In most instances, introducing a part of speech or sentence part to your students should take just a few minutes. Students should create (or you should provide) a vocabulary card with term on front, definition and examples on back; explain the term and its definition; and have them explain it back to you or, in the case of large group instruction, to each other. Students can illustrate their cards as well.
Review Concept a. Students explain concept, proving
understanding. The emphasis here is on information your students have learned and can share. With most concepts this will take only a few minutes. Students should begin by verbalizing what they know from memory and then use the concept vocabulary card to elaborate on their understanding.
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Sentence Developing ActivitiesAsyourstudentsdevelopanunderstandingofpartsofspeechandsentenceparts,herearesomeactivitiesdesignedtoimprovewritingatthesentencelevel.Independentsentencewriting(I)istheultimategoal.
A. Phrase/Clause&Independent/DependentClauseSorting-ESSENTIAL -sortgroupsofwordsbywhethertheyareclausesorphrases -sortclausesbywhethertheyareIndependent(main)orDependent(subordinate)
B. Sentencepartsmatching-joinsentencepartstomakesentences
C. Sentenceunscrambling-unscramblesentencechunkstomakelogicalsentences
D. Sentenceimitating-writeasentencesimilarinstructuretoaprovidedmodel
E. Sentencecombining-combinesentencestocreatemoresophisticatedsentenceswithincreasedvariety(inactivities/exercises&yourownwriting)
F. Sentenceexpanding-usingbarebonessentenceexpanders -providesimplesubjectandverbandusequestioningtopromptsentence
expansion(e.g.,Johnate.when?where?why?how?) -providesimplisticsentencewithnouns,verbs,andphrasesandaskstudenttoadd
adjectivesandadverbs
G. Tandemwriting -studentwritesfirsthalfofsentence,tradespaperswithaclassmate,and
finishesclassmate’ssentence(subjecttopredicateorfirstclausetosecondclause)
H. Writingsentencesfromprompts -“beginasentencewiththeword__________”(sub.conj.,transitionword,etc.) -“writeasentencethatcontains__________”(sub.conj.,prep.,noun,etc.) -providestudentwithfirstsentenceandtransitionwordthatistobeginsecond
sentence
I. Sentencewriting-ESSENTIAL -asaclassstarter -forclassworkandhomework,eveninsteadofparagraphwriting
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Clause/Phrase Activities IIdentify each group of words below as a clause (C) or a phrase (P). Remember that a clause must contain a subject and its verb (or predicate):
_____ 1. iftherainneverstops _____ 14. whenthemanagerorganizestheteam
_____ 2. forbreakfast _____ 15. throughthewoodsbytheriver
_____ 3. underthewindow _____ 16. thepartyendedatmidnight
_____ 4. sinceIslept _____ 17. aslongasyoustudybeforethegame
_____ 5. besidethegrocerystore _____ 18. ifIfinishthebook
_____ 6. beforeshefinishedthepie _____ 19. assoonasthepainterfinished
_____ 7. assoonasthetemperaturedrops _____ 20. whentheexercisewasover
_____ 8. becauseMikecoulddrive _____ 21. attheendofthelongroad
_____ 9. ifweseeanotherant _____ 22. beneaththedeepbluesea
_____ 10. aftercarefulconsideration _____ 23. webothfinishedeatingbreakfastintime
_____ 11. betweentwoslicesofbread _____ 24. becauseofthenumberofboxes
_____ 12. sinceyesterday _____ 25. thoughIgaveyouthreewarnings
_____ 13. untilyouhearbackfromme _____ 26. untilIreceiveyourdonation
All the groups of words below are clauses. Identify each as I (independent or main) or D (dependent or subordinate):
_____ 1. Constantinejoinedthesportsclub _____ 13. wheneverwehaveachancetoplaygolf
_____ 2. sinceAbrahamLincolnwaselected _____ 14. beforeIwillcleanoutthecloset
_____ 3. schoolletsoutinJune _____ 15. ifT.V.remainedblackandwhite
_____ 4. theplaybeginsat9a.m. _____ 16. myfamilyiscomingfortheholidays
_____ 5. afterwepurchasedthenewcar _____ 17. thedoewasbrownwithawhitetail
_____ 6. ifwecanhandlethetimechange _____ 18. cleatswereleftontheradiatortodry
_____ 7. weatethepurplepotatochips _____ 19. althoughasparagusisoutofseason
_____ 8. wateristhemosthealthydrink _____ 20. theblackpantherpouncedatthecrowd
_____ 9. ifmymigrainedoesn’tlinger _____ 21. whenthestrawberriesarrived
_____ 10. aslongastheschedulewillbekept _____ 22. beforeIconsideredmysister’srequest
_____ 11. ifIworrytoomuchaboutthetrip _____ 23. whereourcousinslive
_____ 12. thepostalcarrierdeliveredthemail _____ 24. wheneverthedetectivecatchesthecrook
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Subject
1. Thelittleboywithdimples
Achirpingbluejay
Mygrandmother
2. Aswarmingnestofbees
Apairofmonarchbutterflies
Twolong-leggedgiraffes
Predicate
landedonthefeederinouryard.
smiledatthedoctor’sofferofcandy.
usedtobakemecookieseachweekend.
causedthefamilytoleavethepicnicearly.
awkwardlybentdowntoreachthepond.
flutterednearmeonmySaturdaywalk.
B Sentence Part Matching
Subject
1. Thegrasshopper
Ourdinner
Therambunctiouschild
2. Anoutstandingperformer
Thediver
Ourpresident
Verb
wasruined
landed
toppled
announced
sang
bounced
Object
onagreenleafinouryard.
theantiquevase.
byaloudfamilyargument.
thenationalanthem.
ontheboard.
anewplanforthecountry.
1. Atthewordclusterlevel:
a.inourhousewediscoveredmuchtooursurprise$10,000
__________________________________________________________
b.togeticecreamwerodeatnoonournewbicyclestothestore
__________________________________________________________
2. Atthewordlevel:
a.frogbrownrockunderacrawledthelarge
__________________________________________________________
b.friendnightallweandvideonewamygotgameplayed
__________________________________________________________
C. Sentence Unscrambling
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1. Deletethe2ndand3rdsentencesbyputtingtheirinformationinthe1stsentence:
Themanandwomanwenttothemall.Themanwastall.Thewomanwasshort.
_________________________________________________________
Thedinosaurstomped.Hediditovertherockyground.Hedidittochasefood.
_________________________________________________________
2. Makeeachpairofsentencesintoacompoundsentenceusingtheprovidedkeyword:
Thenewvideogamehitstoresyesterday.Wewerethefirstonestogetit.(and)
_________________________________________________________
Makeeachpairofsentencesintoacompoundsentence.Useaconjunction:
Tworiverssurroundedthetown.Therewasstillnotenoughwatertodrink.
_________________________________________________________
3. Makeeachpairofsentencesintoacomplexsentenceusingtheprovidedkeyword:
Shewasagoodteacher.Sheyelledalot.(although)
_________________________________________________________
Makeeachpairofsentencesintoacomplexsentence.(Useasubordinatingconjunction.):
Youdoyourhomework.Youwillpasseverytest.
_________________________________________________________
4. Combineintoonesentence.Donotleaveoutanyinformation:
Themoviewasexcellent.Itranquitelate.ItstarredDenzelWashington.
_________________________________________________________
Wewerehungry.Wewenttomyfavoriterestaurant.Iorderedaburgerandfries.
_________________________________________________________
MycousinsarefromAustralia.Theyvisiteduslastmonth.Wehadablast.
_________________________________________________________
E. Sentence Combining
Writeasentencethatissimilarinformtotheprovidedsentence:
1. Ourfriendscamefordinner.
_________________________________________________________
2. Atthegamewesawahomerun.
_________________________________________________________
3. WhileIwasridingmybike,Isawastreakoflightning.
_________________________________________________________
D. Sentence Imitating
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F. Sentence Expansion Questions With Student Responses
Thecrocodilesnapped. Themanate.
when? thismorning when? _______________________
where? inthelagoon where? _______________________
how? withstrongjaws how? _______________________
why? becausehewashungry why? _______________________
concession... despitethefactthatthe concession?____________________
touristswerecareful
whatkind? ancient,wise whatkind?____________________
whichone? withanastyattitude whichone?____________________
howmany? the (already included) howmany?____________________
G. Tandem Writing1.Finishthesesentences:
a.Iloveweekendsbecause________________________________________.
b.Johnfinishedthequizbefore_____________________________________.
c.Elijahfoundtreasureinthechest,but_______________________________.
d.WeboughtausedcarfromChris;meanwhile,__________________________.
2.Addasentencetoeachofthesesentences:
a.AbrahamLincolnwasthe16thpresidentoftheUnitedStates.
_________________________________________________________
b.APorschepulleduptothefivestarhotel.
_________________________________________________________
c.MyfriendsandIwonourfirstsoccergamelastSaturdaymorningagainstourarch
rivals.____________________________________________________
H. Writing from Prompt Words1.Writesentencesincludingtheprovidedtransitionwords:
a.although___________________________________________________
b.sometimes_________________________________________________
c.before_____________________________________________________
B.Writesentencesincludingtheprovidedcontent-basedwords:
a.BenjaminFranklin____________________________________________
b.Hamlet____________________________________________________
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Other Sentence Building ActivitiesA.PrepositionalPhrasePlacement:Puta^ineachspotwherethegivenprepositionalphrasecouldbeplaced.(Thiscanalsobedonebygivingstudentsinagroupsettingtheirowncards,eachwithawordonit,andhavingthemsortthemselvesintoalogicalsentence.Anadditionalstudent,armedwiththephrase,canstandinvariousplacesalongthesentence’sroutewherethephrasecouldlogicallybeinserted):
1. Theangrytrollgobbledthemischievouschildren. underthebridge
2. Thedoctorpreparedforadifficultsurgery. intheoperatingroom
3. Myfriendcametostaywithme. overtheweekend
B. Writeeachsentencetwoways,onebeginningwiththedependentclauseandtheotherendingwithit.Becarefultouseacommawhennecessary.
1. myfriendgavemeapresent becausesheisaniceperson
versiona:_____________________________________________________
versionb: _____________________________________________________
2. Imovedtheboxesintothegaragewhenmybrotheragreedtohelp
versiona:_____________________________________________________
versionb: _____________________________________________________
I. Sentence Writing (Just write sentences!) Content-Based Sentence Review Activity that can be modified according to skill level.
1.Listsixthingsabout_________________________(contenttopic):
__________________________________________________________
__________________________________________________________
__________________________________________________________
2.Writesentencesusingelementsfromtheabovelist:
Use2inacompoundsentencewithacommaandcoordinatingconjunction:_____
__________________________________________________________
Use2inacompoundsentencewithasemi-colonandaconjunctiveadverb:______
__________________________________________________________
Use2inacomplexsentence(D,I):__________________________________
__________________________________________________________
Use2inacomplexsentence(ID):__________________________________
__________________________________________________________
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coordinating(forcompoundsentences):I,fanboyI concrete prepositions (tobeginprepositionalphrases)
subordinating(forcomplexsentencestobeginadverbclauses-groupedbypurpose):D,IID
advanced prepositions
(forcomplexsentencestobeginadjectiveclauses): (tobeginprepositionalphrases):
(optionalforI;Icompoundsentences*-groupedbymeaning):
*Use a semi-colon before and a comma after the conjunctive adverb.
additionallyalsofurthermorelikewisemoreoversimilarlyinaddition
howeverneverthelessnonethelessonthecontraryontheotherhandstill
accordinglyasaresultconsequentlyhencethereforethus
actuallycertainlyindeedinfact
atthesametimemeanwhilesimultaneously
afterwardslaternextsubsequentlythen
alternativelyinstead
forexampleforinstance
certainlyclearlyobviously
for and nor but or yet (so)
who which that whom whose
time: after as assoonas before justas nowthat once since until when whenever while
place: where wherever
cause: as because since
comparison: as justas than
concession: although eventhough though whereaswhile
manner: as asif asthough
purpose: inorderthat sothat
condition: aslongas evenif if unless whether
Conjunctions
aboveacrossaroundatbehindbelowbeneathbesidebetweenbeyondbyclosetodownfarfromfromininfrontofinsideintonear
neartonexttoonontopofontooutofoutsideoutsideofoverpastthroughthroughouttotowardtowardsunderunderneathupuponwithin
aboardaboutaccordingtoafteragainstaheadofalongsideamongamongstalongasidefromatopbecauseofbeforebesidesdespitedueto
duringexcept(for)forinadditiontoincaseofinplaceofinspiteofinsteadofofoffonbehalfofoutpriortosubsequenttowithwithregardtowithout
Prepositions
ConjunctiveAdverbs
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RelativePronouns
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