Writing Simple Sentences

Practice the Skill 10–15 minutes ■ Step 1: Write the following sentences on sentence strips: The ball is round. My cat likes to sleep. Pat jumps in the pool. Cut the sentence strips into their subject and predicate. Place the subjects and predicates in random order in a pocket chart or along the chalkboard ledge. Step 2: Ask volunteers to choose a subject and predicate to create a sentence that makes sense. Have them read their sentences aloud. Ask the remaining students to identify the subject, the predicate, and whether the sentences make sense. ■ Give each student a sentence strip. Have them write a sentence with a subject and predicate. Ask students to circle the subject and underline the predicate in their sentence. Invite students to read their sentence aloud. ■ Explain to students that good writers are careful to use complete sentences in writing. Apply the Skill (independent) ■ Introduce, explain, and have students complete the Simple Sentences Worksheet. Provide instructions and allow time for students to complete the sheet independently. Check responses as a group. A simple sentence can be long and descriptive. Using adjectives and adverbs can provide more information about the subject and/or the predicate. (Example: The long-legged girl quickly runs through the small park.) Build on the Skill (optional) ■ Once students master simple sentences, model adding adjectives and adverbs to sentences to make them more interesting. Background Simple Sentence A simple sentence contains a subject and a predicate. It is the basis of all good writing. • The subject is who or what the sentence is about. • The predicate tells something about the subject or what the subject did. Teach the Skill 5 minutes ■ Pose the following question: What did you eat for breakfast today? Select a volunteer to tell what he/she had for breakfast. Write the following sentences on the board or overhead: (Name) eats (name of food). ■ Create a two-column chart on the board or chart paper with the headings Subject and Predicate. Circle the name of the student and explain that this is the subject of the sentence. Point out that the subject is a person, place, or thing that tells who or what the sentence is about. ■ Invite students to name other person, place, and thing subjects (Mom, Mrs. Jones, the beach, a cat, the bird). Write each subject on the chart under the heading …