Procedure Day Two:
Say, “You remember that yesterday we talked about sentences. Writing a sentence is like making a sandwich. The bread is the noun or subject. The meat is the verb. You need both. But sometimes we like to have more things on the sandwich: lettuce, mayonnaise, ketchup or cheese. For a sentence, extra words that describe the subject or the verb can be added."
Hold up a few of the cards from yesterday. Ask for suggestions of words that could describe the nouns. For example, you could say the shiny car or the furry cat. Write a few examples on the board as you brainstorm. Next ask for verbs, words that describe what the noun is or is doing. For example, “The shiny car stopped." Now think of words to describe the verb. How did the car stop? Quickly? Slowly?
Say, “Do you think the extra words make the sentences more interesting? Are they still complete sentences? How do you know? Notice that when I have written the complete sentence I put a capital (upper case) letter at the beginning and a punctuation mark at the end. That can be a period, a question mark or an exclamation mark.
Place the cards on the floor facedown again. Students should choose a card. The assignment is to write a sentence about the picture using a noun (subject), adjective (to describe the noun), verb, adverb (describes the verb). Remember to use a capital letter and punctuation at the end of the sentence. Bring papers individually to share with the teacher.
- When writing a paragraph on the board, write each sentence with a different color marker. This way the students can visualize each complete sentence.
- Write a complete sentence on a sentence strip. Then cut it into segments. Pass out the pieces and ask those few holding the pieces to put them in order to make a complete sentence. Present it to the class.
- Create a Word Wall with words listed in categories: noun, verb, adjective and adverb. Change the words with the change of seasons, themes and holidays
Use this printable worksheet.