Verbal

• Teachers explain that verbals are  a group of words using verbs as other parts of a sentence (used as a noun or modifier)

• Teachers explain verbals can add variety and interest to their writing.

• Teachers provide opportunities for students to recognize the use of verbals in a variety of different text.

• Teachers ensure students can identify the main verb (action) of the sentence.

• Teachers instruct students that there are three kinds of verbals: gerunds, participles, and infinitives.

Gerund

• Teachers explain a gerund is using the –ing verb form that functions as a noun.

• Teachers explain the jobs of a gerund (e.g. subject, object of the prepositions, direct object, indirect object, predicate noun)

• Teacher model and provide opportunities for students to recognize a gerund (e.g. ask is there a noun made from a verb that ends in -ing?). Example: Walking the dog is not my favorite task.

• Teacher monitor and provide feedback for students when recognizing gerunds.

• Teachers explain and model that verb-like words are actually naming things (e.g., swimming can be action or a noun)

• Teachers explain that not all -ing verbs are gerunds.  Sometimes -ing verbs are participles used in present or past progressive verb phrase. (e.g., I am swimming.)

Infinitive

• Teachers explain the infinitive is the word “to” plus a verb and can function as adjective, adverbs, or nouns.

• Teacher model and provide opportunities for students to recognize an infinitive. (e.g. ask is there a [to] with a verb that follows that also functions as a noun, adjective, or an adverb).  Example: To dance gracefully is my ambition

• Teacher monitor and provide feedback for students when recognizing infinitives.

• Teachers model and explain an infinitive consist of the word to plus a verb functioning as a noun, adjective, or adverb.  An infinitive may also function as a subject, direct object, subject complement, adjective, or adverb in a sentence.

Clause

• Teachers model that a clause is a group of words that contains a subject and a predicate and functions as a unit.

• Teachers provide opportunities for students to examine each type of clause.

• (Independent clause—expresses a complete thought and can stand alone).

• (Dependent clause—begins with a subordinating conjunction or a relative pronoun; cannot stand alone).  

• Example: Her colleagues admire her even though they worry that she is too dedicated.

• Teachers monitor and provide opportunities for students to receive feedback on the use of clauses.

• Teachers explain and model that an Independent clause—expresses a complete thought and can stand alone. (e.g., Her colleagues admire her even though they worry that she is too dedicated.)

• Teachers explain and model that Dependent clause—begins with a subordinating conjunction or a relative pronoun; cannot stand alone.  (e.g., Her colleagues admire her even though they worry that she is too dedicated.)

• Teachers explain much like prepositions, giving students a short, concise list of dependent marker words, words that commonly start dependent clauses will help them readily identify those in a sentence.