• Students compose simple declarative, interrogative, imperative, and exclamatory sentences.

• Students compose compound declarative, interrogative, imperative, and exclamatory sentences.

• Students identify and correct fragments in their writing 

• Teachers explain simple declarative, interrogative, imperative, and exclamatory sentences and model composing each type.  

• Teachers explain and model how independent clauses and coordinating conjunctions are combined to compose compound sentences.

• Teachers model composing compound declarative, interrogative, imperative, and exclamatory sentences.

• Teachers provide opportunities for students to write simple and compound declarative, interrogative, imperative, and exclamatory sentences.

• Teachers monitor and provide opportunities for students to receive feedback on their writing.

• Teachers model for students how to avoid and analyze their writing for fragments.

• Teachers model correcting fragments within written sentences.  

• Teachers  provide opportunities for students to correct fragments in their writing.

When students have difficulty writing compound sentences, teachers can...

• make the concept tangible for the students by having students write independent clauses on sentence strips. Students combine the independent clauses together by adding punctuation (i.e., macaroni, twist ties, buttons, etc.) and a coordinating conjunction. Write or type the completed sentences.

• provide anchor charts for reference.

• introduce acronyms, such as FANBOYS, to help students remember conjunctions that can be used in their writing.

When students have difficulty using different types of sentences in their writing (i.e., declarative, interrogative, imperative, exclamatory), teachers can...

• use mentor texts to demonstrate how authors use sentence types to add interest to their stories/texts.  Then, have students use the different sentence types in their writing and have them underline each type in a different color.

When students have difficulty identifying and correcting fragments, teachers can...

• provide sorts for students to practice the concept.

• have student partners write fragments and correct them.

• use examples of student work to practice identifying fragments and correcting them.

• Compound Sentence: a sentence that contains two independent clauses joined by a comma and a coordinating conjunction.

• Coordinating Conjunctions: connects together words, phrases, or clauses.

• Declarative Sentence: a sentence that makes a statement to relay information or ideas and is punctuated with a period. 

• Exclamatory Sentence: a sentence that expresses strong emotion and ends in an exclamation point.

• Imperative Sentence: a sentence that issues a command or request, often with an understood subject of you.

• Independent Clause: is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.

• Interrogative Sentence: a sentence that asks a question and ends in a question mark.

• Simple Sentence: a sentence that contains one independent clause.

•  4.5.W.5: End Marks

• 4.5.R.1: Sentence Structure