Standard 5: Language Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and communicate effectively.

2.5.W.1 ​Students will compose simple and compound declarative, interrogative, imperative, and exclamatory sentences that begin with a capital letter and conclude with an end mark.

Student Actions

Teacher Actions

• Students write simple declarative sentences that begin with a capital letter and end with a period. 

• Students write simple interrogative sentences that begin with a capital letter and end with a question mark.

• Students write simple imperative sentences that begin with a capital letter and end with a period.

• Students write simple exclamatory sentences that begin with a capital letter and conclude with an exclamation point.

• Students write compound declarative sentences using conjunctions and, or, and but that begin with a capital letter and end with a period. 

• Students write compound interrogative sentences using conjunctions and, or, and but that begin with a capital letter and end with a question mark.

• Students write compound imperative sentences using conjunctions and, or, and but that begin with a capital letter and end with a period.

• Students write compound exclamatory sentences using conjunctions and, or, and but that begin with a capital letter and conclude with an exclamation point.

• Teachers model composing simple sentences that begin with a capital letter and conclude with an end mark through shared writing experiences where teachers and students jointly construct a written text.

• Teachers provide lessons with explicit instruction focusing on composing a simple sentence.

• Teachers provide lessons with explicit instruction on starting sentences with a capital letter. 

• Teachers provide lessons with explicit instruction on the different sentence types (i.e., declarative, interrogative, imperative, and exclamatory) and the end marks that correspond with each.

• Teachers provide opportunities for students to compose simple sentences that begin with a capital letter and conclude with an end mark.

• Teachers provide opportunities for students to compose simple sentences that begin with a capital letter and conclude with an end mark. 

• Teachers discuss sentences with students in order to provide feedback, ensuring that students have written a complete sentence that starts with a capital letter and ends with the correct punctuation mark. 

• Teachers provide materials and opportunities for students to compose simple sentences throughout the day. 

• Teachers model composing compound sentences using conjunctions and, or, and but that begin with a capital letter and conclude with an end mark through shared writing experiences where teachers and students jointly construct a written text.

• Teachers provide lessons with explicit instruction focusing on composing compound sentences.

• Teachers provide lessons with explicit instruction on using commas and conjunctions and, or, and but correctly. 

• Teachers provide opportunities for students to compose compound sentences that begin with a capital letter and conclude with an end mark. 

• Teachers discuss sentences with students in order to provide feedback, ensuring that students have written a complete sentence that starts with a capital letter and ends with the correct punctuation mark. 

• Teachers provide materials and opportunities for students to compose compound sentences throughout the day. 

• See Mechanics Progression.

Recommendations

Key Terms & Related Objectives

When students struggle with composing a simple sentence, teachers can…

• review the difference between a word and a complete thought by having students complete a sort.

• discuss the parts of a sentence by having students notice the naming (i.e., the who or what) and telling parts of a sentence. Ask students to highlight the naming part of the sentence in one color and the telling part in a different color.

• create a two-piece puzzle, write a subject on one piece of paper with the predicate on the other allowing students to form and read simple sentences. 

• guide students through the following process:

• Student: Orally share sentence and count each word by putting up a finger or moving a small manipulative.

• Teacher: Draw a line for each word that the student says in the sentence.

• Student: Write each word from the sentence on the correct line to write the sentence. 

When students struggle with composing a compound sentence, teachers can…

• review the difference between a simple and a compound sentence by having students complete a sort. Ask students to highlight the conjunction and comma in the compound sentences.

• create a three-piece puzzle by writing a simple sentence on one piece of paper, a related simple sentence on another piece of paper, and the conjunction on the final piece of paper. Allow students to form and read compound sentences. 

• model writing compound sentences through shared writing opportunities noting the use of conjunctions and punctuation marks. 

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

• Conjunction: a word that connects parts of a sentence.

• Declarative Sentence: a sentence that makes a statement or declares something and ends with a period.

• Exclamatory Sentence: a sentence that expresses strong feelings and ends with an exclamation point.

• ​​Imperative Sentence: a sentence that gives a command, makes a request, or expresses a wish and ends with a period.

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

• Shared Writing: an interactive writing experience where students create writing with the guidance and support of the teacher.

• 2.2.W.1: Prewrite and develop drafts

• 2.3.W.1: Narrative writing

• 2.3.W.2: Informative writing

• 2.3.W.3: Opinion writing

• 2.5.R.1: Sentence structure

• 2.5.R.2: Parts of speech

• 2.5.W.4: End marks

• 2.8.W: Independent writing