This was created to teach students to avoid the very predictable mistakes they often make when trying to place a period.
The goal of this unit for for all students to have a firm grasp on where to put a period in simple declarative sentences. They do this by identifying the naming part and telling parts with lots of practice identifying fragments and run ons.
Complex sentences structure, where the subject comes LAST, are carefully avoided in all practice so as to not confuse this essential first step of teaching when & where to place a period.
Chronic predictable problems demonstrated (and which you fix during the lessons) include the "all periods on the right side" and the "totally random" placement of periods problems.
The lesson will help you walk your students through the structure of a single sentence. It starts by briefly reviewing the need for periods and capitals and then moves on to the key concepts of each sentence having a NAMING part (subject) and TELLING part (predicate) with practice recognizing fragments and run-on sentences as well as identifying normal sentences.
It introduces NOUNS (for the NAMING part) and VERBS & ADJECTIVES for the "TELLING" part.
There is further practice with entire paragraphs with incorrect periods (the same problems noted above) some with no periods whatsoever.
Here students you will guide students to find the naming parts and telling parts and they will learn to place a period correctly. They then learn to IMMEDIATELY make the letter after a period a capital letter. (to start the next sentence of course)
Every sentence in the lesson is intentionally written with simple declarative sentence wherein the subject comes first and predicate last so you will not be stuck with an awkward sentence that doesn't fit neatly into the pattern.
The practice involves underlining the "naming part" to and circling the "telling part" and then placing the period.
There is enough material for at least three to four complete lessons and by the end students should be able to complete the final page themselves which may serve as a final test for this unit to assess student learning.
The terms "subject" & "predicate are also introduced for faster learners who thrive on the more elevated nomenclature.
Note: This lesson was rewritten to focus exclusively learning what makes a sentence skills and when to place periods. FYI: The "old" version too quickly moved onto editing paragraphs for OTHER common errors such as the excessive use of AND or THEN which distracted from primary goal of this lesson period placement in sentences.
Copyright 2010 Scott A. Beatty - You may download and even share this unit for your grade level team at your school. You may modify it any way you wish (under personal fair use laws) just so long as it is NOT RE-POSTED on the Internet (for free or for sale) anywhere without my written consent.
Below are key words for search engines.
How to write a sentence. Primary sentence writing practice, create a sentence unit, learn where to put the period, when to put a period, overuse of and, then, stop using and & then to start a sentence, fragments, teach no run-on sentences, avoiding fragments, teaching period placement, teaching when to put a period
I am very pleased to hear it helped to make a difference. While it helps to have curriculum it's the teacher presenting it that's the most crucial factor. Thank you for taking the time to post your excellent results.
I used this product with my 3rd graders and believe it helped them to understand where and where not to put periods. I appreciate the thinking and all the hard work behind this product, but do feel the pages felt a little crowded with writing a bit too large. That being said, I will still use it as I believe it works!
You are right, that exactly how I feel about this unit. The reason the print is as big is that it was ORIGINALLY designed for use on the overhead (now a projector). Since then I've been shrinking it a bit each time to fit more examples and practice. As you mention it could benefit from a bit more. Eventually I plan to include a a small/desk version with far more practice as well as some bigger pages for projection. (Especially samples of what NOT to do.) so we stand before our classes and point to, for example, all those periods on the right margin, and say "Please, don't do this."
I truly appreciate your thoughtful feedback. Stay tuned. I will be applying your helpful and practical advice as soon as reasonably possible. (As of this writing I'm a bit drained from a week of 29 parent-teacher conferences.) Thanks so much for taking the time to write such a thoughtful critique. Happy teaching!
I have a student, a really bright girl, that came to my room AFTER I taught using this particular unit, and she still doesn't quite get where periods go (or don't go). I'm not implying this unit guarantees mastery, it's just a part of a good set of lessons, but it sure helps. Thanks for the positive feedback. Happy teaching!
11 years elementary
Subbed two years (prior to credential) at ALL levels K -> 12, even honors science nearly every day.
20 years experience creating useful working software as a hobby (if you see any software uploaded).