Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6

Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Sentence Fluency: How to Begin Sentences/CCSS Aligned 3-6
Grade Levels
File Type

Zip

(24 MB|80 pages)
Standards
  • Product Description
  • StandardsNEW
Students tend to write most every sentence beginning with the simple subject followed by the predicate. For example, “Firefighters battle the fire.” Starting sentences only this way makes for choppy writing. Beginning sentences in a variety of ways results in more fluent, natural, and enjoyable sentences to read.

This resource, containing an interactive PowerPoint with 75 slides, will help students improve their sentence fluency when writing narratives and nonfiction papers. In addition a mini poster that identifies four easy ways to begin sentences and four practice worksheets are included.

The four types of ways to begin sentences that are covered:
• Use one or two describing words (adjectives)
• Use a “how” word (adverb that ends with –ly)
• Use a “where” phrase (adverbial phrase)
• Use a “when” phrase (adverbial phrase)

Each type of sentence beginning is defined and explained, and examples are provided. Students are given the opportunity to practice identifying these beginnings. In addition, they will write their own sentences using the four beginnings.

There are comments with teaching tips for most of the slides.

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PQ

Log in to see state-specific standards (only available in the US).
Use a variety of transitional words and phrases to manage the sequence of events.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Use temporal words and phrases to signal event order.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Total Pages
80 pages
Answer Key
N/A
Teaching Duration
N/A
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