Grade 06 ELA - EC: E06.D.1.1.6
Grade 06 ELA - EC: E06.D.1.1.6
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
6th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Sort prepared sentence strips and identify fragments vs. complete sentences.
- Given a list of sentences, identify and label run-on sentences and complete sentences.
- Given a variety of fragments, modify the fragments by adding a subject or a predicate to correctly make a complete sentence.
- Create a chart to explain ways to correct run-on sentences. Include examples of corrected run-on sentences.
- Given a prepared paragraph with errors, analyze sentences to identify and label correct sentences vs. fragments. Revise fragments by adding a subject or a predicate.
- Given an informative topic, write a paragraph using simple and compound sentences that are free from fragments and run-on sentences.
Answer Key/Rubric
- Student sorts prepared sentence strips and identifies fragments and complete sentences. Student correctly identifies complete sentences and fragments. Student understands a complete sentence contains one idea and must contain a subject and a predicate. Student understands the simple subject of a complete sentence is the person or thing which performs the action of the sentence. Student understands the predicate expresses the action or state of being. Student understands a simple subject is a noun or a pronoun and simple predicate is a verb. Student understands that a fragment does not express a complete thought or idea. For example, a fragment missing the subject might be, “ran in the woods.” Or a fragment missing the predicate might be, “The girl.” Student also understands a fragment could be missing both a subject and a predicate. For example, “All the time” is a fragment missing both the subject and predicate.
- Given a list of sentences, student identifies and labels run-on sentences and complete sentences. Student understands a complete sentence is one idea and contains a subject and a predicate. Student understands the subject of a complete sentence is the person or thing that performs the action of the sentence. Student understands the predicate expresses the action. Student understands the simple subject is a noun or a pronoun, and simple predicate is a verb. Student understands a run-on sentence contains too many details and/or has two or more complete sentences written as if they were one sentence. Student understands a run-on sentence does not have to do with the length of the sentence, but the correct construction, use of conjunctions (i.e., and, or, but) as well as the correct punctuation for the sentence.
- Given a variety of fragments, student modifies the fragments by adding a subject or a predicate to correctly make a complete sentence. Student correctly modifies the fragments by adding a subject or a predicate. Sentence produced makes sense. Student understands a complete sentence contains a complete idea. Student understands a complete sentence needs a subject and a predicate. Student understands the simple subject of a sentence is the person or thing which performs the action of the sentence or states something or someone exists. Student understands the predicate expresses the action. Student understands a simple subject is a noun or a pronoun, and simple predicate is a verb. Student understands that a fragment does not express a complete thought or idea. For example, a fragment missing the subject might be, “ran in the woods.” Or a fragment missing the predicate might be, “The girl.” Student also understands a fragment could be missing both a subject and a predicate. For example, “All the time” is a fragment missing both the subject and predicate.
- Student creates a chart to explain ways to correct run-on sentences. Student includes examples of corrected run-on sentences. Student understands that a run-on sentence contains two or more independent clauses without appropriate punctuation or conjunctions (i.e., and, or, but). Student understands an independent clause is a complete thought which could stand alone as its own sentence. Student understands conjunctions and/or correct punctuation is needed to correctly combine two or more independent clauses. Student understands a run-on sentence contains too many details and has two or more complete sentences written as if they were one sentence. Student understands a run-on sentence does not have to do with the length of the sentence, but the correct construction and punctuation of the sentence. Student creates a chart to demonstrate a variety of strategies to correct run-on sentences and includes examples such as:
- Given a prepared paragraph with errors, student analyzes sentences to identify and label correct sentences and fragments. Student correctly identifies and labels sentences as complete or as a fragment. Student correctly revises fragments. Student understands a fragment is missing a subject or a predicate. Student understands the simple subject of a sentence is the person or thing that performs the action of the sentence. Student understands the predicate expresses the action. Student understands a simple subject is a noun and simple predicate is a verb. Student understands that a fragment does not express a complete thought or idea.
- Given an informative topic, student writes a paragraph using sentences free from fragments and run-on sentences. Student understands a complete sentence contains a subject and predicate. Student understands a fragment is missing a subject, a predicate or both. Student understands a run-on sentence contains too many details and has two or more complete sentences written as if they were one sentence. Student understands a run-on sentence does not have to do with the length of the sentence, but the correct construction and punctuation of the sentence. Student understands some run-ons can be corrected by rewriting the run-on as independent clauses. Student understands an independent clause expresses a complete thought and can stand alone as a sentence. Student understands a run-on sentence can also be corrected by writing a compound sentence. Student understands a compound sentence has two or more independent clauses that maybe joined together with a comma and a conjunction (i.e., and, but, or…). A semicolon may also be used to form a compound sentence if two independent clauses are closely connected in meaning. Student uses a variety of strategies to write a paragraph free of fragments and run-ons:
