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Sentences - Identifying statements
First (1) - ELA
- Students will be able to define and identify what a statement is.
- Students will be able to differentiate between a statement, a question, an exclamation, and a command.
- Students will be able to identify the punctuation mark that ends a statement.
Sentences - Find the question sentence
Sentences - null
- 45 minutes
- Whiteboard and markers
- Sentences written on sentence strips (at least one example of each type of sentence)
- Pencils and paper
- Question mark
- Exclamation point
CENTERS & TASK CARDS
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IEP GOAL WORKBOOKS
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No Worksheet Packs Available
5 AND 1 INTERVENTIONS
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No Activities Available
- Begin the lesson by displaying a sentence strip that is a statement, for example, "The sun is shining."
- Ask the students to identify the sentence type and the punctuation at the end of the sentence.
- Define a statement as a sentence that tells about something and ends with a period.
- Display sentence strips with examples of the four types of sentences: statement, question, exclamation, and command.
- Read each sentence aloud and have the students identify the type of sentence and the punctuation at the end of the sentence.
- Discuss the differences between each type of sentence and their functions in communication.
- Review that statements are sentences that tell about something and end with a period.
- Provide each student with a sentence strip.
- Have students identify whether the sentence is a statement or not and identify the punctuation at the end of the sentence.
- Monitor the students as they work and provide guidance and feedback as needed.
- Encourage students to share their answers with the class and discuss why they identified the sentence as a statement or not.
- Give students a worksheet with a list of sentences and ask them to identify whether each sentence is a statement or not and identify the punctuation at the end of the sentence.
- Monitor the students as they work and provide feedback as needed.
- Assign homework that involves identifying and writing sentences that are statements.
- Encourage students to seek help from their classmates or the teacher if they are struggling.
- Have students write down one example of a statement and one example of a question on an exit card.
- Collect the exit cards and review them to determine if the students have a clear understanding of the differences between statements and questions.
- Assess students' understanding of identifying statements using a worksheet or quiz.
- Use the results of the assessment to determine if any additional instruction or review is necessary.
- Summarize the key points of the lesson, emphasizing the definition of a statement and its punctuation.
- Ask students if they have any questions or if there is anything they would like you to review in the next lesson.
- Provide more challenging sentences for students to identify as statements or not, such as compound or complex sentences.
- Have students create their own sentences and identify whether they are statements or not.
- Encourage students to use statements in their writing and speaking to communicate effectively.
- Provide additional practice and reinforcement for students who are struggling with identifying statements, such as using manipulatives or sentence frames.
- Use visual aids, such as posters or anchor charts, to illustrate concepts and provide additional reinforcement.
- Provide opportunities for students to practice identifying statements in small groups or one-on-one with the teacher.
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- Use a variety of sentence examples to engage students.
- Encourage students to work in pairs and share their answers with the class.
- Provide opportunities for students to practice identifying statements in their own writing.
- Students may confuse statements with questions or commands.
- Students may struggle with identifying statements with compound or complex sentence structures.
- Students may not recognize the importance of punctuation in identifying statements.
Common Core Standard:
L.1.1.J - Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
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