LEARNING STRATEGIES CURRICULUMProficiency in theSentence WritingStrategy*STUDENT LESSONS, VOLUME 1Jan B. Sheldon, Ph.D.Jean B. Schumaker, Ph.D.Edge Enterprises, Inc.P.O. Box 1304Lawrence, KansasRevised Edition, 1998*Formerly titled The Sentence Writing Strategy
Copy Editor: Jean B. SchumakerCover Design: Mike BinghamInternal Design: John B. NaughtinFirst edition, 7th Printing 1999Copyright 1995 by Jan Sheldon and Jean B. Schumaker, 717 Ohio Street, Lawrence, Kansas 66044All rights reserved. The owner of this book is granted permission to copy pages 5 through 95 for the purpose ofinstructing students in Proficiency in the Sentence Writing Strategy. With this exception, no part of this book may be keptin an information storage or retrieval system, transmitted, or reproduced in any form or by any means without theprior permission of the copyright holders.Printed in the United. States of America.
CONTENTSINTRODUCTION . 1QUIZZES AND LESSONSPart I: Simple Sentences . 3Part II: Compound Sentences . 19Part III: Complex Sentences . 41Part IV: Compound-Complex Sentences . 67EVALUATION GUIDELINES . 97ANSWER KEYS . 107Quizzes . 109Lessons . 111
ACKNOWLEDGMENTSThe conceptualization, development, validation, andrevision of the Learning Strategies Curriculum has benefitedfrom the efforts of many individuals. We gratefullyacknowledge the innumerable contributions of the followingcolleagues and professionals: Vickie Beals, Jean Brownlee,Fran Clark, Pegi Denton, Keren Hamburger, Keith Lenz, AnnHoffman, Sue Nolan, John Schmidt, Conn Thomas, MikeWarner, and Ginger Williams. Additionally, the personnel ofthe Lawrence School District have been tremendous alliesduring the past eight-year period of development andresearch on the Learning Strategies Curriculum. Specifically, wewish to credit and thank Carol Ann Buller, Steve Carlson, EdEllis, Don Herbel, Jerry Keimig, Karen Lyerla, Bruce Passman,Brad Tate, and Tony Van Reusen.The Proficiency in the Sentence Writing Strategy studentlessons were originally developed and field-tested in 1974 in asummer school program for junior-high students. We aregrateful to our colleague, Dr. Jim Sherman, to the teachers,Burleigh Smith and Bob Sharkey, and to the students for theirvaluable help in this original development effort.In the eleven years since then, the students who participatedin the original field test have graduated from high school (andsome from college), the accompanying Instructor's Manual hasbeen developed and field-tested, and the Student Lessons havebeen much improved. We deeply appreciate the manysuggestions made by Susan Dent, Don Deshler, Pegi Denton,and Pat Jonason regarding improvements to be madethroughout the lesson materials. We also appreciate thecritiques provided by countless teachers across the nation whohave used the lessons since the original field test.JS, JBS
INTRODUCTIONThe materials in this book are designed to be used inconjunction with instruction that is described in theProficiency in the Sentence Writing Strategy Instructor'sManual. * They are not designed to be used in absence ofthis instruction, nor are they to be used without regardfor mastery learning.Permission is granted to the owner of this book to copythe quizzes and lessons for personal use in providinginstruction to students learning Proficiency in the SentenceWriting Strategy. Copying these lesson materials for otherinstructors or any other purpose in any form is inviolation of copyright law."Schumaker, J.B., & Sheldon, J. (1985). Proficiency in the Sentence Writing StrategyInstntctor's Manual. Lawrence: The University of Kansas. (3061 Dole, University ofKansas, Lawrence, KS 66045.)
SIMPLE SENTENCESQUIZ AND LESSONS3
NameSIMPLE SENTENCE QUIZDateINSTRUCTIONS: Read the information, and fill in the blanks. The sentence is the basic unit of communication. One type of sentence is thesimple sentence.D A simple sentence has independent c1ause(s).(How many?)An independent clause always has two important parts.DD 1.2.The part that names what the sentence is about is called the3.The part that tells the action or state of being is called theThe subject of a sentence names the person, place, thing, quality, or idea thesentence is about.Example Sentence # 1: Snow melts.D 4.The subject of Example Sentence #1 isThe verb (or predicate) of a sentence tells the action or state of being of thesubject.Example Sentence #2: Water runs.D 5.The verb in Example Sentence #2 isThe main subject is the one word that names what the sentence is about.Example Sentence #3: The fluffy white kitten squeezed under the porch.D6.The main subject in Example Sentence #3 is5
SIMPLE SENTENCE QUIZ (Continued) NameThe complete verb includes the main verb (that shows the action) and any helpingverbs.Example Sentence #4: The children are playing with a ball.D 7.The complete verb in this sentence isThe subject generally comes before the verb in a simple sentence.Example Sentence #5: The rain fell gently.DD 8.The verb of Example Sentence #5 is9.The subject comes before the verb of this sentence.The subject in Example Sentence #5 isThe subject can come after the verb in a simple sentence.Example Sentence #6: Here are the shoes.DD 10.The verb of Example Sentence #6 is11.The subject comes after the verb of this sentence.The subject in Example Sentence #6 isThe subject can come between the helping verb and the main verb in a simplesentence.Example Sentence #7: Is Candy coming?DD12.The complete verb of Example Sentence #7 is13.The subject of Example Sentence #7 is6
SIMPLE SENTENCE QUIZ (Continued) NameA simple sentence may have a compound subject. A compound subject meansthat there is more than one subject in the sentence.Matt and James are the two subjects that make up the compound subject in thisSSsentence: Matt and James dived into the water.Mark each of the main subjects in these sentences with an "5."ooo 00 0014.The dogs and cats ran in circles.15.Scott, Bill, and Jeff went to the beach.16.The old man and his grandson took a walk together.A simple sentence may also have a compound verb. A compound verb means thatthere is more than one verb in the sentence.Dived and jumped are the two verbs that comprise the compound verb in thisvvsentence: Steve dived and jumped into the water.Mark each of the verbs in these sentences with a "V."ooo 00017.The dogs barked and yelped all night.18.Jan read and graded the quizzes.19.The girl gulped her breakfast and dashed to school.A simple sentence can have a compound subject and a compound verb.For example, in the following sentence there are two subjects (marked with an "5")and two verbs (marked with a "V"):SSvvThe men and women took their places and waited for the signal to begin.Mark each main subject in this sentence with an "5" and each verb with a "V."o020.The witches and their black cats surrounded the kettle and looked at the sky.007
SIMPLE SENTENCE LESSON 1ANameDateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy to check each sentence.2. Mark the complete verb(s) in each sentence with a "V."3. Mark the main subject(s) in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE:svFV O. The big bear was standing on top of the picnic table.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDFormulas1.The old man walked slowly down the street.2.The boys and girls were running around.3.A mean dog chased and bit the girl.4.The little girl ran quickly home.5.The mother and father came out of the house and comforted the girl.6.The father called the dogcatcher and chased the dog.7.He and another man finally caught the dog.8.There are dry leaves and branches on the ground.9.Chicago is located on Lake Michigan and has one of the busiestairports.10.----Bravery and courage are shown by heroes and often are found in amoment of crisis.8
SIMPLE SENTENCE LESSON 1BNameOateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy to check each sentence.2. Mark the complete verb(s) in each sentence with a "V."3. Mark the main subject(s) in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE:vsO. The big bear was sta"nding on top of the picnic he girls went to school early and left late.2.The happy man and woman were married last Friday.3.The dishonesty of the young man disgusted the members of the jury.4.Jeff and Rick threw the ball and caught it.5.Kathy and Bill went to the movie and ate popcorn.6.The horse jumped and kicked Scott.7.London has become famous for its thick fogs and often has rainyweather.8.The angry man and woman yelled at the young child.9.National parks are scattered through the states and attract thousandsof visitors each year.10.There go Scott and James.9
SIMPLE SENTENCE LESSON 1 CNameDateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy to check each sentence.2. Mark the complete verb{s) in each sentence with a "V."3. Mark the main subject{s) in each sentence with an "S."4. In the blarlk to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE:svFVsv O. The big bear was standing on top of the picnic table.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDFormulas1.The pie and cookies disappeared last night.2.The boy ate the food and got a stomachache.3.You and James could come over tonight.4.The people at the party danced and drank: a lot.5.Here come the paperboy and the milkman.6.The success of this meeting will be decided by the final vote.7.Mary and I are sick of the whole thing and want you to stop.8.Chip went to Boston with Don.9.lllness and loneliness are problems for many older people.10.Rick and his girlfriend had an argument and walked angrily awayfrom each other.10
SIMPLE SENTENCE LESSON 1DNameOateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy to check each sentence.2. Mark the complete verb(s} in each sentence with a "V."3. Mark the main subject(s) in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE:svFV sO. The big bear was standing on top of the picnic table.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDFormulas1.I should have a pet white rabbit at home.2.The shiny beetles could have flown five miles and landed onsome trees.3.Down dived the blue plane toward the earth.4.Beauty is in the eye of the beholder and can be misjudged easily.5.France and England had many disputes and fought for decades.6.The spaceman and his friends sipped their lunch through tubes .7.My older brother sleeps with a pillow on his head.8.The green snake and the brown toad were not close friends.9.Jonathan and Maria ate a pizza and drank pop.10.Fred threw a thirty-yard pass and blocked for the tight end.11
SIMPLE SENTENCE LESSON 2ANameOateINSTRUCTIONS:1. Make each of the following into a simple sentence that matches the listed formula.2. Do the "5" Step of the "PENS" Strategy to check each sentence.3. Mark each complete verb with a "V."4. Mark each main subject with an "5.".sEXAMPLE:(SW)O. ThestormMC V&SVVtD plfd sevud.l rl.lSal'\d dQ. c16td Dor roo· 'FormulasDDD(8 VV)DDD(88 V) 2.The boyDDD(8 V)The monkeyDDD(8 VV) 4.BobDDD(8 V)5.The long branches of the treeDDD(8 V)6.The soldier's braveryDDD(88 VV)7.JudyDDD(8 V)The woodsDDD(88 V) 9.Lately, my friendDDD(8 VV) 10.Suddenly, the movie 2-------------
SIMPLE SENTENCE LESSON 28NameDateINSTRUCTIONS:1. Make each of the following into a simple sentence that matches the listed formula.2. Do the "s" Step of the "PENS" Strategy to check each sentence.3. Mark each complete verb with a "V."4. Mark each main subject with an "S."EXAMPLE:(S VV)M.sO. The stormVVtorplul sf-vUAltrllSMd d4.M 'd OtTv'roof.C ViSFormulasDDD(5 VV) 1.JeffDDD(5 VV) 2.An appleDDD(5 V)Tomorrow, IDDD(55 V) 4.AnnaDDD(5 V)TexasDDD(5 VV) 6.The horseDDD(5 V)Last night's victoryDDD(55 VV) 8.Hopefully, DonDDD(5 V)9.The buildingDDD(55 V) ----------13
SIMPLE SENTENCE LESSON 2CNameDateINSTRUCTIONS:1. Make each of the following into a simple sentence that matches the listed formula.2. Do the "s" Step of the "PENS" Strategy to check each sentence.3. Mark each complete verb with a "V."4. Mark each main subject with an "S."EXAMPLE:S(8 VV)O. The stormMVV -\bI.!!.1PA :.l!o!\t d srl.lj\ll.l.t.t'Gl.IoIo.!:.l.l 1y.l.l.!oo!u!:!. SL.J./!f1.unl.4-d--'!'C lo.UJrnl1.Lo!().y.q9.§d.td.4.l D tJrL.LrO of2.l.-!C V&SFormulasDDD(88VV)1.Afterwards,CathyDDD(8 VV) 2.My uncleDDD(8 V)ThedayDDD(88 V) 4.HarryDDD(8 V)The lakeDDD(8 VV) 6.JasonDDD(8 V)Furthennore, honestyDDD(88 V) 8.Unexpectedly, the phoneDDD(8 V)The old gray owlDDD(8 VV) 10.3.5.7.9.An ------------------------14
SIMPLE SENTENCE LESSON 20NameDateINSTRUCTIONS:1. Make each of the following into a simple sentence that matches the listed formula.2. Do the "s" Step of the "PENS" Strategy to check each sentence.3. Mark each complete verb with a "V."4. Mark each main subject with an "S."EXAMPLE:5(5 VV)O. The stormMC V&SV rUS o.f\dhp kd sevtra.lVdllMA§ld oor rot .FormulasDDD(8 V)DDD(88 V) 2.Recently, my motherDDD(8 V)An ambulanceDDD(8 VV) 4.1. C. KellyDDD(8 V)HappinessDDD(8 VV) 6.AlaskaDDD(8 V)After lunch, sheDDD(88 V) 8.Suddenly, the wind-----------------DDD(8 V)Gracefully, the bird----------------DDD(88 VV)lO. Tom1.3.5.7.9.The haunted --------------------15
SIMPLE SENTENCE LESSON 3A,38, 3C, 3D (circle one)NameDateINSTRUCTIONS:1. For the first eight sentences, write a simple sentence that matches each of the listed formulas.2. For the last two sentences, choose a formula from your Formula Card. Write the formula on theblank to the left of the sentence. Use the "PENS" Strategy to write a sentence that matches theformula you have chosen.3. Be sure to use the "s" Step of the "PENS" Strategy to check your work.EXAMPLE:(S5 V)O.MCDDDDDDDDDDDDDDDDDDDD'1'\\e.sOiD.n@t5SQ. d Cl les Or. -the tvl SFormulas(8 V)l.(8 VV)2.(S8 V)3.(88 VV)4.(8 V)5.(88 VV)6.(8 VV)7.(88 VV)8.9.10.16V\ooud del\d00s.
SIMPLE SENTENCE LESSON 4A,48, 4C, 40 (circle one)NameDateINSTRUCTIONS:1. In the space below, use the "PENS" Strategy to write at least six sentences about the topic listed onyour Assignment Sheet. Include in this group of sentences at least one of each of the four kinds ofsimple sentences. Use your Formula Card for reference as needed.2. Use the "s" Step of the "PENS" Strategy and a Simple Sentence Checklistto check the kinds andnumber of simple sentences you have written.3. Attach your completed Simple Sentence Checklist to this sheet when you are done.Topic:17
COMPOUND SENTENCESQUIZ AND LESSONS19
COMPOUND SENTENCE QUIZNameDateINSTRUCTIONS: Read the information, and fill in the blanks. The sentence is a basic unit of communication.oo1.A simple sentence has independent clause(s).(How many?)2.A compound sentence has or more independent clauses.(How many?)An independent clause always has two important parts.oo3.The part that names the person, place, thing, quality, or idea that the sentence isabout is called the4.The part that shows the action or state of being is called theA compound sentence contains more than one independent clause.Example Sentence #1: Helen helped, but Mary refused.The two independent clauses in Example Sentence #1 are:oo5.6.Example Sentence #2: Lee teaches math, and his wife teaches history. The two independent clauses in Example Sentence #2 are:oo7.8.Independent clauses in compound sentences can be joined by a comma and acoordinating conjunction. The most common coordinating conjunctions arefor. and. nor, but, or, yet, and so.Put the .but conjunction in each of the following sentences. (Use each conjunctionone time.)oo9.10.I like Bill, sometimes he is too loud.The cat and dog raced around the yard, they hated each other.21
COMPOUND SENTENCE QUIZ (Continued)DDDDD Name11.The food got cold, they heated it up.12.Mrs. Planter went to the butcher shop, she bought a sirloin steak.13.The milk was not on the counter, was it on the table.14.Put that back,15.She seems like a nice person,I will call the cops.she has no friends.When two independent clauses in a compound sentence are joined by acoordinating conjunction, a comma is usually placed right before the conjunction.Put a comma in the proper place in each of the following sentences:16.17.18.19. The clerk rang up the sale and his helper packed the groceries.The children played tag but they did not include Steven.By mistake, the ice man turned down the freezer so all the ice melted.I invited Kathy for she is my best friend.Independent clauses may also be joined by a semicolon (;) when there is nocoordinating conjunction.Put a semicolon between the independent clauses in each of the followingsentences:20.21.22.23. Dr. Lee teaches math his wife teaches history.The salmon swam upstream they were headed for their home.Potatoes and beans were served the taste was terrible.The snow finally is melting it has been on the ground for two weeks.An independent clause must be able to stand alone. Do not mistake a simplesentence with compound subjects anellor compound verbs for a compoundsentence.Put a comma in the proper place in each sentence that has two independentclauses. Do not add a comma to sentences that have only one independent clause.24.25.26.27.28.29.30.The water rose and then receded.The bird rose rapidly and headed west.The tree fell and the lumberjack stripped the branches from its trunk.Her dress was green and her gloves were white.She wore a green dress and white gloves.The Angels got creamed by the Devils for the Devils are a better team.The Angels played the Devils and lost.22
COMPOUND SENTENCE LESSON 1ANameOateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy on each sentence.2. Mark each complete verb in each sentence with a "V."3. Mark each main subject in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE::I c IFVo.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDs V.sVWe had to give up, for the rope continued to break.Formulas1.The snow was falling, and the wind was howling.2.Nothing could be done; the cold air had frozen the door shut.3.Jake got a crowbar; Mac grabbed a shovel.4.The pair pounded on the ice, but it would not crack.5.Finally, Jenna lit a fire near the door, so the ice would melt.6.The friends had to get the door open soon, or they would freeze todeath.7.They were shivering; the temperature was 15 degrees below zero.8.Jenna could not bend her fingers, nor could she feel her toes.9.Jake pried the door open, and they rushed inside.10.The group made a fire in the fireplace, for they needed to thaw out.23
COMPOUND SENTENCE LESSON 1BNameOateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy on each sentence.2. Mark each complete verb in each sentence with a "V."3. Mark each main subject in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE::t., :.1FVo.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDs V vWe had to give up, for the rope continued to break.Formulas1.Michel and Burdett went for a hike; the day was beautiful.2.The sun was shining, and the sky was clear.3.The hikers soon were lost, for they had forgotten the map.4.Michel seemed scared, but Burdett showed courage.5.The couple climbed to the mountaintop, so they could see the viewand get their bearings.6.Michel unpacked the food; Burdett started the fire.7.The climbers were starving, yet they saved some food for thenext day.8.The pair started down the mountain; the sun was high in the sky.9.Before long they found the path; it was hidden in the underbrush.10.The sportsmen got home at sunset, for their hike had taken all day.24
COMPOUND SENTENCE LESSON 1CNameDateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy on each sentence.2. Mark each complete verb in each sentence with a "V."3. Mark each main subject in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE: FVsvVO. We had to give up, for the rope continued to break.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDFormulas1.The pool opens this weekend; we should go and grab some rays.2.Terry hates to change now, for she always uses the typewriter.3.The President called a meeting; he wants to stop the invasion.4.Scott took his college tests last month, yet he has not heardanything about the results.5.We should go to the all-you-can-eat pizza place; they have cheapfood.6.The boys' basketball team is undefeated, and the girls' team seemsto be on a winning streak.7.We could play video games, or we could stay here and listen tomusic.8.Jennifer's parents bought her a car, but they refuse to let her drive itwith friends.9.Play practice starts in ten minutes, so you should hUrry.10.Tina will graduate in the spring; she wants to join the Peace Corpsand to work with people living in poor nations.25
COMPOUND SENTENCE LESSON 1DNameDateINSTRUCTIONS:1. Do the "s" Step of the "PENS" Strategy on each sentence.2. Mark each complete verb In each sentence with a "V."3. Mark each main subject in each sentence with an "S."4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choosethe correct formula from your Formula Card.EXAMPLE::1. Co 1.FVssVvO. We had to give up, for the rope continued to break.SDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDFormulas1.The game is on Friday night; our team finally got into the playoffs.2.Chris asked Sarah to the Valentine's dance; she turned him downand is going with Ricky.3.Carrie wants to go to the movies with us, but she agreed to babysitfor Mrs. Kelly.4.The fire was caused by the candles, or it began with a carelessmatch.5.We saw the film on nuclear war, and it was very realistic.6.Those cars are so expensive; I will never be able to afford one!7.I have been looking for a job, yet I cannot find one.8.Our town got six inches of snow last night, so school was cancelledfor the first time this year.9.People are starving in Africa; we need to send them food andmoney.10.Marilyn's parents will not allow her to go out this weekend, norwill they allow her to talk on the phone.26
COMPOUND SENTENCE LESSON 2ANameDateINSTRUCTIONS:1. Complete each of the following sentences to make a compound sentence by adding an independentclause. Match your sentence to the listed formula, and use the conjunction in parentheses if one isrequired. Be sure to include a comma or semicolon In each sentence.2. Do the "s" Step of the "PENS" Strategy to the clause you have added to the sentence.3. Mark each complete verb in your added clause with a "V."4. Mark each main subject in your added clause with an "S."EXAMPLE:l,cIO.VWe could not see the stars,5"Dr C01Jld we.VSl.t-thL V"V\DDn.(nor)MC ViSDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDFormulas &Conjunctionsl,cIl.(and)Scott rode his moped to school1;1Jeff wanted to leave early2.l,cI 3.(but)The President called for peacel,cI(so)4.Rita earned 99 dollars1;15.Happiness cannot be boughtl,cI(or)6.Either you will finish your work now1;17.The bus leaves promptly at 8:30 --------- l,cI 8.(yet)I talked to James about coming to the partyl,cI(for)The football field was ruined9.I,cl 10.(nor)------------- Rich did not finish his classwork27------------
COMPOUND SENTENCE LESSON 28NameDateINSTRUCTIONS:1. Complete each of the following sentences to make a compound sentence by adding an independentclause. Match your sentence to the listed formula, and use the conjunction in parentheses if one isrequired. Be sure to include a comma or semicolon in each sentence.2. Do the "s" Step of the "PENS" Strategy to the clause you have added to the sentence.3. Mark each complete verb in your added clause with a "V."4. Mark each main subject in your added clause with an "S."EXAMPLE:I,cIO.vWe could not see the stars,.s-'[\'-"o.r'---c l -:lJ::. ;.l d."--w -"'t'---- St :.t h e. . . - ' c. .:. .:. .O- -O-'-'t'\'- ".(nor)MC V&SFormulas &ConjunctionsDDDDDDDDDDDDI,cI4.(but)The doctor did his bestDDDI,cI(so)5.The food was rotten1;16.The football team would not give upDDDDDDDDDDDDDDDI,cI1.(and)Scott rose at 5:00 A.M. to finish his paperI,cI(for)2.James and Mary ignored Matt's warningI,cI(or)3.You must go now---------------- I,cI7.(nor)The baby did not cry1;18.The river was risingI,cI(yet)9.Mike had just lost his job1;110.The space capsule landed on target28---------------
COMPOUND SENTENCE LESSON 2CNameDateINSTRUCTIONS:1. Complete each of the following sentences to make a compound sentence by adding an independentclause. Match your sentence to the listed formula, and use the conjunction in parentheses if one isrequired. Be sure to include a comma or semicolon in each sentence.2. Do the "s" Step of the "PENS" Strategy to the clause you have added to the sentence.3. Mark each complete verb In your added clause with a "V."4. Mark each main subject in your added clause with an "S."EXAMPLE:I,eIO.vWe could not see the stars,s V.Il'\40L.L!r--looc o.Y.u ldL.JIW t.,, t 1,:.L. h t:.1.!t\'\ OILlOILlf\ .(nor)Formulas &MC V&S ConjunctionsDODDDDDDDDDDDODDODl,eI(but)1.He started to go to the show1;12.The ocean looked angryI,cl(for)3.Dan could not take the boys to the laboratoryl,eI 4.(and)Cody was winning-------- ------------------------------- 5.The project must be finished tonightl,eI6.(nor)The Governor will not meet with usDODl,eI 7.(yet)We looked for a long timeDOD1;18.Chris and Carrie wanted to wait at the bus stationDODI,eI(so)9.The store will be closed tomorrowDDD1;110.l,eI(or)The telephone rang----------- ----------- --------------------------- -------- ------------ -----------------29
COMPOUND SENTENCE LESSON 2DNameDateINSTRUCTIONS:1. Complete each of the following sentences to make a compound sentence by adding an independentclause. Match your sentence to the listed formula, and use the conjunction in parentheses if one isrequired. Be sure to include a comma or semicolon in each sentence.2. Do the "s" Step of the "PENS" Strategy to the clause you have added to the sentence.3. Mark each complete verb in your added clause with a "V."4. Mark each main subject in your added clause with an "S."EXAMPLE:I,cIO.We could not see the stars,VS VJ\or could we s.u1ht Y\'\oon.(nor)Formulas &MC V&S ConjunctionsDDDI,d1.(and)A group of hunters went to AfricaDDDI,d2.The stadium was filled to capacityDDD1;13.Hard work and extra effort are neededDDDtd4.Jesse did not want to playDDD(so)I,d5.I have enough money for a stereoDDD1;16.The car cost 1000 to repairI,d(or)7.You should give me that bookDDD(fur)(nor)Kathy gets her new car on FridayDDDI,d(yet)The horse seemed fit1;110.------------------------- The President asked for organ but)DDD------------- ---------------- DDD9.------------
COMPOUND SENTENCE LESSON 3ANameDateINSTRUCTIONS:1. For the first eight sentences, use the "PENS" Steps to write compound sentences to match thelisted formulas. Use the conjunction in parentheses if one is required. Remember to punctuate eachsentence correctly.2. For the last two sentences, choose a formula for a compound sentence from your Formula Card.Write the formula on the blank to the left of the sentence. Use the "PENS" Steps to write a sentencethat matches the formula you have chosen.3. Be sure to check each sentence using the "s" Step of the "PENS" Strategy.EXAMPLE'I,eIo .s1ht chut.trtd fl(). WASt ljUl,Ands-th{ crowd(and)MCDDDDDODOFormulas 00l,cIDDl,cI5.(so)6.(yet)7.(or)00 I;I00 -o01.(for)-8.9.10.31
COMPOUND SENTENCE LESSON 38NameDateINSTRUCTIONS:1. For the first eight sentences, use the "PENS" Steps to write compound sentences to match thelisted formulas. Use the conjunction in parentheses if one is required. Remember to punctuate eachsentence correctly.2. For the last two sentences, choose a formula for a compound sentence from your Formula Card.Write the formula on the blank to the left of the sentence. Use the "PENS" Steps to write a sentencethat matches the formula you have chosen.3. Be sure to check each sentence using the "s" Step of the "PENS" Strategy.EXAMPLE.l,cI0:!he cbu,tered.s flll.9 wAs lowutA(and)MCDDDDDDDDDODDDDDODDODFormulas 15.I,d(for)6.I,d(and)7.I,d8.(so)9.10.32I ()r\d51h1 crowdV({Aired.
COMPOUND SENTENCE LESSON 3CNameDateINSTRUCTIONS:1. For the first eight sentences, use the "PENS" Steps to write compound sentences to match thelisted formulas. Use the conjunction in parentheses if one is required. Remember to punctuate eachsentence correctly.2. For the last two sentences, choose a formula for a co
2. Mark the complete verb(s) in each sentence with a "V." 3. Mark the main subject(s) in each sentence with an "S." 4. In the blank to the left of the sentence, write the correct sentence formula for the sentence. Choose the correct formula from your Formula Card. EXAMPLE: s . v. O. The big
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
A. Compound sentence B. Complex sentence C. Simple sentence D. Compound complex sentence 13. The students left the classroom although their teacher told them not to. A. Simple sentence B. Compound complex sentence C. Compound sentence D. Complex sentence 14. Five of the children in my
WRITING Sentence Fundamentals Sentence Proficiency Paragraph Writing Theme Writing Paraphrasing and Summarizing SPEAKING & LISTENING Touchstones Discussion Socratic Circles Fishbowl Discussion Blackboard Discussion Board LANGUAGE Sentence Fundamentals Sentence Proficiency SIM Gen