I can recognize and correct run-on sentences.
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A complete sentence has a subject and a predicate. A run-on sentence goes on for too long, jumbling thoughts together rather than properly separating subject-predicate statements.
The first step is for students to be able to recognize a run-on sentence. One strategy for doing this is reading aloud—how does it sound to your ear?
The next step is for students to understand the different ways a run-on sentence can be amended. This lesson explores some of those strategies, such as separating the sentences with periods or connecting them with a coordinating conjunction.
Students will be able to recognize and correct run-on sentences.
Students will read several sentences and identify what is incorrect about them. Explain that run-on sentences are sentences that go on for too long and have two or more thoughts that "run" together. Students will also think about how they would fix example run-on sentences. Ask students why it is important to recognize run-on sentences.
Students will read five sentences and determine which are complete sentences and which are run-ons. They will be introduced to two ways to fix run-ons: 1) Write two separate sentences. 2) Write a compound sentence by adding a coordinating conjunction. They will practice correcting sentences using these two options.
Explain that a sentence should not contain more than two of the following words: "and" (unless you're writing a list), "but," "so," and "then." Students will fix two sentences that use these words more than once. One of the sentences is: "Regina loved soda but she couldn't find her favorite flavor but she still drank it." Next, students will walk to different sides of the classroom to indicate whether a sentence is a run-on.
These 10 problems allow students to practice editing run-on sentences to form a complete thought instead.
How can you identify a run-on sentence? What are some strategies for correcting a run-on sentence? Why is it important for us to communicate in complete thoughts and sentences?
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