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ELA86

Sentence Structure

English Language ArtsGrade 12Grade 11Grade 10Grade 2Grade KGrade 1Grade 3Grade 6Grade 7Grade 8Grade 9Grade 4

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DEFINITION:
Sentence structure is the way a sentence is arranged, grammatically. The sentence structure of your writing includes where the noun and verb fall within an individual sentence. Sentence structure depends on the language in which you're writing or speaking.

HOW TO:
The Four Sentence Structures A sentence can contain a single clause or several clauses. When a sentence is a single clause, it is called a simple sentence (and the clause is called an independent clause). A sentence must have at least one independent clause. Below are the four types of sentence structure (with their independent clauses shaded): A Complex Sentence. A complex sentence has an independent clause and at least one dependent clause. For example: When you’re on the Internet, nobody knows you’re a crackpot A Compound Sentence. A compound sentence must have at least two independent clauses. For example: Cry “Bloody Murder,” and then run for your life. A Simple Sentence. A simple sentence has only one independent clause. For example: You can’t surprise a woman with an old gift. A Compound-Complex Sentence. A compound-complex sentence has at least two independent clauses and at least one dependent clause. For example: When my dog bites me that is not a big deal because it happens all the time, but if I bite my dog, that is something to talk about.


Everyday Use:
Sentence Structure is used every day in reading and writing.

Lyrics

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

Capitalization

Punctuation

Pronoun Use

Correct Spelling

I’m just telling you writing sentences these are the rules

Now, start it off with a capital

Finish it with punctuation

Make sure it’s the proper use

You don’t want to do no erasing

Every sentence needs a subject, noun or pronoun.

Every sentence needs a predicate, verbs all around.

If you end with a period, you probably made a statement.

If you’re speaking with excitement, don’t forget your explanation!

Of all types of sentences, I’m about to tell them to you.

Listen to me close, cause if not I’ve got to spell it for you.

Simple, compound, complex, what’s next now last but not least

compound-complex.

Now you’ve got a format and a pattern for your sentences.

So, when it’s time to write, best make sure you’re not forgetting

this

I’ve got nouns, Pronouns, verbs, adverbs

When I write a sentence, I refrain from the bad words.

Nouns, Pronouns, verbs, adverbs

When I write a sentence, I refrain from the bad words.

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

There are many different ways you could put words in a

sentence.

We gone start with parts of speech heed the words I’m about to

mention.

Got nouns, pronouns, verbs, adverbs, adjectives, conjunctions,

articles and prepositions

Last but not least on the list is an injection, that’s unless you’re

saying ouch.

Stand alone with no protection and an article will usually appear

in front a noun.

A sentence has these parts, no matter how it’s spun around.

The basic part of sentences is subject, verb and object.

The subject is a noun, the verb a predicate’s target.

Identify your action by the subject or the noun and the object

follows verb that’s just how it’s going down.

A common way to stretch a sentence is a modifier, adjective or

adverb the simplest of qualifiers.

These are just a couple of rule to structuring a sentence. Make

sure you fully iron out your thoughts before you finish.

I use nouns, Pronouns, verbs, adverbs

When I write a sentence, I refrain from the bad words.

Nouns, Pronouns, verbs, adverbs

When I write a sentence, I refrain from the bad words.

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

I know vocabulary, I know my sentences

Standards

  • CCSS.ELA-LITERACY.RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • CCSS.ELA-LITERACY.RL.6.5 — Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
  • CCSS.ELA-LITERACY.RI.7.5 — Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
  • CCSS.ELA-LITERACY.L.7.4.A — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • CCSS.ELA-LITERACY.L.1.1.J — Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • CCSS.ELA-LITERACY.L.K.1.F — Produce and expand complete sentences in shared language activities.
  • CCSS.ELA-LITERACY.RF.1.1.A — Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
  • CCSS.ELA-LITERACY.L.4.1.F — Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
  • CCSS.ELA-LITERACY.L.11-12.4.A — Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.RI.8.5 — Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
  • CCSS.ELA-LITERACY.RI.3.8 — Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • CCSS.ELA-LITERACY.L.8.4.A — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.RI.9-10.9 — Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
  • CCSS.ELA-LITERACY.L.9-10.4.A — Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
  • CCSS.ELA-LITERACY.SL.2.4 — Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • CCSS.ELA-LITERACY.L.2.1.F — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • CCSS.ELA-LITERACY.SL.2.6 — Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)