Slide 1 Daily Oral Language Complete Sentences A sentence has 2 parts: • A predicate 2. A subject A sentence does 4 things: • Gives a command or request. 2. States a fact. 3. Expresses strong feeling. 4. Asks a question. Circle the number of the complete sentence. • Tony, following directions, lowered the sail. 2. While putting his foot onto the dagger board.
Slide2 Daily Oral Language Kinds of Sentences There are 4 kinds of sentences. Each kind begins with a capital letter and ends with some kind of punctuation. • A Declarative sentence makes a statement. It ends with a period. “We are ready to sail.” • An Interrogative sentence asks a question. It ends with a question mark. “Did you bring a lunch?” • An Imperative sentence gives a command or a request. It ends with a period. “Untie the knot.” • An Exclamatory sentence shows strong feeling. It ends with an exclamation point. “What a great day this is!”
Slide 3 Daily Oral Language Sentence Fragments A sentence fragment is a group of words that looks like a sentence, but does not express a complete thought. Create the following chart:
Slide 4 Daily Oral Language Capital Letters Sentences begin with capital letters. Write 3 sentences that describe what you would buy if you had $300. Switch with a neighbor and correct for capital letters and complete thoughts.
Slide 5 Daily Oral Language Sentence Kind Review Use the end punctuation to determine what kind of sentence. • How could you earn some extra money? • Jamal wants to walk his neighbor’s dog. • Take the leash with you. • I collected fifty dollars this summer! Write a declarative and an imperative sentence of your own.
Slide 6 Daily Oral Language Subjects and Predicates A complete sentence has a subject and a predicate. The subject is the word or group of words that the sentence is about. All words in the subject make up a complete subject. The most important word in the complete subject is the simple subject. It is usually a noun or a pronoun. Our class read Teammates today.
Slide7 Daily Oral Language Subjects and Predicates A predicate is the word or group of words that tells something about the subject. All the words in the predicate make up the complete predicate. The most important word in the complete predicate is the verb. It is called the simple predicate. We enjoyed this book.
Slide 8 Daily Oral Language Subjects and Predicates What part of the sentence is underlined? 1. Rosa plays baseball with her family. 2. The Vikings and the Rangers won every game this season.
Slide 9 Daily Oral Language Subject and Predicate Review Make a list of 5 nouns. Make a list of 5 verbs. Using the 5 nouns and 5 verbs you wrote, create 5 sentences. Circle the complete subject and underline the complete predicate. The dog walked through the park.
Slide 10 Daily Oral Language Sentence Combining • A conjunction joins words or a group of words. • And adds information • But shows contrast • Or gives a choice A compound sentence is two sentences joined with a comma and a conjunction. Use a semicolon to separate two parts of a compound sentence when they are not connected by a conjunction.
Slide 11 Daily Oral Language Sentence Combining A compound subject has two or more subjects that have the same predicate. I like to ski. Carlos likes to ski. Carlos and I like to ski. A compound predicate has two or more predicates with the same subject. Aidan likes soccer. Aidan likes basketball. Aidan likes soccer and basketball.
Slide 12 Daily Oral Language Combining Sentences Combine the following sentences. • My father wants to move to California. My mother doesn’t. • Fritz doesn’t like football. Fritz doesn’t like squash. • Audrey can go to the movies on Friday. She can go on Saturday.
Slide 13 Daily Oral Language Subjects in Sentences Circle the subject of each sentence. • Tom still has a scraggly beard. • Susan’s thick, wavy hair had turned gray early. • The idea made April sick. • The bus kitchen was like a playhouse. • April and Gus slept in berths.
Slide 14 Daily Oral Language Combining Sentences Rewrite the paragraph; combining short sentences with a conjunction to form compound subjects, compound predicates, or compound sentences. People put on their clothing every day. They do not think about how their pants stay put. They do not think about how their jackets stay put. Jackets have zippers. Pants have zippers. The zipper was invented in 1893 by Judson. He called his invention a “clasp-locker.”
Slide 15 Daily Oral Language Independent and Dependent Clauses An independent clause is a sentence part that has a subject and a verb and makes sense by itself. A dependent clause is a sentence part that has a subject and a verb but does NOT make sense by itself. A dependent clause cannot stand alone. Lee’s family likes music, and they each play an instrument. After eating dinner, everyone gathers to learn a new song.
Slide 16 Daily Oral Language Independent and Dependent Clauses Tell whether the underlined words are independent clauses or dependent clauses. • Christina hoped her parents could come, but she also felt pretty nervous. • She wondered if they would like her new poem, which she had just written. • During her poetry reading, her parents smiles and nodded their heads.
Slide 17 Daily Oral Language Independent Clause Review An independent clause is a sentence part that has both a subject and a verb and makes sense by itself. For each sentence below write the independent clause. • After we had eaten our fill, we drifted away from the table to go outside. • In Los Angeles, Yoshiko Uchida was the youngest of all thirteen children. • Obah San was the first to go, every Sunday.
Slide 18 Daily Oral Language Dependent Clause Review A dependent clause is a sentence part that has both a subject and a verb and does not make sense by itself. For each sentence below write the dependent clause. • Before the ship pulls out, the captain must check the compass and the map. • Caught up in the festival excitement, I used to wish I were the one sailing off to Japan. • The morning we docked, she was up early.
Slide 19 Daily Oral Language Independent/Dependent Clause Review Rewrite these sentences. Put the dependent clause in parentheses. • The girls continued their raking, even though they were tired. • Yellowstone is a national park in the West that is famous for the geysers. • The dog did a flip whenever I clapped my hands.
Slide 20 Daily Oral Language Compound/Complex Sentences Compound sentences contain two independent clauses. They are joined with a comma and a word such as or, and, or but (conjunctions). The boat was leaving, and the passengers threw confetti. Complex sentences contain one independent clause and one or more dependent clauses. These are joined by words such as if, because, or when. The children felt sick when the ship started to pitch and roll.
Slide 21 Daily Oral Language Compound/Complex Sentences Read the following sentences. Write the sentence and tell whether each is a compound or a complex sentence. • We packed our clothes, which had already been washed. • The boat is ready to leave, but the passengers have not yet arrived. • They wrote to us, and a week later we wrote back. • Whenever she goes, she collects recipes. • Her collection is huge, but the recipes are all different.
Slide 22 Daily Oral Language Writing Compound and Complex Sentences REMEMBER: Compound sentences are joined together with conjunctions. You may also see so, nor, for or yet. Complex sentences use the words because, although, if, before, after, or when. Make #1 a compound sentence. Make #2 a complex sentence. • Yoshiko Uchida had not met all her relatives. Her parents took her to Japan. • Yoshiko liked Japan. She looked like everyone else.
Slide 23 Daily Oral Language Compound Sentence Review A compound sentence contains two or more independent clauses or simple sentences. They are joined together with a comma and a word such as yet, so, nor, for, and, but, or or. In the following sentences, identifying the joining words. • Uncle Douglas’s red car was parked outside the garage, so I knew they were there. • Mother’s voice was still pleasant, but she was considerably firmer. • He walked to the door, so he could go outside. • Do you want to go to the store, or do you want to stay home?
Slide 24 Daily Oral Language Sentence Combining Simple sentence after simple sentence makes for choppy writing. Writers often combine sentences together to make their writing smoother. They turn simple sentences into complex sentences. • Two simple sentences with the same predicate can become a sentence with a compound subject. For example: • Jake liked the movie. Eliza liked the movie • Jake and Eliza liked the movie.
Slide 25 Daily Oral Language Sentence Combining • Two simple sentences with the same subject can become a sentence with a compound predicate. For example: • Marva loves fish. Marva loves burritos. • Marva loves fish and burritos. Combine the following sentences using the word and. • Hassan was sick. Hassan didn’t go to school. • He had a fever. He had a rash. • His mother called the doctor. His father called the doctor.
Slide 26 Daily Oral Language Common Nouns and Proper Nouns A proper noun names a specific person, place, or thing. For example: Martin Luther King Jr., The Rock and Roll Hall of Fame, and Christmas. Proper nouns are capitalized. Common nouns do not name a particular person, place, or thing. The words school, museum, and day are all common nouns. Common nouns are not capitalized.
Slide 27 Daily Oral Language Common and Proper Nouns Rewrite the paragraph below. Underline each common noun and circle each proper noun. My mother has always loved birds. She once had a parakeet from New Zealand and a Mynah bird from the jungles of South Africa. She fed them Tweety Bird Birdseed, which we bought from Dr. Pete’s Pet Store. Those two birds adored Mom. Whenever she went near their cages, they would chirp, twitter, and sing.
Slide 28 Daily Oral Language Practicing Proper and Common Nouns Rewrite the following paragraph. Make sure that you capitalize proper nouns. One day mom took a quick peek inside the Cage. “My new Zealand bird is not chirping!” she cried. “Call dr. Pete!” I ran for the Phone. When miss Monroe answered, I explained the situation. “Bring that Bird here,” she ordered. “We’re at 222 Valley lane, just north of Beckman park,” she explained.
Slide 29 Daily Oral Language Identify Proper and Common Nouns Proper nouns name particular places, things, people and ideas. Proper nouns are capitalized. Common nouns do not refer to particular people, places, things, or ideas. These begin with a lower case letter. Create the chart below. Fill in the missing information. Proper Nouns Common Nouns • Mrs. Nelson • M & M’s • teacher • boy
Slide 30 Daily Oral Language Plural Nouns A plural noun names more than one person, place, thing, or idea. There are two kinds of plural nouns: regular plural nouns and irregular plural nouns. Regular Nouns • Add - s to form the plural of most nouns: sign – signs. • Add –es to nouns that end in ch, sh, s, ss, or x: church-churches, dish-dishes, fox-foxes, loss-losses. • If a noun ends in a consonant and a y, change the y to I and ad es: party-parties.
Slide 31 Daily Oral Language Plural Nouns • Some nouns have the same singular and plural form: fish-fish. • Other nouns have a spelling change: mouse-mice. • Form the plural of some nouns ending in f or fe by changing the f or fe to ve and add es: wife-wives, wolf-wolves. • Add –s to most nouns that end in f and ff: roof-roofs, sheriff-sheriffs. • Add –s to nouns ending in a vowel and o: video-videos. • Use a dictionary to help with words like potato-potatoes.
Slide 32 Daily Oral Language Plural Nouns Form the plural of the following words. • calf 2. mosquito • 3. raspberry 4. grass • 5. fluff 6. mouse
Slide 33 Daily Oral Language Practicing Plural Nouns Write the correct plural noun that completes the sentence. • A group of five (women, woman) and a guide were climbing Mount Everest. • Slowly the (climber, climbers) made their way to the top. • They felt like (heroes, heros) as they approached the summit. • This climb would make a great story for their (grandchilds, grandchildren). • This was the most exciting adventure of their (lifes, lives).
Slide 34 Daily Oral Language Practicing Plural Nouns Write the sentence making the noun, in parentheses, plural to complete the sentence. • Hector has been collecting (rock) for many years. • He keeps them in (box) in the attic. • He sometimes brings (berry) to eat on his hiking trips. • Hector thinks these are sturdy (shelf). • Sunlight shone through the (leaf) on the trees. • (bunch) of wild grapes grew on the vines.
Slide 35 Daily Oral Language Irregular Plural Nouns • To form the plural of some nouns ending in f or fe, change the f to v and add – es. • To form the plural of nouns ending in a vowel followed by o add – s. • To form the plural of nouns ending in a consonant followed by o, add – s or - es.
Slide 36 Daily Oral Language Irregular Plural Nouns Rewrite the sentences creating the correct plural of the noun. • A local farmer reported that three of his youngest (calf) were missing. • The farmer worried that they had lost their (life). • The clown preformed in several of the (rodeo). • Baked (potato) are a favorite at dinner.
Slide 37 Daily Oral Language Irregular Plural Nouns • Some nouns, like woman and child, have a special plural form that does not end in – s • woman women • child children • Some nouns, like fish and moose, stay the same whether singular or plural.
Slide 38 Daily Oral Language Irregular Plural Nouns Rewrite the sentences creating the correct plural of the noun. • After hearing about the storm, (person) swarmed to the stores. • Meteorologists said the storm met all the (criterion) for being a blizzard. • Cans of food became as scarce as hen’s (tooth). • The (loaf) of bread were the first to go. • My sister found two frightened (mouse) behind a box.
Slide 39 Daily Oral Language Irregular Plural Nouns Rewrite the sentences creating the correct plural of the noun. • Many of the (shelf) at the supermarket had already been emptied. • People lined up like (sheep) at the registers. • No one had any battery-operated (radio) left to sell. • My sister found a case of diced (tomato) in the basement.
Slide 40 Daily Oral Language Possessive Nouns • A possessive noun names who or what owns something • A possessive noun can be singular or plural • A possessive noun can be common or proper • A possessive noun is formed by adding an apostrophe and an –s to a singular nouns, even when they end in s
Slide 41 Daily Oral Language Possessive Nouns • Possessive nouns show that one or more nouns own something. Possessive nouns are formed with an apostrophe and s or with only an apostrophe. • Add ‘s to form the possessive of most singular nouns: horse’s stall, farmer’s barn. • Add ‘s to form the possessive of plural nouns that do not end in s: mice’s nest, men’s hat. • Add only (‘) to form the possessive of plural nouns that end in s.
Slide 42 Daily Oral Language Possessive Nouns Write the correct possessive form of the underlined word. • Last weekends thunderstorm was fierce! • My parents party was cancelled. • My mom and dad decided to sleep in the childrens room.
Slide 43 Daily Oral Language Possessive Plural Nouns • If a plural possessive noun is regular and ends in –s, add an apostrophe • Three baseball players’ paycheck was more than three doctors’ paycheck. • If a plural possessive noun is irregular and does not end in –s, add an apostrophe and an –s • The oxen’s noses had a ring to help control the animal.
Slide 44 Daily Oral Language Possessive Noun Review Rewrite each sentence to show possession. • the color of the sky (The sky’s color.) • the legs of the sheep • a purse belonging to a woman • the young of the horse
Slide 45 Daily Oral Language Appositives • An appositive is a noun or pronoun placed next to another noun or pronoun to identify or explain it • An appositive includes the appositive and the words that modify the appositive • Example: Dr. Campbell, our veterinarian, gave Kimba her annual physical. (veterinarian explains who Dr. Campbell is)
Slide 46 Daily Oral Language Appositives Tell whether each underlined word is an appositive. • Kimba is my sister’s pet cat. • The doctor found a strange spot, a pink blister, just behind Kimba’s ear. • She said it was probably nothing to worry about. • Everyone knows Mr. Blackwell, the oldest man in town.
Slide 47 Daily Oral Language Appositives • Some appositives are nonessential to the meaning of a sentence • Non-essential example: Dan, an excellent cook, made dinner for us tonight. • Other appositives are essential to the meaning of a sentence. (These usually consist of one word) • Essential example: The movie The Lion King is also a musical.
Slide 48 Daily Oral Language Appositives Tell whether the underlined appositive in each sentence is essential or nonessential. • Our drama coach, Mr. Wright, had to call in the understudy. • My brother Alan had hoped for a chance to play the part. • He tried out for the play along with my youngest brother, Vince. • Of course, Alan auditioned for the role of Buckley, the hero.
Slide 49 Daily Oral Language Appositives • If an appositive comes: • at the beginning of a sentence, it is usually followed by a comma • at the end of a sentence, it should be proceeded by a comma • In the middle of a sentence, it should be proceeded and followed by a comma • Essential appositives do NOT require commas.
Slide 50 Daily Oral Language Direct/Indirect Objects • An action verb followed by a word that answers the question what? or whom? is called the direct object • An action verb that only tells what someone or something does or only tells when, where, or how is called an indirect object • Jason kicked Kaylee the ball. • action verb: kicked • direct object: (what was kicked?) ball • indirect object: (where ball was kicked) Kaylee