Commas in Compound Sentences Formative Assessment

Using your notes from previous grammar lessons, do your best on this formative assessment.

Commas in Compound Sentences Part 2

Print out this sheet and follow the directions. In class, do the marks on the sentences below on the board.

A. I bike to school every day and he thinks that's silly.
B. He gulps lemonade in the summer and sips hot chocolate in the winter.
C. I like running to the store and walking back home.
D. Pat will try out for any team but Joey is more focused.
E. Today is mostly a review of this grammar topic but next week will be different.
F. Canada is one of the largest countries and has more wilderness than most.

Commas in Compound Sentences

Print out this sheet and follow the directions. In class, do the marks on the sentences below on the board.

A. I like jelly on my bread and he thinks that's silly. 
B. I like biking to school and running on the weekends.
C. Pat will eat anything but Joey is very picky.   
D. Colorado is one of the best states and has many different things to do.  
E. Today is the first day of the rest of your life and tomorrow will be the second. 
F. He runs triathlons in the summer and swims in competitions during winter.

                  

-ing Words (parts of speech)

A. She was fishing yesterday at the creek.                              F. The team is cooking breakfast tomorrow.

B. Skating is my favorite weekend activity.                            G. I have to go running tomorrow for practice.

C. The teen stayed away from the screaming toddler.            H. The steaming pot was dangerous.

D. The other day, 3 dogs were barking by my house.             I. I don't know what shlimpfing means

E. Even when it's hot, jogging is better than swimming.           J. Hissing cats are the worst!

1. Make Observations & Ask Questions
1. Think: Re-write these sentences into 2+ categories based on the differences in how -ing is used in the sentence. (Use your own paper or this form.) (3 min.)
2. Pair: In your teams, share what sentences you put into which categories and come to an agreement. (3 min.)
3. Share: Share with the class what sentences you put into which categories. (Ultimately, we'll come up with one set of class categories.) (5 min.)
2. Define a Problem or Form a Hypothesis
1. Think: Below your sentence categories, write a description explaining what makes each category different from the others. (2 min.)
2. Pair: In your teams, share your explanations and come to an agreement. (3 min.)
3. Share: Share with the class your explanations for each category. (Ultimately, we'll come up with a class explanation for each category.) (5-7 min.)
3. Develop a Plan
1. Think about what kind of sentence you could make up to add to each category. (1 min.)
4.  Conduct & Analyze an Experiment
1. Add your own sentence to each category. (2 min.)
5. Communicate Results & Improve
1. In your teams, share your new sentences. (2 min.)
2. As necessary, help team members improve their sentences if they don't follow the pattern of that category. (1 min.)