EXCERPTED FROM DON AND JENNY KILLGALLON'S STORY
GRAMMAR FOR ELEMENTARY SCHOOL: A SENTENCE-COMPOSING
APPROACH:
1.
The idea/ of cutting and sewing a
dress/ by herself/ was novel
and exciting.
2.
Dessert was/ an over-baked chocolate chip cookie/ the size of a hockey puck/ and just about as tasty.
3.
They now unwrapped the blanket,/ and there in the center/ was a tiny black and white rabbit,/ sitting in a shoe box/ filled with dirt.
4.
On Sundays, /the park is closed to traffic,/ and you can ride your bicycle all over/ without worrying abouT being run down/ by some crazy driver.
5.
To hunt the whole mountain/ until the dragon/ had caught the thief/ and had torn and trampled him/ was the dragon’s one thought.
6.
Otis laughed and strummed his guitar,/ and the flavor of the Litmus Lozenge/ opened in my mouth/ like a flower blooming, /all sweet and sad.
The slash marks (/) in the model divide the sentence into meaningful chunks. Copy and divide the imitation sentence into the same meaningful chunks.
GRAMMAR FOR ELEMENTARY SCHOOL: A SENTENCE-COMPOSING
APPROACH:
1.
The idea/ of cutting and sewing a
dress/ by herself/ was novel
and exciting.
2.
Dessert was/ an over-baked chocolate chip cookie/ the size of a hockey puck/ and just about as tasty.
3.
They now unwrapped the blanket,/ and there in the center/ was a tiny black and white rabbit,/ sitting in a shoe box/ filled with dirt.
4.
On Sundays, /the park is closed to traffic,/ and you can ride your bicycle all over/ without worrying abouT being run down/ by some crazy driver.
5.
To hunt the whole mountain/ until the dragon/ had caught the thief/ and had torn and trampled him/ was the dragon’s one thought.
6.
Otis laughed and strummed his guitar,/ and the flavor of the Litmus Lozenge/ opened in my mouth/ like a flower blooming, /all sweet and sad.
The slash marks (/) in the model divide the sentence into meaningful chunks. Copy and divide the imitation sentence into the same meaningful chunks.