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.
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.