1. Editing Invitation
Subject and Predicate
Parts of a Sentence

2. Excerpt from Come On, Rain! by Karen Hesse
Invitation to Notice
It streams through our hair and down our backs. It freckles our feet, glazes our toes. We turn in circles, glistening in our rain skin.
This week – look at Nouns and Verbs as subject and predicate.
Write Source – Pg Nouns, Pg. 454 – Verbs
Grammar Keepers – Pg. 210 – Lesson 86 - Nouns, Pg. 212 – Lesson 87 - Verbs
Allow students to look at the invitation and to turn and talk to discuss what they are noticing about who and what they are doing in each sentence. (Complete sentences, Parts of a sentence, capitalization, punctuation) Have them think about the meaning of the text before discussing conventions and language concepts.
Day 1
Excerpt from Come On, Rain! by Karen Hesse

3. Excerpt from Come On, Rain! by Karen Hesse
Invitation to Notice
We swing our wet and wild-haired mammas ‘til we’re all laughing under trinkets of silver rain.
Have students turn and tell their neighbor what they know about a subject and a predicate. Have them refer to the anchor chart in their notebooks or the chart on the wall. Listen in on conversations and then have students report out.
Day 1
Excerpt from Come On, Rain! by Karen Hesse

4. Complete Sentence Subject and a Predicate. Day 1 Michael
A complete sentence contains a
Subject and a Predicate.
The subject tells us who or what the sentence is about.
The predicate tells what the noun is doing or has done in the sentence.
Write Source – Pg Nouns, Pg. 454 – Verbs
Grammar Keepers – Pg. 210 – Lesson 86 - Nouns, Pg. 212 – Lesson 87 - Verbs
Be sure students understand the following:
The subject of a sentence is going to be a noun or pronoun. Students can prove the subject is a noun by using the following: a______, the______, some ________ (s).
The predicate of a sentence will be a verb. To prove a verb, students just need to put the word in the blanks. I ____, you_______, he/she______s.
Create an anchor chart for testing noun and verb – Grammar Keepers
I like to use this slide as an Anchor Chart for the students to place in their writer’s notebook. This allows the students to accept the new strategy, own it, and take ownership in using it.
Michael
threw the football to his teammate.
Subject
Predicate
Day 1

5. Invitation to Demonstrate
Turn and tell your partner what you know about a subject and a predicate!
Write 2-4 sentences in your writer’s notebook about rain with a subject and a predicate!
Writing partners will identify the subject and predicate!
Model how you create a sentence in your writer’s notebook. Use the noun and verb proof to demonstrate how to prove the sentence your wrote is a complete sentence. You might also use the questions: Who is __________________? What is ___________ doing?
Ask students to create 3-4 sentences about rain. Have them use the different proofs to double check themselves. They will have their writing partner identify the subject and predicate in their sentence. Have determine is it is a noun (use a____, an____, the ____) and verb (I _____, you______, he______)
Day 1

6. Excerpt from Come On, Rain! by Karen Hesse
Invitation to Compare
It streams through our hair and down our backs.
Streams through our hair. And down our backs.
Chocolate drips down my chin and falls onto my shirt.
With students compare the sentences to determine if they are complete or incomplete sentences. Model how you use the noun and verb proofs as well as the who and what questions to back up your answer. On the first sentence, explain that it is a pronoun taking the place of rain. When using the noun proof, use rain instead of it. You can also use Who/What streams through our hair and down our backs? What does it do?
After identifying which one is not a complete sentence, model how to fix the sentence fragment. Write the new complete sentence in your writer’s notebook.
Have students correct the incomplete sentence in their writer’s notebook a different way.
Allow students to share their new sentence with their writing partner. Listen in and select a few students to share with the whole class.
Cool rain streams through our hair and down our backs.
Day 2
Excerpt from Come On, Rain! by Karen Hesse

7. It’s your time to shine like the sun!
Invitation to Write
It’s your time to shine like the sun!
Quickwrite: What is one problem a character in a traditional literature book had to overcome? What did the character do to try and solve the problem?
Your quickwrite should be a short paragraph in your writer’s notebook using complete sentences. Remember your sentences need a subject and a predicate.
*** This is just a sample quick write you could use with your students. Feel free to choose a different one.
Model writing a paragraph in your writer’s notebook. Demonstrate going through each sentence of the paragraph using the noun/verb proof or the who/what questions to double check that all of them have a subject and a predicate. You might consider having an incomplete sentence in your example, so you can model fixing the sentence. For each sentence in your paragraph, underline the subject once and underline the predicate twice as a visual for your students.
Students write their own paragraph in their writer’s notebook. They can work with their writing partner or individually to underline the subjects once and underline the predicates twice in each sentence. Also have them label who/ what they are doing – Noun/verb with proof on 2 of the sentences.
Day 2

8. Share your quick write! Invitation to Share Day 2
Allow a few students to share their quick writes with the class. You might consider allowing the students to demonstrate with one of the sentences in their quick write how it is a complete sentence.
Day 2

9. Excerpt from Charlie the Hedgehog from Write Source
Invitation to Edit:
We Try It Together!
Charlie the Hedgehog
(1) Last year my class had a pet hedgehog. (2) Named Charlie. (3) It was the first time I had ever seen a hedgehog. (4) Charlie was small and slept most of the day, so he made a good animal for our classroom. (5) Hedgehogs are nocturnal animals. (6) That means, they are awake at night. (7) That also means they sleep during the day.
What is the correct way to write sentences 1 and 2?
Model how to answer test talk questions related to the skill of complete sentences. Discuss the directions in italics and explain it tells the reader what to do, which is edit the student draft in this example.
Point out how the sentences in the text are numbered.
Examine the question.
Discuss each answer choices and use the noun/verb proof or who/what questions to explain why each answer choice is right or wrong. You will want to revisit the rules anchor chart when justifying your answer.
ex. A. – Does not have a predicate in the first sentence. Does not have a subject in the second sentence.
Last year my class. Had a pet hedgehog named Charlie.
Last year my class had a pet hedgehog named Charlie.
Last year my class, had a pet hedgehog named Charlie.
Sentences 1 and 2 are written correctly.
Day 3
Excerpt from Charlie the Hedgehog from Write Source

10. Excerpt from Charlie the Hedgehog from Write Source
Invitation to Edit:
We Try It Together!
Charlie the Hedgehog
(1) Last year my class had a pet hedgehog. (2) Named Charlie. (3) It was the first time I had ever seen a hedgehog. (4) Charlie was small and slept most of the day, so he made a good animal for our classroom. (5) Hedgehogs are nocturnal animals. (6) That means, they are awake at night. (7) That also means they sleep during the day.
What change needs to be made to sentence 5?
Change Hedgehogs to hedgehogs
Change nocturnal to nocturnally
Delete the period after animals
No change needs to be made.
Follow the same process from the previous slide, but this time have students work with a partner to write their answers and explanation in their writer’s notebook. They must show their proof.
Have partners share with the class the correct answer and why they think it is correct.
Day 3
Excerpt from Charlie the Hedgehog from Write Source

11. Excerpt from Charlie the Hedgehog from Write Source
Invitation to Edit:
We Try It Together!
Quickwrite: Write in your journals about a time you spent in the rain or what you like about the rain.
Your quickwrite should be a short paragraph. Find 2-3 sentences that are complete by underlining the complete subject once and the complete predicate twice. Label who/ what they are doing and Noun (a___, an___, the___) and Verb (I___, You____, he___)
Day 3
Excerpt from Charlie the Hedgehog from Write Source

12. Excerpt from Charlie the Hedgehog from Write Source
Invitation to Edit:
You Try It!
Charlie the Hedgehog
(8) My friend Angelo was on vacation. (9) When school ended, my teacher asked if anyone wanted to take Charlie for the summer. (10) I asked Mom. (11) And Dad. (12) I told my parents I would treat him well.
What is the correct way to write sentences 10 and 11?
I asked. Mom and Dad.
I asked, Mom and Dad.
I asked Mom and Dad.
No change should be made.
Have students complete with a partner. Students should write the correct answer and their explanation in their writer’s notebook.
Go over the correct answer with the class. Have students share their explanations.
Day 4
Excerpt from Charlie the Hedgehog from Write Source

13. Excerpt from Charlie the Hedgehog from Write Source
Invitation to Edit:
You Try It!
Charlie the Hedgehog
(8) My friend Angelo was on vacation. (9) When school ended, my teacher asked if anyone wanted to take Charlie for the summer. (10) I asked Mom and Dad. (11) I told my parents I would treat him well.
What change needs to be made to sentence 11?
Change parents to Parents
Change well to good
Change told to tell
Sentence 11 should not be changed.
Have students complete this one independently. They should write their correct answer and explanation in their writer’s notebook.
Go over the correct answer. Have students explain why it is correct.
Day 4
Excerpt from Charlie the Hedgehog from Write Source

14. When Life Throws a Rainy Day – Play in the Puddles!
Invitation to Edit
You Try it!
Using your journals:
Read the picture. What do you think it means? Be sure to include a story or an example. Find 3 complete sentences in your entry and prove how your know. (subject/ predicate)
When Life Throws a Rainy Day – Play in the Puddles!
Have students complete the quickwrite. You may have to explain it or ask a student to explain. You can also use another quickwrite if you would like. Students should label their sentences.

15. Teacher’s Lounge
Sample Anchor Charts