Kristin Dowrey IWB

LESSON OVERVIEW
Kristin Dowrey
Grade Level: 4th - 5th
Subject Area: Language Arts
Topic: Avoiding Run-On Sentences
Skills Practiced: Sentence structure, grammar,
punctuation, capitalization, communication, and
collaboration.
Content and Technology Standards:
CCSS-LA.4.L.CCR.2 Demonstrate command of the
conventions of standard English capitalization, punctuation,
and spelling when writing.
LA.4.L.4.2.a Use correct capitalization.
ISTE 2.A Interact, collaborate, and publish with peers, experts,
or others employing a variety of of digital environments and
media.
ISTE 5.B Exhibit a positive attitude toward using technology
that supports collaboration, learning and productivity.
Author: Dave Hickman

April 30, 2015

Kristin Dowrey IWB

April 30, 2015

An interactive, "handson" lesson and activity

to teach how to avoid
"run-on" sentences
when writing.
GET STARTED!

Kristin Dowrey IWB

April 30, 2015

When we talk:
We say a lot at a time
We "pause" naturally.
Teacher Tip

Listen as I say this:

"The other day when I went home I saw
my mom had brought home a new puppy
it was so cool we named it Killer it ate
my Dad's socks and it hid behind the
couch after it met the cat for the first
time"
Can you imagine if someone wrote this?

Kristin Dowrey IWB

April 30, 2015

When we write:
No one can hear our "pauses"
We have to help our readers
understand and "take in" what
we are writing.

Teacher Tip

Everyone read this silently in your head a few times:

The other day when I went home , I saw

my mom had brought home a new
puppy . It was so cool ! We named it
Killer, and it ate my Dad's socks ! It hid
behind the couch after it met the cat for
the first time .

Kristin Dowrey IWB

April 30, 2015

In writing, we use:
Short sentences
Commas & periods
Teacher Tip
Conjunctions:
(and, so, then, but, because & more)
Will a volunteer please read this aloud with expression:

The other day when I went home , I saw

my mom had brought home a new
puppy . It was so cool ! We named it
Killer, and it ate my Dad's socks ! It hid
behind the couch after it met the cat for
the first time .

Kristin Dowrey IWB

April 30, 2015

Teacher Demonstration
How we usually talk:

How we write to be clear:

Use these tools in this exact order:

Move FIVE unused words here:

Kristin Dowrey IWB

April 30, 2015

Run-On Repair #1
Teacher Tip

Use these tools in this exact order:

Move THREE unused words here:

Kristin Dowrey IWB

April 30, 2015

Run-On Repair #2

Use these tools in this exact order:

Move TWO unused words here:

Kristin Dowrey IWB

April 30, 2015

Run-On Repair #3

Use these tools in this exact order:

Move FOUR unused words here:

Kristin Dowrey IWB

April 30, 2015

Run-On Repair #4

Use these tools in this exact order:

Move THREE unused THINGS here:

Kristin Dowrey IWB

April 30, 2015

Run-On Repair #5

Use these tools in this exact order:

Move FOUR unused THINGS here:

Kristin Dowrey IWB

April 30, 2015

Run-On Repair #6

Use these tools in this exact order:

Move FOUR unused THINGS here:

Kristin Dowrey IWB

April 30, 2015

LESSON STEPS
1.) Teach the concept using the first three slides. Preview the
"Teacher Tips" on each slide first.
2.) Model the first interactive slide (teacher demonstration)
yourself while calling on children during the process. Watch the
"How To Video" yourself on that page first.
3.) Put students into teams of 2-3 and let them work on
subsequent interactive slides while you monitor.
4.) Students can check themselves with the pull-out tabs on
each interactive slide.
OPTIONS:
Use the smartboard as a station. While teams work on a slide, have other
students engaged in a writing activity or other seatwork. Keep track of which
teams have done each slide so that everyone can try all six!
Try having all the students write what they think the corrected version will be first.
Then, allow a team to work on the slide and teach the rest of the class.
Try having the students create 3-4 sentence pieces inspired by the topic of each
slide, using NO RUN ONS!

BACK

Kristin Dowrey IWB

April 30, 2015

Rational
Using the IWB for this lesson allows students to
collaborate with one another in small groups to
accomplish the learning task. The interactive nature
of the IWB is fun and engaging for students. The pull
tabs allow students to check and correct their work
independently, allowing the teacher to facilitate other
activities or conferences with students. Using the
IWB can also help facilitate learning for students
with disabilities, especially those that have trouble
with fine motor skills or vision impairments .

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Kristin Dowrey IWB

April 30, 2015

Teacher Tips
Throughout the slides, click on

to see instructions, video, and

extra ideas about using the
lesson.

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