Sentence Types Teacher Guide Week 1: Days 1 & 2 • Teacher Guide
The Four Sentence Types
Grade Level 4th Grade English
Focus Standard CCSS.ELA-LITERACY.L.4.1.F
Materials Needed Worksheet, Exit Tickets
DAY 1
Statements & Questions
Objective: Students will identify, punctuate, and write declarative (statements) and interrogative (questions) sentences.
Hook & Direct Instruction (15 Mins)
Write on board: sharks have skeletons made of cartilage and do you want to swim with a shark. Ask students what is missing (punctuation and capital letters). Explain that Declarative sentences share information (they "declare" or tell) and end with a period. Explain that Interrogative sentences ask something (they "interrogate" or question) and end with a question mark.
Guided Practice (15 Mins)
Read aloud prompts and have students thumbs-up for declarative, thumbs-down for interrogative:
• "Most raptors hunt during the day." (Declarative - Thumbs Up • Ends with Period)
• "Can owls fly silently?" (Interrogative - Thumbs Down • Ends with Question Mark)
Have students practice saying a statement, then turning it into a question.
DAY 2
Commands & Exclamations
Objective: Students will identify, punctuate, and write imperative (commands) and exclamatory (strong feelings) sentences.
Hook & Direct Instruction (15 Mins)
Give students a series of fun physical commands: "Stand on one foot!" "Close your eyes!" Ask what these are. Explain they are Imperative sentences (commands). They give instructions or make requests, usually ending in a period, but can end in an exclamation mark if said with urgency. Say: "We won the spelling bee!" Explain this is an Exclamatory sentence . It shows strong feelings (excitement, surprise, anger) and ends with an exclamation mark.
Common Misconception Alert
Students often think every sentence ending with an exclamation mark is exclamatory. Clarify that commands like "Stop!" or "Look out!" are still Imperative because they give a direct order, even though they use an exclamation point for urgency.
Houghton Mifflin English Grammar Unit • Grade 4 Page 1 of 2
Week 1: Day 3 • Teacher Guide
The Sentence Blueprint
DAY 3
Sentence Deconstruction & Synthesis
Objective: Students will deconstruct complex sentences into subject, predicate, type, and ending punctuation using the Sentence Blueprint Graphic Organizer, then draft high-quality examples.
Guided Organizer Modeling (15 Mins)
Distribute the Sentence Blueprint Graphic Organizer . Model how to fill out the blueprint on the board with the sentence: "The bold explorer climbed the peak!"
• Subject: The bold explorer (Who/what doing the action)
• Predicate: climbed the peak (What the subject does)
• Ending Mark: Exclamation Mark (!)
• Sentence Type: Exclamatory (Expresses strong awe/excitement)
Drafting Sentences (20 Mins)
Have students work independently or in pairs to fill out the bottom of their graphic organizer. They must build four custom sentences matching specific architectural guidelines (e.g., must contain a vivid verb or describing word). Encourage students to verify their punctuation using the blueprint's checkpoints.
Differentiation & Support Strategies
For Struggling Learners: • Provide a "Punctuation Anchor Cheat Sheet" with visual cues (e.g., interrogative has a questioning hook).
• Focus heavily on identifying the "first word" of a sentence to prompt type (e.g., sentences starting with Who, What, Can are interrogative).
For Advanced Learners: • Challenge students to write a complete short story (exactly 4 sentences long) where every sentence must be a different type.
• Introduce imperative sentences with an understood subject "You" (e.g., "[You] Open the book." ).
Exit Ticket Administration: At the end of Days 1, 2, and 3, distribute the corresponding exit ticket. Each takes 3-5 minutes. Grade as pass/fail to identify students requiring immediate small-group intervention the following morning.
Houghton Mifflin English Grammar Unit • Grade 4 Page 2 of 2
Sentence Safari Worksheet Name: ______________________________________
Date: ___________
Score: ______ / 20
Day 1 Grammar Lab
Statements and Questions
🔹 Declarative Sentence (Statement) Tells or shares information. Ends with a period (. ).
Example: Cheetahs are the fastest land animals.
❓ Interrogative Sentence (Question) Asks a question. Ends with a question mark (? ).
Example: How fast can a cheetah run?
A Identify the Type & Punctuate (10 Points)
Read each animal fact. Add the correct ending punctuation in the box, then write DEC (Declarative) or INT (Interrogative) on the line.
Can an octopus change its skin color to hide from predators
Punctuation:
Type:
Koalas eat eucalyptus leaves almost exclusively
Punctuation:
Type:
Why do birds fly south for the winter season
Punctuation:
Type:
A blue whale's heart is the size of a small car
Punctuation:
Type:
How do worker bees communicate with each other
Punctuation:
Type:
B The Sentence Flip (10 Points)
Rewrite each declarative sentence into an interrogative sentence (a question), and vice versa. Punctuate correctly.
Declarative Sea turtles travel thousands of miles across oceans.
Question:
Interrogative Can owls turn their heads almost all the way around?
Statement:
Sentence Builders • Animal Grammar Unit Page 1 of 2
Name: ______________________________________
Date: ___________
Score: ______ / 20
Day 2 Grammar Lab
Commands and Exclamations
📢 Imperative Sentence (Command) Gives a direct order, instruction, or request. Usually ends in a period (. ).
Example: Please feed the hungry puppy.
💥 Exclamatory Sentence (Exclamation) Shows powerful excitement or emotion. Ends with an exclamation point (! ).
Example: That python is absolutely massive!
C Command or Exclamation? (10 Points)
Read each animal-related sentence. Write (Imperative) or (Exclamatory) on the line, and add the correct punctuation in the box.
Sentence Blueprint Organizer Name: ______________________________________
Date: ___________
Day 3 Activity
Graphic Organizer
The Sentence Blueprint Board
1. SUBJECT Who or what doing it?
2. PREDICATE What action is taken?
3. TYPE What is the purpose?
4. PUNCTUATION What is the ending?
Part 1: Sentence Deconstruction Lab
Break down the model sentence below into its foundational parts.
Model Sentence
The curious little monkey climbed up the tall tree.
A. Complete Subject
Write complete subject here...
B. Complete Predicate
Write complete predicate here...
C. Sentence Type
Declarative Interrogative Imperative Exclamatory
D. Ending Punctuation Checkpoint
.
Period
?
Question
!
Exclamation
Part 2: Sentence Construction Studio
Build your own custom sentence model following the specified blueprints.
Model 01 Blueprint: Question about space exploration Interrogative
Model 02 Blueprint: Command to clean a room Imperative
The Sentence Blueprint Board • Graphic Organizer Page 1 of 1
Sentence Types Exit Tickets DAY 1 EXIT TICKET
Name: __________________________ Date: _________
Declarative & Interrogative
1. Insert correct ending punctuation in the box, then write the sentence type on the line (DEC or INT):
Are sharks related to ancient prehistoric fish species
Punctuation:
Type:
2. Write an original interrogative sentence (question) about dolphins:
Cut here to distribute
DAY 2 EXIT TICKET
Name: __________________________ Date: _________
Imperative & Exclamatory
1. Insert correct ending punctuation in the box, then write the sentence type on the line (IMP or EXC):
Look closely at how carefully the beaver builds its dam
Punctuation:
Type:
2. Write an original exclamatory sentence showing excitement about wild horses:
Cut here to distribute
DAY 3 EXIT TICKET
Name: __________________________ Date: _________
Review & Synthesis
1. Change this statement into a polite imperative sentence (command):
Statement You must hand in your permission slip today.
2. Read the sentence and write its type on the line: What a wild adventure this trip was!
Sentence Type:
Sentence Repair Teacher Guide Week 1: Day 4 • Teacher Guide
The Sentence Repair Shop
Grade Level 4th Grade English
Focus Standard CCSS.ELA-LITERACY.L.4.1.F
Core Concept Fragments & Run-ons
DAY 4
Sentence Fragments & Run-on Sentences
Objective: Students will identify and repair sentence fragments (missing subject/predicate) and run-on sentences (improperly combined independent clauses).
Direct Instruction (15 Mins)
Introduce the "Sentence Repair Shop" .
• Explain that a complete sentence requires a Subject and a Predicate, and must express a complete thought.
• Explain that a Sentence Fragment is a "broken engine" missing a key part (either the subject or predicate). Example: "Sailed across the Atlantic Ocean." (Who sailed? Missing Subject!)
• Explain that a Run-on Sentence is two or more complete sentences joined together without proper punctuation or conjunctions. Example: "The storm blew violently the ship rocked." (Needs a period, semicolon, or comma + conjunction!)
Guided Practice (15 Mins)
Do a "Sentence Diagnostics" check with the class. Write on board:
• "The energetic mechanics." Ask: What is missing? (Predicate - what are they doing? Repair: "The energetic mechanics repaired the vintage car." )
• "We arrived early the shop was locked." Ask: What is the error? (Run-on! Repair: "We arrived early. The shop was locked." OR "We arrived early, but the shop was locked." )
⚠️ Crucial Misconception: Run-on Length Students often assume a sentence must be very long to be a run-on. Clarify that even a tiny sentence can be a run-on: "He ran she walked." is a run-on because it contains two independent clauses jammed together without punctuation.
Houghton Mifflin English Grammar Unit • Grade 4 Page 1 of 1
Sentence Repair Worksheet Name: ______________________________________
Date: ___________
Score: ______ / 10
Day 4 Grammar Lab
Sentence Repair Shop
A Engine Diagnostics (6 Points)
Read each sentence below. Classify it by writing C (Complete Sentence), F (Sentence Fragment), or R (Run-on Sentence) on the line.
1. The rusty old motor sputtered.
2. Fixed the engine with a wrench.
3. I turned the key it started up.
4. The mechanics worked all night.
5. Underneath the dusty blue car.
6. Gas leaked out we need a bucket.
B The Fragment Fixer (2 Points)
These engines are missing key parts! Rewrite each fragment to make a complete sentence by adding a subject or a predicate.
Fragment The loud, red emergency siren.
Add a predicate (what did it do?)...
Fragment Rushed to hand me the hammer.
Add a subject (who did it?)...
C The Run-on Redo (2 Points)
Separate these run-ons into two complete sentences. Use correct capitalization and ending punctuation.
Run-on The lights went out the garage became dark.
Run-on The tires are flat we must pump them up.
Sentence Builders • Repair Shop Unit Page 1 of 1
Sentence Repair Exit Ticket DAY 4 EXIT TICKET
Name: __________________________ Date: _________
Sentence Repair Diagnostics
Complete the quick checks below to show your mastery of fragments and run-ons.
1. Label each item as S (Complete Sentence), F (Fragment), or R (Run-on):
The tools on the workbench.
Fix the leaking pipe now.
He found the screwdriver it was lost.
2. Repair this run-on sentence by separating it into two complete sentences:
The mechanic welded the bracket it held together perfectly.
Cut here to distribute
DAY 4 EXIT TICKET
Name: __________________________ Date: _________
Sentence Repair Diagnostics
Complete the quick checks below to show your mastery of fragments and run-ons.
1. Label each item as S (Complete Sentence), F (Fragment), or R (Run-on):
The tools on the workbench.
Fix the leaking pipe now.
He found the screwdriver it was lost.
2. Repair this run-on sentence by separating it into two complete sentences:
The mechanic welded the bracket it held together perfectly.
Sentence Mastery Teacher Guide Week 1: Day 5 • Teacher Guide
Review & Assessment Guide
Grade Level 4th Grade English
Focus Standard CCSS.ELA-LITERACY.L.4.1.F
Assessment duration 30-40 Minutes
DAY 5
Mastery Review & Weekly Quiz
Objective: Students will demonstrate mastery over the four types of sentences, fragments, and run-ons on a comprehensive written quiz.
Assessment Warm-up Game: "Sentence Faceoff" (15 Mins)
Divide the board into four quadrants: DEC , INT , IMP , EXC . Read various animal statements, instructions, or exclamations aloud. Have designated student representatives rush to slap the correct quadrant on the board with a flyswatter.
• Example: "Watch out for that stampeding rhino!" (IMP - Command of urgency!)
• Example: "The rhino has a thick skin." (DEC)
Assessment Administration Instructions (30 Mins)
Distribute the 2-page Sentence Mastery Assessment . Tell students that:
• Part A asks for the correct sentence category. Read all choices carefully!
• Part B & C require putting the correct punctuation and diagnosing fragment vs run-on errors.
• Part D requires neat writing. Keep letters correctly sized on lines.
Grading & Scoring Breakdown
Assessment Section Items Weight Focus Skill Checked Part A: Sentence Type Choice Q1 - Q8 8 Points Recognizing Declarative, Interrogative, Imperative, Exclamatory Part B: Punctuation Insertion Q9 - Q12 4 Points Adding correct ending marks (. / ? / !) Part C: Fragment vs. Run-on Q13 - Q18 6 Points Sentence structure diagnostic checks Part D: Sentence Construction Q19 - Q20 4 Points Synthesizing and correcting fragments/run-ons
Houghton Mifflin English Grammar Unit • Grade 4 Page 1 of 2
Week 1 Curriculum • Answer Keys
Teacher Answer Keys
Safari Worksheet Key Part A (Day 1):
1. Punctuation: ? • Type: INT
2. Punctuation: • Type:
3. Punctuation: • Type:
4. Punctuation: • Type:
5. Punctuation: • Type:
6.
7.
1. Punctuation: (or ) • Type:
2. Punctuation: • Type:
3. Punctuation: (or ) • Type:
4. Punctuation: • Type:
5. Punctuation: • Type:
Accept appropriate student writing.
Sentence Mastery Assessment Name: ______________________________________
Date: ___________
Score: ______ / 22
Week 1 Grammar Assessment
Sentence Structure Mastery
A Sentence Type Identification (8 Points)
Read each sentence carefully. Choose the correct sentence type.
1. Monarch butterflies travel thousands of miles.
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
2. Have you ever seen a shooting star at night?
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
3. Please write your name on the blueprint.
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
4. That space rocket is absolutely enormous!
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
5. Stop right there and hold the safety line!
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
6. The architect drafted the blueprint models.
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
7. How many tools are stored on the shelf?
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
8. What a wonderful day to visit the museum!
(A) Declarative (B) Interrogative (C) Imperative (D) Exclamatory
B Ending Punctuation Checkpoint (4 Points)
Add the proper punctuation mark in the box, then write the sentence type on the line.
Why do birds sing so beautifully early in the morning
Type...
Beavers cut down trees to construct solid wooden dams
Type...
What a magnificent view of the starry galaxy this telescope provides
Type...
Pass the blueprints across the wooden workbench immediately
Type...
Grade 4 Unit 1 Assessment • Houghton Mifflin Style Page 1 of 2
Name: ______________________________________
Unit 1 Assessment • Page 2
C Sentence Mechanics Diagnostics (6 Points)
Label each item below as S (Complete Sentence), F (Fragment), or R (Run-on Sentence) on the line.
13. The space shuttle on the landing pad.
14. The rocket engines roared the ground shook.
15. Astronauts trained for months for the flight.
16. Discovered a new crater on the moon.