Combining Sentences for Effective Writing

The video tutorial guides teachers on how to help students combine choppy sentences into more fluid and engaging writing. It introduces an activity that uses metacognitive steps to identify and combine sentences, creating a varied sentence structure that enhances writing style. The tutorial explains the use of black line masters as a teaching tool and provides a detailed walkthrough of the steps involved in sentence combining, including identifying sentence roles and using connecting words. The goal is to enable students to independently apply these techniques to improve their writing.

What is the primary goal of the sentence combining activity?

• To improve punctuation skills

• To enhance sentence fluency and style

• To teach paragraph structuring

• To increase vocabulary

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CCSS.L.1.1J

CCSS.L.2.1F

CCSS.L.3.1I

CCSS.L.7.1B

Which example is used to demonstrate the sentence combining process?

• A description of a bird

• An account of a fish

• A narrative about a turtle

• A story about a rabbit

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CCSS.L.1.1J

CCSS.L.2.1F

CCSS.L.3.1I

CCSS.L.7.1B

What is the first step in the sentence combining process?

• Assigning roles to sentences

• Selecting sentences to combine

• Choosing the connecting word

• Identifying the main idea

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CCSS.L.1.1J

CCSS.L.2.1F

CCSS.L.3.1I

CCSS.L.7.1B

What role does the second sentence play in the example used?

• It provides a contrasting idea

• It adds an additional detail

• It introduces a new character

• It gives a reason for the action

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CCSS.RI.2.1

CCSS.RI.4.2

CCSS.RI.5.2

CCSS.RL.4.1

CCSS.RL.5.2

Which connecting word was chosen to combine the sentences in the example?

• Moreover

• However

• Although

• Because

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CCSS.L.1.1G

CCSS.L.3.1H

CCSS.L.5.1A

CCSS.L.5.1E

What change is made to the punctuation when combining the sentences?

• A period is replaced with a comma

• A semicolon is inserted

• A comma is added

• A period is removed

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CCSS.L.9-10.2A

How can teachers make the sentence combining activity reusable?

• By laminating the materials

• By creating a website

• By using digital tools

• By writing in a notebook

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CCSS.L.2.1D

CCSS.L.3.1E

CCSS.L.4.1B

CCSS.L.5.1.B-D

CCSS.L.5.1D

What should teachers ensure about the second sentence in the activity?

• It should be longer than the first

• It should have varying roles

• It should contain a verb

• It should start with a conjunction

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CCSS.L.1.1J

CCSS.L.2.1F

CCSS.L.3.1I

CCSS.L.7.1B

What is the ultimate goal of mastering the sentence combining technique?

• To enhance writing style and readability

• To memorize grammar rules

• To write research papers

• To pass exams

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CCSS.L.1.1J

CCSS.L.2.1F

CCSS.L.3.1I

CCSS.L.7.1B

What type of sentences does the activity aim to transform?

• Sentences with passive voice

• Grammatically incorrect sentences

• Short, choppy sentences

• Long, complex sentences

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CCSS.L.2.1F

CCSS.L.8.1B

CCSS.L.8.1D

CCSS.L.8.3A