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Pearson Adult Learning Center: Recognizing Sentence Fragments Quiz

For Students 3rd - 8th Standards
A five-question quiz where students are asked to determine if each group of words is a complete sentence or a fragment. Immediate feedback is provided for each answer and a percentage score is tallied and displayed throughout the quiz.
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McGraw Hill

Glencoe/mc Graw Hill: Writer's Choice: Revising Sentence Fragments

For Students 5th - 7th Standards
An exercise providing five sentence fragments that students are asked to revise and rewrite by adding a subject or a predicate. Students can check their answers when finished, and possible answer choices are provided.
Whiteboard
ClassFlow

Class Flow: Sentence Intro

For Teachers 1st - 6th Standards
[Free Registration/Login Required] Students will be able to distinguish between sentences and fragments. They will also be looking at subjects and predicates.
Whiteboard
ClassFlow

Class Flow: Types of Sentences

For Teachers 3rd - 6th Standards
[Free Registration/Login Required] In this flipchart the students will identify the difference between a sentence and a fragment. The students will be able to identify the four types of sentences and their correct punctuation.
Activity
TeachEngineering

Teach Engineering: Wow! That Captures It!

For Teachers 5th - 7th
Students learn how motion capture (mo-cap) technology enables computer animators to create realistic effects. They learn the importance of center of gravity in animation and how to use the concept of center of gravity in writing an...
eBook
Quia

Quia: Map Skills

For Students 3rd - 8th Standards
Students will be challenged when they take this interactive grammar quiz? This quiz asks students to identify whether or not the sentence is grammatically correct. Come and check it out.
Handout
Robin L. Simmons

Grammar Bytes: The Adjective Clause

For Students 6th - 8th Standards
Notes and examples explaining how to recognize an adjective clause, how to punctuate it correctly, and how to avoid writing it as a sentence fragment.

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