Students mark where the subject ends in six sentences, match subjects to predicates, and finish sentences by adding the missing part.
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Students split sentences into subject and predicate by asking "Who or what?" and "Does what?" or "Is what?". The worked example, "The hummingbird sipped nectar," boxes the subject and underlines the rest. In six sentences they mark the gap where the subject ends; one subject is just Dad, and another runs to six words. They then match four subjects to four predicates and finish four sentences that are missing one part, such as "… glowed in the dark." The answer key marks each split with a slash.
Sentences 3 and 5 have a phrase after the main noun ("Three raccoons from the woods"). Students often split right after raccoons. Ask who did the action, and have them read back every word that answers it.
Sentence 6 is the one predicate that tells what the subject is ("is a slow, sleepy eater"). If students hunt for an action word, point them to the "Is what?" question in the example card.
In Finish it, check that an added predicate has a verb, not just a place such as "in the pool".
Ways to adjust the sentence-parts page for different students.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students find where the subject ends and the predicate begins in simple sentences, match subjects to predicates and add a missing subject or predicate to make complete sentences. The expectation does not name subjects and predicates, and compound and complex sentences are not covered.
Complete subjects and complete predicates. Students mark the whole group of words, such as "Three raccoons from the woods," not just the main noun.
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