AVOIDING FRAGMENTS AND RUN-ONS

							      AVOIDING
FRAGMENTS AND RUN-ONS

  Eighth Grade Language Arts
         Sara Wohltjen


           BEGIN
        AVOIDING
  FRAGMENTS AND RUN-ONS

It is a Language Arts Department
   goal for the eighth grade to
    reduce the occurrence of
     fragments and run-ons

       in student writing.
       AVOIDING
 FRAGMENTS AND RUN-ONS
  To better achieve this goal,
    a StAIR project could be
implemented allowing students to
     review and practice the
 identification and correction of
     fragments and run-ons.
         AUDIENCE

 The audience for this project
      will be eighth grade
English Language Arts students
 with a basic understanding of
      subjects and verbs.
INSTRUCTIONAL OBJECTIVE

  The instructional objective
 for this project is for students
   to review and practice the
  identification and correction
    of fragments and run-ons.
    INSTRUCTIONAL OBJECTIVE
The GLCE’s that will be addressed by
 this project are as follows:
W.PR.08.04 Review and revise their compositions for coherence and
consistency regarding word choice, cause and effect, and style, and
they will read their own work from another reader’s perspective in the
interest of clarity.
W.PR.08.05 Edit their writing using proofreaders’ checklists both
individually and in peer editing group.
W.GR.08.01 Use style conventions (e.g., MLA) and a variety of
grammatical structures in their writing including infinitives, gerunds,
participial phrases, and dashes or ellipses.
           PEDAGOGY

Students will experience a variety
       of learning strategies
   through this project including
  INDUCTIVE, DEDUCTIVE, and
COMPARE/CONTRAST. Students will
 also receive immediate feedback as
they progress through their learning.
PEDAGOGY – DEDUCTIVE

 Students will experience
deductive learning by seeing
 examples of fragments and
   run-ons, then receiving
explanations and definitions.
  PEDAGOGY – INDUCTIVE

     Students will experience
    inductive learning by being
       shown how to correct
fragments and run-ons, then being
   shown examples and given an
      opportunity to practice.
PEDAGOGY – Compare/Contrast

  Students will experience the
    benefits of comparing and
 contrasting by being shown the
 differences among fragments,
     sentences, and run-ons.
ACTIVE RESPONSE/FEEDBACK

Students will actively participate
  in their learning by practicing
    with the identification and
   correction of fragments and
    run-ons. They will receive
       immediate feedback
        to their responses.
EXAMPLE StAIR ELEMENT

 The following four slides
  provide an example of a
    StAIR element. They
 demonstrate DEDUCTIVE
 learning about fragments.
EXAMPLE StAIR ELEMENT
             FRAGMENTS
Threw the baseball. (Who threw the baseball?)


  Mark and his friends. (What about them?)

Around the corner. (Who is? What happened?)
   EXAMPLE StAIR ELEMENT

    A fragment is a group of words
  that does not express a complete
   thought. Something important is
 missing, and you are left wondering
What is this about? or What happened?
    EXAMPLE StAIR ELEMENT
A fragment may be missing a SUBJECT…
 Threw the baseball. (Who threw the baseball?)


A fragment may be missing a VERB…
    Mark and his friends. (What about them?)

A fragment may be missing BOTH…
    Around the corner. (Who was? What happened?)
    EXAMPLE StAIR ELEMENT

You can correct a fragment by adding the
 missing part of speech.

Add a subject: Rob threw the baseball.
Add a verb: Mark and his friends laughed.
Add both: A dog ran around the corner.
   EXAMPLE StAIR ELEMENT

These learning opportunities would be
   followed with practice sentences
   in which students would be given
 a sentence or fragment and be asked
   to identify them. They would then
   be given fragments and be asked
            to correct them.
      AVOIDING
FRAGMENTS AND RUN-ONS

 By using a StAIR to review/teach/
   reinforce the identification and
correction of fragments and run-ons,
  students learn in a fun, effective,
        and meaningful way.


               END