Grade 1 · Reading & Writing
Finish the Thought
- 5 sessions
- About 10 minutes each
Turn short sentence beginnings into complete thoughts, then reread and share your own sentences.
Session 1
Say a whole thought
Read beginnings 1 and 2: “The big dog” and “My red ball.” Say two possible endings for each. Choose one ending and write the full sentence, not just the new words. The adult can help you remember your spoken idea.
Subjects & Predicates: Add the Predicate – Grade 1 (Medium) – Set 1
Open collectionSession 2
Tell what happens
Complete beginnings 3 and 4 about a frog and a tree. Tell what each one does or is like. Read the full sentence aloud and check that it feels finished. Your ending can be different from the answer key.
Subjects & Predicates: Add the Predicate – Grade 1 (Medium) – Set 1
Open collectionSession 3
Write about more than one
Complete beginnings 5 and 6, continuing onto page 2. Notice that these beginnings name more than one fish or person. Say the whole sentence aloud to check that the words sound right together. Then write it.
Subjects & Predicates: Add the Predicate – Grade 1 (Medium) – Set 1
Open collectionSession 4
Try two yourself
Complete beginnings 7 and 8 about the sun and a car. Say your idea, write the whole sentence, and check its capital and full stop. Ask the adult to read it after your first attempt.
Subjects & Predicates: Add the Predicate – Grade 1 (Medium) – Set 1
Open collectionSession 5
Choose and improve
Choose one of your sentences. Add a useful detail about where, when, or how, if it helps the reader. Read the old and new versions to someone. On scrap paper, try one complete sentence with a beginning of your own.
For the adult
Use Add the Predicate, worksheet 3753. The student PDF and key each have two pages. Print one student copy. The child does not need to remember the term predicate: ask “What does it do?” or “What is it like?” Read beginnings aloud when needed. Answers are open-ended; the key gives examples, not the only correct endings. Let the child say an ending before writing. If handwriting or spelling gets in the way, write down the child’s spoken sentence, then ask them to write a manageable part. Note that support. A child may use different verb tenses if the whole sentence makes sense. Extend a confident writer’s sentence with one useful detail rather than requiring lots of extra writing.
For the adult
Use Add the Predicate, worksheet 3753. The student PDF and key each have two pages. Print one student copy. The child does not need to remember the term predicate: ask “What does it do?” or “What is it like?” Read beginnings aloud when needed. Answers are open-ended; the key gives examples, not the only correct endings. Let the child say an ending before writing. If handwriting or spelling gets in the way, write down the child’s spoken sentence, then ask them to write a manageable part. Note that support. A child may use different verb tenses if the whole sentence makes sense. Extend a confident writer’s sentence with one useful detail rather than requiring lots of extra writing.
Reread and check
- My sentence tells who or what it is about.
- I added words that finish the thought.
- I started with a capital and ended with punctuation.
- I read the sentence aloud to check it makes sense.