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Syntax and Sentence Structure
Treasure Hunt for Sentences!

Summary

In this literacy centre, designed for grades 1 to 3, students will use all the sentence types they’ve learned in the last five centres: simple, interrogative, exclamatory, compound, and imperative sentences. They will write and illustrate their short story or respond to a challenge where they must incorporate each sentence type.

Learning Outcomes

By the end of this centre, students will be able to:
  • Apply their understanding of simple, compound, interrogative, exclamatory, and imperative sentences;
  • Use conjunctions to combine ideas in compound sentences;
  • Use question words to form interrogative sentences;
  • Write exclamatory sentences to express strong emotions;
  • Use commands or instructions through imperative sentences.

Material to Prepare

  • Appendix A: Scenario Cards with a fun, engaging story starter (students continue the story using each sentence type)
  • Appendix B: Sentence Type Checklist to ensure they’ve used all sentence types (simple, compound, interrogative, exclamatory, imperative)
  • Appendix C: Example Sentences for Each Type
  • Writing sheets with space for multiple types of sentences
  • Pencils, erasers, coloured pencils, and markers for illustrations

Procedure

Step 1: Start with a Fun Scenario

Choose a scenario card from Appendix A. The scenario will set up a fun, imaginative event, such as:

  • “You and your friends decide to go on a treasure hunt. You discover an old map that leads to an adventure!”
  • “You are planning a big surprise birthday party for your friend, but things don’t go as planned.”

Step 2: Use Each Sentence Type to Continue the Story

As you continue the story, you must include:

  • Simple Sentences (e.g., “The map is old.”)
  • Compound Sentences (e.g., “We followed the map, but the treasure wasn’t there.”)
  • Interrogative Sentences (e.g., “Where is the treasure?”)
  • Exclamatory Sentences (e.g., “Wow! We found it!”)
  • Imperative Sentences (e.g., “Follow the path!”)

Step 3: Illustrate the Story

Draw a picture that shows one key part of your adventure. Use colours to make it fun and imaginative.

Step 4: Share with a Partner

Once you’ve completed your story, share it with a partner. They will check if you’ve used all the sentence types and give feedback on your story.

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students may confuse sentence types, for example, writing a statement when a question is required or using a period instead of an exclamation mark
  • Use visual reminders like posters or icons next to each sentence type (question mark for interrogative, exclamation mark for exclamatory, etc.).
  • Offer sentence starters (e.g., “Wow! _______” for exclamatory sentences, “Where is _______?” for questions) to help students grasp each type.
  • Model each type of sentence aloud. For example, point to a picture and say, “If I’m excited, I might shout: ‘Wow!’ How would you feel?”
Students may overuse exclamation marks, adding them to every sentence, or they may not understand when exclamatory sentences are appropriate.
  • Encourage students to think about emotion: “If you were really excited or surprised, you’d say it with excitement! Which sentences make you feel that way?”
  • Show examples of when to use periods versus exclamation marks. Use gestures or voice changes to show the difference between a calm statement (e.g., “The dog is big.”) and an excited one (e.g., “Wow! The dog is huge!”).
Students may have difficulty coming up with their own sentences without heavy support, leading to hesitation or incomplete work.
  • Provide sentence frames or partially completed sentences for students to fill in. For example: “The treasure is _______.” or “Look over there at _______!”
  • Pair students up to brainstorm ideas together before they begin writing. Collaboration can help those who struggle with ideas.
  • Encourage students to verbalize their thoughts before writing, helping them articulate their sentences aloud first.
    • Students may not understand how to use conjunctions like and to link ideas, resulting in two separate sentences instead of one compound sentence.
    • Model how to use and by verbally combining ideas and showing how it connects two simple thoughts. Use examples from their lives: “I went to the park, and I played on the swings.”
    • Provide sentence starters that require a conjunction (e.g., “The map is old, and _______.”)
    • Use manipulatives like sentence strips to physically show how two sentences are combined with a conjunction.
    Students may not understand the concept of giving commands or instructions, especially when writing them down.
    • Model commands aloud, asking students to follow simple directions (e.g., “Stand up! Now sit down.”). Then, ask them to give commands to each other.
    • Encourage students to consider directions or instructions they give in their daily lives (e.g., “Pass me the ball,” “Close the door,” etc.).
    • Provide visual prompts or sentence starters for commands: “Look at _______,” “Run to _______.”

    Appendixes

    Download the Appendixes document

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