The document provides a comprehensive guide for teaching students about the parts of a sentence, including subjects, verbs, direct and indirect objects, and linking verbs. It emphasizes the importance of understanding the roles of words in a sentence and offers various methods for practice and application, such as using examples and interactive exercises. Additionally, it highlights the need to eliminate prepositional phrases to clarify sentence structure and provides resources for further teaching materials.

2. Background
Teaching parts of a sentence enables students to:
● manipulate portions of sentences.
● punctuate sentences correctly.
● understand dictionary terms.
Older students may understand the basics of finding parts of a sentence. To work
with more difficult concepts (verb voice, types of sentences), they normally need a
review.

3. Prior Knowledge
Students will need to:
● understand that words in sentences have different “jobs.”
● identify what the sentences is about and what that subject is doing.
Typically, students who understand the parts of speech are ready to study parts of
a sentence.

4. Overview
When I reference parts of a sentence, I use the following terms:
● subject
● verb
● direct object
● indirect object
● object complement
● predicate noun
● predicate pronoun

5. Review
Prepositional phrases are common in our language. Since a part of the sentence
will never be found in a prepositional phrase, I find it best to teach them now.
I start by reviewing prepositions and having students find their objects.
When working with parts of a sentence, I first have students mark out
prepositional phrases. This narrows down the possibilities.

6. Introduce Subjects and Verbs
The subject is what the sentence is about.
The verb is what the subject does.
Some students prefer to find the subject first; others want to find the verb first.
I present both ways.

7. Introduce Subjects and Verbs
Lilly brought a book.
I give students a sentence that has no prepositional phrases, but one that has an
object.
Present the ways to find the subject and the verb both ways to reach all students.

8. Introduce Subjects and Verbs
Lilly brought a book.
What is happening in the sentence? brought (verb)
Who brought? Lilly (subject)
Lilly brought a book.
Who or what is the sentence about? Lilly (subject)
What did Lilly do? brought (verb)

9. Practice Subjects and Verbs
Most older students can identify the subject and verb of a sentence.
Sometimes, this takes lots of practice. Instead of “kill and drill” worksheets, I try to
include subjects and verbs in the rest of class content. Try:
● Finding the subjects and verbs while reading.
● Creating subjects and verbs from “silly” sentences - encourage students to
make (clean!) goofy sentences.
● Identify subjects and verbs from student papers.

10. Action Verbs: Direct Objects and Indirect Objects
Action verbs can take direct objects and indirect objects. Students must memorize
the way to find these.
(Students will also see verbs in the dictionary with “used with an object” or “used
without an object.” This lesson is partially for that).
Create a poster or have students write these down:
Direct Object: ask whom? or what?
Indirect Object: ask to whom or for whom?

11. Action Verbs, First
Students must practice this identification.
Introduce direct objects and indirect objects and then object complements.
Teach predicate words next with linking verbs.
Discussing both sets together confuses students. Remind students that they are
specifically studying action verbs at this point. This will provide a nice transition
later.

12. Direct Objects: Practice
Henrietta bought dinner.
Henrietta (subject), bought (verb)
(Model the process for students!)
Henrietta bought what?
dinner - direct object

13. Indirect Objects: Practice
Ramirez gave Shirley a book.
Ramirez (subject), gave (verb)
(Model the process for students!)
Ramirez gave what?
book - direct object
To whom did he give the book? Shirley - indirect object

14. Object Complements: Practice
An objective complement follows a direct object. It is a noun, pronoun, or adjective
that renames or states the state of the direct object.
Students elected Jarid president. (noun)
This agent made that actor a somebody. (pronoun)
Eliza found the room musty. (adjective)
Object complements are not incredibly common.

15. Practice with Action Verbs
Lily found a dog. Lily (subject), found (verb), dog (direct object)
Camden handed Kendra a mug of coffee.
Camden (subject), handed (verb), mug (direct object), Kendra (indirect object)
Sophia made the tacos spicy.
Sophia (subject), made (verb), tacos (direct object) spicy (object complement)

16. Linking Verbs, Second
Students must understand that linking verbs are different from action verbs.
They “link” the subject to the predicate (the verb side).
They are states of being - they exist, but they don’t do anything.
The actual linking verb can’t be seen, but the part of the predicate to which they
link might be seen. (Don’t let this confuse students).

17. Linking Verbs, continued
These words, when alone, are always linking verbs:
is, am, are, was, were, be, being, been
You can sing-song these with students and hopefully help them memorize them.
I also put them on posters around the classroom.

18. Linking Verbs, continued
Some verbs can be linking verbs dependent upon how they are used in a
sentence.
These verbs are:
appear, feel, get, grow, look, prove, remain, seem, smell, stay, sound, taste, turn

19. Linking Verbs, continued
Students should understand that if a verb is producing action, it is an action verb.
If that verb is expressing a state of being, it is a linking verb.
Look:
Dad grows impatient with each passing minute. (linking verb - Dad isn’t “growing”
impatience)
Our tomatoes grew quickly this summer! (action verb - the tomatoes are growing)

20. Linking Verbs
This takes practice. Students should practice recognizing if the verb is action or
not. They will need to look at the context.
That hamburger tastes salty. (linking verb)
Mom tasted the soup to make sure it was seasoned correctly. (action verb)
As students practice, you can tell them that “is” or “are” can replace a true linking
verb: That hamburger is salty.
They should understand the meaning, the context of this though.

21. Predicate Nouns
A predicate noun follows a linking verb - and is a noun.
Brett is an athlete.
Pippa and Jorgi are participants.
Jeni was a scholar at college.

22. Predicate Pronouns
A predicate pronoun follows a linking verb - and is a pronoun.
Our new teacher is he.
The contestant is she.

23. Predicate Adjectives
A predicate adjective follows a linking verb - and is an adjective.
She seems helpful.
Pippa and Jorgi are participants.
Jeni was a scholar at college.

24. Finally...
Applying prior knowledge is the biggest obstacle to understanding parts of a
sentence.
Directly tell students that they must:
● decide if the verb is linking or action.
● look the parts of speech in question and decide if they have a predicate noun,
pronoun, or adjective.
● eliminate prepositional phrases because a part of a sentence will not be in a
prepositional phrase.

25. A Few Notes
Use anchor charts with the questions and definitions. As students understand the
information, gradually put them away.
Remind students to eliminate prepositional phrases before they begin finding parts
of a sentence.
Frequently recite linking verbs until students commit them to memory.

26. Further Reading
Feel free to share this with ELA teachers and colleagues! I would love to hear how
you used this information in your department or at meetings. Email me with
comments or suggestions: lauralee@languageartsclassroom.com
Looking for more grammar lesson planning ideas specific to parts of a sentence?
I have written a blog post about teaching parts of a sentence.

27. Teaching Materials
review: parts of a sentence worksheet
coloring sheet: parts of a sentence coloring sheet
winter coloring sheet: parts of a sentence coloring sheet
The complete (never buy another grammar activity again) Grammar Curriculum.

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Thanks to Photo Clipz for the graphics.