Subject-predicate in RMSE-LA 4-5

RMSE-LA 4

The process is:

• The teacher says, ‘Find part B. These sentences are not regular-order sentences. They begin with a part of the predicate. The subject comes after that part. To find the subject, you go to the comma. The subject starts right after the comma.’
• The teacher says. ‘Sentence one: For three hours, they stood on the porch. The subject starts right after the comma. Everybody, what’s the subject?’ and signals (auditory).
• The teacher says. ‘The predicate is the rest of the sentence. Here’s the predicate: stood on the porch for three hours. Everybody say the whole predicate’ and signals (auditory) and repeats step until firm.
• The teacher walks students through the other sentences repeating steps until firm before assigning students to rewrite the sentences into regular order sentences circling the subject and underlining the predicate.

RMSE-LA 5

The process is:

• The teacher says, ‘The subject is the part of the sentence that ‘names’. The predicate is the part of the sentence that tells more about what is named. Remember, the subject names. The predicate tells more. Everybody, what does the subject do?’ and signals (auditory). ‘ What does the predicate do?’ and signals (auditory).
• The teacher says, ‘Look at sentence one: The boys were happy. My turn: What’s the subject? The boys. What’s the predicate? Were happy.’
• The teacher says, ‘ Sentence two. Those little boys were happy. Everybody, what’s the subject?” and signals (auditory). ‘What’s the predicate?” and signals (auditory).
• The teacher continues walking students through the sentences in the same pattern.

Turn to page 33 in RMSE-LA 4 Teacher’s Guide. Practise lesson 4 with your partner wtih no student errors. Turn to page 33 in RMSE-LA 5 Teacher’s Guide. Practise lesson one with your partner with no student errors.