Worksheet on run on sentences: Correcting Run-On Sentences Worksheets | K5 Learning

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Run-on sentences occur when two or more independent clauses are not joined together properly.

Correctly punctuation the run-on sentences. If it is correct, write C beside it.

On the blank line after each word group, write an independent clause beginning with the word printed in parentheses. Add connectors and proper punctuation and capitalization.

Edit the following paragraph. Correct all run-on sentences. Be sure to use proper punctuation and capitalization as necessary.

 Read each run-on sentence.  Choose the sentence that correctly punctuates the run-on.   Fill in the bubble beside the correct answer.

Write S in the blank before each simple sentence, C before each compound sentence, and RO before each run-on sentence. Correct the run-on sentences.

Correct the run-on sentences in the paragraph.

Same as the above worksheet. Just more reps for you.

This will require you to think through this in a deep and difficult way.

Correct the run-on sentences in the following paragraphs.

Correct each of the following run-on sentences by rewriting them on the lines.

While listening to music she often sings aloud to herself whether she is alone or not and whenever I am around and hear her it is really annoying especially since she couldn’t carry a tune in a bucket!

A group of words that does not express a complete thought, but is still punctuated like a sentence, is called a fragment. A fragment can be corrected by adding more words so that it becomes a sentence. It can also be corrected by adding it to another sentence or correcting the punctuation.

Read each sentence below. If it is a run-on sentence. write RO on the line. If it is a fragment, write F on the line. If it is a complete sentence, write S on the line.

In order to be a sentence, a group of words must contain both a subject and a verb, and express a complete thought. A fragment is a group of words that does not express a complete thought, but is still punctuated like a sentence A run-on sentence is two or more complete sentences that are punctuated as one long sentence.

An incomplete sentence is called a sentence fragment. It is either missing a subject, missing a predicate, or does not express a complete thought. Read each set of words. Write fragment or sentence on the line.

Revise the sentence: George is an excellent student he listens carefully he follows directions and he studies hard.

Revise each fragment or run-on sentence so that it is a complete, properly punctuated sentence. You may add words to fragments as necessary.

Read each set of words. If it is a sentence, write an S on the line. If it is a fragment, write an F on the line.

Read each sentence. If it is correct as written, write correct on the line. If it is a run-on sentence, write run-on on the line.

Read each sentence. It is a correct sentence, a run-on, or a fragment? Write your answer on the line.

Read each sentence. Is it a sentence or a fragment? Write your answer on the line.

Practice started at eight but there were only three people there so we all had to wait another twenty minutes for the rest of the team to arrive the coach was angry.

Read the paragraph. Underline each fragment once. Underline each run-on sentence twice. Then, on a separate sheet, rewrite the paragraph, correcting the errors.

Find all the errors and put it together in a sentence.

How to Fix a Run-On Sentence

Brief, simple sentences throughout your article or essay can make it hard for the reader to stay focused. So, combining sentences can add to the sentence structure simply by adding some variety. However, you should be wary of this type of language. They can be confusing and hard to read –and even result in your writing becoming sloppy.

Let’s take a closer look at how to fix run-on sentences and improve your writing skills.

What are They?

First, let’s learn what exactly they are. This grammar mistake occurs when two or more distinct clauses are incorrectly used in one sentence. It can become hard to read for the people and become distracting too. As a writer, you need to avoid them to make sure that you are communicating the intended idea and key information smoothly.

A common kind of run-on sentence involves the comma splice. This occurs when you use a comma to join two different clauses together.

How to Fix Them

Run-on sentences can be corrected by different grammar tools. You need to connect the two clauses naturally. Here are some ways to do that:

Using Periods

One of the easiest ways to split the run-on sentence is to use a period to create smaller sentences. This works best with longer sentences that can contain too much information. One way to determine whether your sentence is too long and in need of a period is to read it aloud. If you feel like you are running out of breath, you have your answer.

Use the period to break the sentence. However, make sure that it doesn’t result in choppy, short sentences.

For example:

Error: «Adam and Jane planned to go to school starting from Thursday because they thought that their mother wouldn’t be able to come home in time after the holidays, but then their mother called them and told them that she booked a flight to come home in time for their school.»

Corrected Version: «Adam and Jane planned to go to school starting from Thursday because they thought that their mother wouldn’t be able to come home in time after the holidays. However, their mother called and told them that she booked a flight to come home in time for their school.»

Using a Semicolon

You can use a semicolon between two different clauses to fix the run-on sentence. It is definitely a stylish way to help you establish a connection between the sentences.

Error: «Diana was looking at five different colleges to apply for her degree from all over the country, but she missed the deadline for two, so she only ended up applying to three from her original list. «

Corrected Version: «Diana was looking at five different colleges to apply for her degree from all over the country; she missed the deadline for two, so she only ended up applying to three from her original list.»

Using Commas or Coordinating Conjunctions

You can use a comma and pair it with coordinating conjunctions like «or,»,»bu,t» or «and.» You can use this method to establish that there is a connection between the two independent clauses.

Error: «I am going to go to school from August; Jane is going from September.»

Corrected Version: «I am going to go to school from August, but Jane is going from September.»

Using Subordinating Conjunctions

You can take an independent clause and change it to a dependent one by using subordinating conjunctions like «although,» «unless,» or «because.» It creates a complex sentence while cementing the link between the two sentence parts. It can also improve the flow between the two clauses.

Error: «I like working at the Cheesecake factory; they have great discounts for employees.»

Corrected Version: «I like working at the Cheesecake factory because they have great discounts for employees.»

Now that you know how to fix this type of language, you can use the techniques above to improve your writing skills.

Run-on Sentence Worksheet for Students, Grades 3–8

Run-on sentences are one of the most common errors students make in their writing, so it’s wise to facilitate additional practice in this area. In this article, you’ll find a printable run-on sentence worksheet that uses some of the text from Who is Jackie Robinson? by Gail Herman and Nancy Harrison.

How do you fix run-on sentences?

Run-on sentences construction. In particular, run-on sentences often create an issue. A run-on sentence occurs when independent clauses are joined incorrectly. There are three common ways to correct run-on sentences:

• Use a comma and coordinating conjunction (for, and, nor, but, or, yet, so)

• Use a period to divide the original sentence into two or more sentences

• Use a semicolon to join two independent clauses that are related

Students must be able to self-monitor and identify a run-on sentence in order to correct run-on sentences. One way to accomplish this task is to have students identify the sentence errors and re-write to correct run-on sentences. Students will always benefit from engaging, relevant text to read, like the one you’ll find in the excerpt from Who is Jackie Robinson?. Reading correct sentence constructions will support students with run-on sentence practice.

For students in grades 3–5, using a period to create two shorter, simpler sentences would be appropriate. For students in grades 6–8, provide them with options to use a comma with a coordinating conjunction, use a period and divide the sentences, or use a semicolon.

Run-on Sentence Examples

A run-on sentence is two or more sentences that have been incorrectly written as one sentence. The sentences are run together with no punctuation or only a comma between them, like these examples:

• Saturn is the second largest planet, its rings are spectacular.

• Some species of bats are endangered, people should protect them.

• John Glenn was an astronaut, he was also a U.S. senator. 

In these examples, the run-on sentences can be corrected by separating it into two sentences, each beginning with a capital letter and ending with appropriate punctuation, by using a semicolon, or by joining the two sentences using a comma and a coordinating conjunction, such as and, or, or but. This is the kind of re-writing experience provided in the run-on sentence worksheet.

Printable Run-on Sentence Worksheet

With my printable run-on sentence worksheets students will read a portion of the text Who is Jackie Robinson? by Gail Herman and Nancy Harrison. In addition to the text excerpt, there are two practice sheets – one for Grades 3–5 and one for Grades 6–8. On these run-on sentence worksheets, students will identify and edit the errors in five different sentences.

Download the Correcting Run-on Sentences Worksheets now.

Related Resources:

Section 3.1.2 Expert assessment sheet, record of attending the second open lesson from the municipal level

Synopsis of the Russian language lesson in grade 8 «b»

Theme of the lesson: «Conversation and punctuation marks with it.»

Type of lesson: a lesson in mastering new knowledge.

Type of lesson: lesson-research using active forms of work.

Lesson objectives:

Cognitive: familiarity with the ways of expressing the address, the rules for highlighting the address in speech (vocative intonation) and in writing (emphasis marks). The ability to find an appeal in a sentence, use it taking into account the speech situation.

Developing: the development of students’ oral speech, the development of the ability to expressively read sentences with appeals, observing the vocative intonation.

Educational: nurturing the skills of independent activity, teamwork skills, cultivating respect for the Russian language

Teaching aids: PC; presentation. Worksheets.

Methodological purpose of ICT tools — a source of information, providing visibility, control and self-control in training.

Teaching methods: problem-search, problem-developing, based on information resources, research.

Planned educational outcomes.

Cognitive UUD: independent identification and formulation of a cognitive goal, conscious construction of a speech statement in oral and written form, choice of the most effective ways to solve educational problems, structuring knowledge.

Personal UUD: establishing by students the connection between the purpose of educational activity and its motive, self-determination.

Regulatory UUD: goal-setting, planning, performance evaluation, making necessary adjustments to the plan and method of action in case of a discrepancy between the actual action and its result.

Communicative UUD: planning educational cooperation with the teacher and classmates, observing the rules of speech etiquette, the ability to formulate one’s point of view and justify it.

Course of the lesson

Introductory remarks by the teacher.

Teacher: Good afternoon, guys!

Invented by someone, simply and wisely,

When meeting, greet «Good morning!»

— Good morning to the sun and birds!

— Good morning smiling faces!

And everyone becomes kind, trusting,

And good morning lasts until evening.

Teacher: I wish everyone that a good and sunny mood will accompany you throughout the lesson.

Instead of a notebook, today we will use worksheets, sign them. In the worksheets you will make the necessary entries, perform tasks. At the end of the lesson, rate yourself.

An excerpt from the work is projected on the board. Name the author of this work and its title.

— Gentlemen, cast your votes according to the lawful order. /

— What are you, sir? How can I leave you? /

— Ah, the old bastard! Pugachev told him. “God let me see you again. /

— Listen, field marshal!

Conversation with the class:

— What work is this passage from, who is the author? (A. Pushkin «The Captain’s Daughter»)

— What are the words with which the characters address each other (Gentlemen, sir, old bastard, field marshal)

— What are these words called? What are the names of the words with which we address someone with a speech?

— What is an appeal?

2. Determining the topic and objectives of the lesson.

— What do you think, what is the topic of our lesson and what questions do we need to consider in order to understand what kind of syntactic unit this is? State the topic and objectives of the lesson. (Students determine the topic and main questions).

(Remember what an appeal is, we must learn to find it in the text, punctuate it correctly.)

— Write the topic of today’s lesson on your worksheets. «Conversion and punctuation marks with him.»

3. Actualization of previously studied knowledge.

-What do we already know about the appeal?

Structure your information about the appeal received earlier by arranging it in the form of a cluster (work in groups, consultations with each other)

4. Studying new material.

Let’s supplement our information by reading the theoretical material of the textbook.

— Work on theoretical material. (p. 55-57, p. 195-202)

Practical work on the topic of the lesson.

1. Write the sentences from dictation on your worksheets. Let’s compare two sentences and determine what syntactic function the word «Beauty» performs in each of them.

1. Love will pass, boredom will come,

Beauty will fall in love again. («Prisoner of the Caucasus» A.S. Pushkin)

Beauty — is the main member of the proposal, subject.

2. Do not sing, beauty, in my presence

You are the sad song of Georgia… (A.S. Pushkin)

this is an appeal.

2. Place punctuation marks in sentences, find appeals in them. Where do they fit in the sentence? Pay attention to the intonation with which the appeals are pronounced.

1) Tatiana, dear Tatiana! With you now I shed tears.

2) My child, you are not well.

3) Dear friend, I am old.

4) You, beautiful, are ready!

5) Closer, dear friends, closer we will form our faithful circle.

6) I am yours again, oh young friends!

(A.S. Pushkin)

3. Working with audio files.

Listen to audio excerpts from works of fiction and write down messages. (Examples are taken from A.S. Pushkin’s poem «To Pushchin» and M.Yu. Lermontov’s «Clouds»)

4. Individual work.

Card work.

5. Physical education.

“Are you tired?”

Are you tired?

Well then, everyone stood up together!

They stomped their feet,

They patted their hands.

We twisted and turned

We sat down again

Close our eyes tightly,

We count together to five.

We open, blink.

6. Write a congratulatory letter from February 23rd.

In the text, follow the following sequence: after the appeal, indicate the reason, then express your wishes. Don’t forget to sign your congratulations.

Reflection.

— Guys, evaluate your work today at the lesson. In the worksheets, continue one of the proposed sentences …. Give yourself a grade for your work in class. And turn in your papers.

today I found out…

it was interesting…

it was difficult…

I did the tasks…

I realized that…

now I can…

I felt that…

I acquired learned…

Homework:

1. p57. Exercise 351 (p-198)
2. p56. Write out examples of the use of different addresses from works of fiction and journalistic literature.

Thank you for the lesson! Goodbye friends!

Preparing a child for school — an educational complex

Tasks for preparing children 6-7 years old for school. The task of mathematics, counting, the world around and others.

Learning to read. Word as part of speech

Purpose : to introduce the word as a part of speech, the formation of positive motivation for cognitive activity.

Materials : toys: goat, cow, horse, bear, lion; ball, doll, pyramid (any other toys are possible), doll, worksheet.

— Masha came to visit us and brought her toys.

The teacher displays toys in front of the children.

— Name the toys that you see in front of you.
— You called the toys different words: this one — the word «ball», this one — the word «doll», this one — the word «pyramid».
— Close your eyes, and I will say a word — I will name a toy, and you open your eyes and point to it: a ball, a doll, a pyramid.
— You heard a word and pointed to toys, and this word names this toy.
— Now I will close my eyes, and you will name the toy, and I will point to it.
— What other toys do you know?
— You named a lot of toys and said a lot of different words.

The teacher displays animal figurines in front of the children.

— And now let me say the words, and you will show the right animals.

Children show and name animals.

— What other animals do you know?
You named many animals and said many words.

Learning to read. Long and short words

Purpose : to give the concept of long and short words, to teach children to identify long and short words, work on the syllabic structure of the word.

Material : 5 counting sticks for each child and for the teacher, toys: a cat, a sheep, a cow. Pencils.

— Words are short and long. Let’s measure them.
— Say the words to the cat. This word is short.

Shows with hands — we spread our palms to the sides parallel to each other at a short distance.

— Say the word hippopotamus. This word is long.

The teacher shows with his hands — we spread our palms to the sides parallel to each other at a great distance.

We name different words, and the children show their length with their hands: frog, head, crab, magnet, bridge, crocodile, mouth, monkey, etc.

— Now think of a short word.
— Come up with a long word.

Pets came to visit us, the teacher takes turns putting the animals in front of the children, and the children name them. The teacher gives sticks to the children.

— This is a cat. This is a sheep. This is a cow.
— Let’s slam these words.
— Cat. How many times did they clap? (One). Put down one stick.
— Sheep. How many times did they clap? (Two). Put down two sticks.
— Ko-ro-wa. How many times did they clap? (Three). Put down three sticks.
— What is the longest word? (Cow).
— What is the shortest word? (Cat).
— Say the word cat quickly and then slowly.
— Say the word sheep quietly and then loudly.
— Say the word cow quickly and then loudly.

Learning to read. Sound and letter M

Purpose : repeat the sound and letter M, learning to read syllables with M.

Materials : worksheet, pencils. Card with the letter M.

The teacher names the words and invites the children to highlight the last sound in the words: dwarf, catfish, ferry, tower.

— That’s right, this is the sound M.

The teacher asks the children to describe the sound M.

— If the air meets an obstacle when pronouncing the sound, what sound is it? (Consonant).

We ask the children to determine the place of the obstruction and describe it: sponges prevent the air from escaping freely from the mouth, they close and do not let it in.

— Is m voiced or voiceless? (Voiced).

To answer this question, children put their hands over their ears and make a sound. If the ears «buzz», the sound is sonorous, if they do not buzz — deaf. You can also put your hand on the neck.

— Can the sound m be both hard and soft? (Yes).

We pronounce the sound firmly and strongly squeeze the fist — m. We pronounce the sound softly — m and open the palm. We ask the children to give a complete description of the sound: consonant, voiced, can be hard and soft.

Next, the teacher shows a card with a large letter M written on it. Children circle the letter M on the card.

— Let’s write this letter. First, «write» M with your finger in the air. Then a finger on the table.

The teacher gives out worksheets.

— Color the letter M.

Then the children circle the letter M on the worksheets.

— And now we will learn to read syllables with the letter M.

We repeat the rules of reading: We read the syllables together, «stretching» the vowel sound. If the consonant is the first in the syllable, we draw the attention of the children to the subsequent vowel, so that when reading, the child immediately moves on to the next letter, without pausing between them.

Children read columns of syllables from top to bottom.

You can also offer to read in lines.

Outdoor game. Exercise — warm-up

Children stand in a circle.

To begin with, we are with you

Turn only the head. (Slow rotation of the head)

Rotate the body too. (turns to the right — to the left)

Of course, we can do this.

And now we squat. (We squat)

We understand perfectly well —

Need to strengthen the legs,

One, two, three, four, five!

Finally stretched

Up and to the side. (Sipping)

Bent over. (Bending forward)

Learning to read. Sound and letter H

Purpose : repeat the sound and letter H, fixing the image of the letter H. Development of the mental action of analysis-synthesis.

Materials : worksheet, pencils. Red, blue and green cubes for each of the children. Card with the letter N.

The teacher invites the children to listen to the words and highlight the last sound.

Words: DOLPHIN, PEACOCK, ORANGE, LEMON, BANANA, PENGUIN.

We pronounce the sound H for a long time and we determine whether it is a vowel or a consonant.

— What is the last sound we hear in the word drum (n), in the word horse (n)? The sound n is hard, it is soft — n.
— Think of a word with a sound n hard and with a sound n soft.

Pronounce the sounds n, n again. How do we pronounce them: with a voice or without a voice? (with voice). Sounds in which the voice is involved are called voiced.

Conclusion : Sound n — consonant, voiced, can be hard and soft.

— Now listen to the following words: notes and threads. Clap the words. How many syllables are in each word? What is the first syllable in the word music? In the word thread?
— Make diagrams of the first syllables of these words. To what syllables will we make schemes? That’s right, to the syllable BUT and NI.

Children lay out diagrams with the help of blocks.

— And this is the letter H, which stands for the sound H. Circle the letter H with your finger. Now draw in the air, on the table.

Then the children complete the worksheet: read the syllables with the letter M and circle the letter H, drawn with a dotted line.

Learning to read. Proposal work.

Sentence scheme

Purpose : introduce the concept of «sentence», teach children to make sentence schemes and sentences according to the proposed scheme.

Material : 5 circles (wooden or cardboard) for each child.

— Guys, all our speech consists of sentences. A sentence is a few words that express a certain idea. For example, «You and I are going home.» If several words (the same ones) do not express any thought (you, house, I go, with, we), they are not a sentence, but just a set of words.

The teacher reads the sentence and places circles according to the number of words in the sentence.

— I’m playing. How many circles did I make? (Two). That’s right, because the sentence I said consists of 2 words.
— Come up with a 2-word sentence. (I am cooking. I am reading. I am painting. The boy is walking. The car is driving.)
— I am watching TV. How many circles did I make? (Three). So the sentence «I watch TV» consists of 3 words.
— Now let’s look at the sentence patterns on the worksheet.
— The flower grows. Find a diagram on the worksheet that fits this sentence.
— The sun shines brightly. Find a diagram on the worksheet that fits this sentence.
— Come up with a sentence yourself, which consists of three words.

You can pick up ray ban glasses for men here

An outdoor game. Days of the week

Children stand in a circle.

I went swimming on Monday (pretending to swim)

And on Tuesday I drew. (Depicting drawing.)

On Wednesday I washed my face for a long time, (we wash ourselves.)

And on Thursday I played football. (Running in place.)

On Friday I was jumping, running, (jumping.)

I danced for a very long time. (Whirling in place.)

And on Saturday, Sunday (clapping hands.)

I rested all day. (Children squat down, hands under their cheeks — fall asleep.)

Number series.

Count up to 20

— Let’s count to 20 with you. Get your pens ready. We will clap our hands with you and count together in chorus for each clap.

The teacher counts together with the children.

Mathematics. Equality and Inequality

Purpose : to continue to learn to understand quantitative relationships between numbers within 10, write them using signs.

Materials : worksheet.

The teacher gives the children a worksheet.

— Masha brought us cubes in boxes.
— Let’s see which boxes of dice have an unequal number and which have the same number.
— Put equal and unequal signs between the cubes.

Speech development. Story. Gingerbread man

Purpose : formation of coherent speech

Material : heroes of a fairy tale (grandmother, baby, gingerbread man, hare, fox, wolf, bear)

— Masha loves a fairy tale very much, let’s tell her a fairy tale about . ..
— Guess who the story is about.

The teacher gradually introduces the heroes of the fairy tale in front of the children and asks them to guess its name, but the last hero should be the bun. Then the children choose their heroes and act out a fairy tale.

Massage break. My little finger, where have you been?

We put on and take off the spring ring on all fingers in turn.

My little finger, where have you been?

With the nameless one — cooked cabbage soup,

And with the middle one — ate porridge,

With the index sang.

And the big one met me

And treated me to candy,

The right big one danced

And invited me to dance.

Index on the right

He led us on a hike with the whole crowd.

The middle brother carries a backpack,

The nameless one walks like this.

And the little finger began to play,

Invite brothers to listen. (Clap your hands to the rhythm of the poem)

One — two — three — four — five!

Mathematics. Addition

Purpose : teaching children addition, introducing the sign + and =, consolidating the image of a number, teaching how to make examples.

Material : 5 frogs for the teacher (wooden or colored paper), circles (wooden or colored paper for each child), signs «equal», «plus» for each child and for the teacher, numbers from 1 to 5 for every child. Worksheet. Pencils.

The teacher tells a story:

— There was a frog. Take one circle and put it towards you. The circle will indicate the number of frogs. Another frog came to visit the frog. How many frogs came to visit? (One). So you need to put one circle. Frogs increased or decreased? Added. So between the circles you need to put a plus sign.
— Let’s read the entry. One plus one. We put the = sign. How many circles did you have in total? (Two). So, after the equal sign, you need to put the number 2.

In the same way we make examples: 2+1=3, 3+1=4, 4+1=5, 2+3=5,2+2=4, 1+2=3.

Next, the teacher offers to solve examples with frogs in the worksheet. Children do not write numbers yet — we set the answers with the appropriate number of points.

The world around. Body Parts

Purpose of : To test and refine knowledge of body parts

0106

Development of thinking. Generalization. Words from the same group

Purpose : development of the mental action of generalization.

It is necessary to name groups of words with one generalizing word. Ask the child «Who is this?», «What is this?»

Carrot, beetroot, cabbage, onion — . ..

Finger gymnastics. Animals

Kind animals are friends (fingers are joined in a «lock»).

Small rabbits are friends (rhythmic touch of the little fingers of both hands).

Beavers are friends in the lake (rhythmic touch of the ring fingers of both hands).

Mosquitoes are friends in the sky (rhythmic touch of the middle fingers of both hands).

Cute hedgehogs are friends, (rhythmic touch of index fingers of both hands).

Even cubs are friends (rhythmic touch of the thumbs of both hands).

That’s how they played out,

They scattered through the forest! (hands down, shake hands)

Hand preparation for writing. Cell work. Sticks

Material : work sheet, pencils.

— Look what beautiful sticks and squares Masha drew.

— Let’s try to draw patterns and squares in the cells.

Poke drawing. Hedgehog

Purpose of : to learn to draw animals using the poke method. Strengthen the ability of children to draw with a brush in different ways. The development of fine motor skills.

Materials : A4 sheet with a drawn outline of a hedgehog, brushes — with bristles, fine and medium. Gouache black and gray (if not, we do it on the palette by mixing). Sample.

The prickly ball rolled,

Lie down on the lawn.

Suddenly — turned into a hedgehog

And ran away under a bush.

Examine the sample and clarify the names of body parts: torso, head, nose, eyes, needles. Refine color. Circle the drawn hedgehog along the entire contour with your finger.

Draw the muzzle and paws with a medium brush.

Pick up paint and start drawing with pokes all over the outline, and then inside it.

Black gouache (thin brush) to draw the eyes, nose, ears of a hedgehog.