You will learn
- Say that a sentence has a who or what part and a does or is part.
- Build a simple sentence.
- Expand a short sentence with detail.
- Check a sentence is complete.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A sentence has a naming part and a doing part.
- Who or what + what they do.
- We can add more detail.
- Check it is a whole idea.
Words to know
who or what the sentence is about
what the subject does or is
whole
make longer with detail
1. Discover: Two parts
The teacher writes The girl on one card and runs fast on another. She puts them together: The girl runs fast. “Every sentence has two parts,” she says. “Who or what, and what they do.”
Think: Who is the sentence about? What does she do?
2. Understand: Parts of a sentence
Idea 1: Who or what
The first part tells who or what: The girl, The dog, My mum, Kofi.
Idea 2: What they do
The second part tells what they do or are: runs fast, barks, is kind, sat down.
Idea 3: Add detail
You can add more: The girl runs fast to school.
3. Worked examples
Example 1 (I show you): Build
The dog + barks
- Put the naming part first.
- Add the doing part.
Answer: The dog barks.
Example 2 (We do it together): Complete?
The girl
- Is there a doing part?
- No.
Answer: Not complete. Add: The girl sings.
Example 3 (You try): Expand
The dog barks.
Show the steps and answer
- Add where or how.
- Keep it a sentence.
Answer: The dog barks loudly.
Did you know?
The shortest complete sentence can be just two words, such as Dogs bark.
Why this matters
Knowing the two parts helps you write complete sentences every time.
4. Explore: Sentence builder
Build sentences from two parts.
- Write naming parts on cards.
- Write doing parts on cards.
- Match one of each.
- Read your sentences.
Think about it: what did you notice?
You can build sentences from two parts.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ + ___ = ___.
- The naming part is ___.
- The doing part is ___.
- I added ___.
Guided practice
Question 1. Build: The dog + barks.
The dog barks.
Question 2. Is The girl complete?
no
Question 3. Expand: The dog barks.
The dog barks loudly.
Independent practice
Level 1: Start
- Build: Kofi + runs.
- Build: The bird + sings.
- Naming part of: The cat sleeps.
- Doing part of: The cat sleeps.
- Is Runs fast a complete sentence?
Level 2: Grow
- Complete: The boy ___.
- Complete: ___ barks.
- Expand: Ama reads.
Level 3: Stretch
- Write three complete sentences.
- Why does every sentence need two parts?
- Ayo writes: The big dog. Is it complete?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write two sentences about your family.
Show a sample answer
My mum cooks. My dad reads.
Another one. Make five sentences using cards.
Show a sample answer
The sun shines. Birds sing.
7. Common mistakes
Fix: Add what they do.
Fix: Add who or what.
8. Lesson summary and revision card
- I can name the two parts of a sentence.
- I can build a sentence.
- I can expand a sentence.
- I can check it is complete.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A sentence has two parts.
- Naming part and doing part.
- Add detail.
- Check it is complete.
11. Next lesson
Next lesson: Capital letters. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What are the two parts of a sentence? [2 marks]
- Build a sentence from: The dog / barks. [1 mark]
- Is The girl a complete sentence? Why? [2 marks]
- Expand the sentence: The dog barks. [1 mark]
- Explain how to check a sentence is complete. [3 marks]
Total: 9 marks.
Marking guide and model answers
- who or what (naming part) [1]; what they do (doing part) [1]
- The dog barks. [1]
- no [1]; there is no doing part [1]
- adds detail, e.g. loudly [1]
- has a naming part [1]; has a doing part [1]; tells a whole idea [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Build: Kofi + runs.
- Build: The bird + sings.
- Naming part of The cat sleeps.
- Doing part of The cat sleeps.
- Is The girl complete?
- Complete: The boy ___.
- Expand: Ama reads.
- True or false: a sentence needs two parts.
- Write a complete sentence.
- Write an expanded sentence.
Homework
Write five complete sentences. Underline the naming part in each.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Build: Kofi + runs. | Kofi runs. | 1 |
| 2. Build: The bird + sings. | The bird sings. | 1 |
| 3. Naming part of The cat sleeps. | The cat | 1 |
| 4. Doing part of The cat sleeps. | sleeps | 1 |
| 5. Is The girl complete? | no | 1 |
| 6. Complete: The boy ___. | e.g. runs | 1 |
| 7. Expand: Ama reads. | e.g. Ama reads a book. | 1 |
| 8. True or false: a sentence needs two parts. | true | 1 |
| 9. Write a complete sentence. | a valid sentence | 1 |
| 10. Write an expanded sentence. | a valid sentence | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Kofi runs.; 2 The bird sings.; 3 The cat; 4 sleeps; 5 no. Level 2: 1 e.g. runs; 2 e.g. The dog; 3 e.g. Ama reads a book.. Level 3: 1 three valid sentences; 2 to be complete; 3 no, it needs a doing part.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say that a sentence has a who or what part and a does or is part | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Build a simple sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Expand a short sentence with detail | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Check a sentence is complete | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Writing only the naming part. Add what they do.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use cards for naming and doing parts.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child builds complete sentences with two parts. You do not need to be an expert to help.
- Say a naming part and ask for the doing part.
- Make sentence cards.
- Praise complete sentences.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say that a sentence has a who or what part and a does or is part; build a simple sentence; expand a short sentence with detail; check a sentence is complete.
Prerequisite knowledge. Describing words.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Put The girl and runs fast together.
Explanation (10 min). Teach naming and doing parts.
Guided activity (10 min). Practise sentence builder.
Independent activity (10 min). Learners share their sentences.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Who or what? What do they do? Is it complete?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use cards for each part. Extension. Write sentences with detail.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Writing only the naming part. Add what they do.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use cards for naming and doing parts. Enrichment. Write sentences with three details. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.1.1.j (produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences) and L.1.2; Education Endowment Foundation Improving Literacy in Key Stage 1 guidance (sentence construction); Cambridge Primary English Stage 1 (grammar and writing). These sources informed the lesson.