Build a Sentence worksheet for children to cut and glue pictures into correct columns and write complete sentences.
Worksheet titled "Build a Sentence" with columns for Naming Part, Telling Part, and Complete Sentence, featuring images and phrases like "The frog," "got a prize," "Jan," "ate lunch," "The bear," "went to school," "ran fast," "went to bed," "The chick," and "Ken."
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Show Answer Key & Explanations
Step-by-step solution for: Grammar Worksheets - Telling Sentences - Build A Sentence
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Show Answer Key & Explanations
Step-by-step solution for: Grammar Worksheets - Telling Sentences - Build A Sentence
Since the image you've uploaded is a worksheet titled "BUILD A SENTENCE", and it includes a set of pictures with phrases, the task involves matching the naming part (subject) and telling part (predicate) to form complete telling sentences.
Let’s walk through how to solve this step-by-step.
---
The goal is:
1. Cut out the picture cards at the bottom.
2. Glue each subject (naming part) and action/predicate (telling part) into the correct columns.
3. Write a complete sentence combining them.
---
Below are the images and their captions:
| Picture | Caption |
|--------|--------|
| 🐸 Frog | The frog |
| 🏆 Trophy | got a prize |
| 👧 Jan | Jan |
| 🥪 Sandwich | ate lunch |
| 🐻 Bear | The bear |
| 🏫 Schoolhouse | went to school |
| 👦 Running boy | ran fast |
| 🛏️ Bed | went to bed |
| 🐣 Chick | The chick |
| 👦 Ken | Ken |
Now, we need to pair subjects (naming parts) with predicates (telling parts).
---
We can match these logically:
1. The frog → ran fast
- Frogs can run fast; makes sense.
2. Jan → ate lunch
- Jan is a person who eats lunch.
3. The bear → went to school
- Bears going to school? It's whimsical, but possible in stories.
4. The chick → got a prize
- A chick winning a prize is cute and plausible.
5. Ken → went to bed
- Ken is a name; children go to bed.
6. The frog → went to school? But already used?
Wait — let's recheck.
Wait! We have two subjects that might be repeated?
Let’s list all the naming parts (subjects):
- The frog
- Jan
- The bear
- The chick
- Ken
And the telling parts (actions):
- got a prize
- ate lunch
- went to school
- ran fast
- went to bed
So, we have 5 subjects and 5 predicates — perfect for 5 sentences.
Now, let’s make logical matches:
1. The frog → ran fast
→ "The frog ran fast."
2. Jan → ate lunch
→ "Jan ate lunch."
3. The bear → went to school
→ "The bear went to school."
4. The chick → got a prize
→ "The chick got a prize."
5. Ken → went to bed
→ "Ken went to bed."
But wait — what about "got a prize"? That was paired with the chick.
And "ate lunch" with Jan.
All actions are used once.
Now check if any subject is missing or duplicated.
Subjects:
- The frog
- Jan
- The bear
- The chick
- Ken
Predicates:
- ran fast
- ate lunch
- went to school
- got a prize
- went to bed
✔ All matched uniquely.
But note: “The frog” has no action yet — only “ran fast” left? Let’s double-check.
Wait — actually, “The frog” is paired with “ran fast”.
But “The frog” also appears in the same box as “ran fast”? No — look again.
Each card has one image and one phrase. So:
- Card 1: 🐸 + "The frog" → subject
- Card 2: 🏆 + "got a prize" → predicate
- Card 3: 👧 + "Jan" → subject
- Card 4: 🥪 + "ate lunch" → predicate
- Card 5: 🐻 + "The bear" → subject
- Card 6: 🏫 + "went to school" → predicate
- Card 7: 👦 running + "ran fast" → predicate
- Card 8: 🛏️ + "went to bed" → predicate
- Card 9: 🐣 + "The chick" → subject
- Card 10: 👦 + "Ken" → subject
So, subjects:
- The frog
- Jan
- The bear
- The chick
- Ken
Predicates:
- got a prize
- ate lunch
- went to school
- ran fast
- went to bed
Now, which subject goes with which predicate?
Let’s think logically:
1. The frog → ran fast (frogs hop/run fast)
2. Jan → ate lunch (common activity)
3. The bear → went to school (whimsical, but acceptable)
4. The chick → got a prize (chick wins something)
5. Ken → went to bed (child sleeps)
Yes — that works.
But wait — is there another possibility?
Could "The frog" go with "got a prize"? Possibly, but then "The chick" would have to go with "ran fast" — but chicks don’t typically run fast like frogs.
Alternatively, "The bear" could eat lunch, but “ate lunch” is already taken by Jan.
But the key is: each card is separate — so we must assign each subject and predicate to form 5 unique sentences.
But here’s the catch: the phrases are on separate cards, so we must cut them apart and match them correctly.
So the student needs to:
- Cut each card.
- Decide which subject goes with which action.
So final pairings:
| Naming Part | Telling Part | Complete Sentence |
|-------------|--------------|-------------------|
| The frog | ran fast | The frog ran fast. |
| Jan | ate lunch | Jan ate lunch. |
| The bear | went to school | The bear went to school. |
| The chick | got a prize | The chick got a prize. |
| Ken | went to bed | Ken went to bed. |
Wait — but "got a prize" is on a trophy card, and "The chick" is on a chick card — they are separate.
So yes, we can pair them.
Is there any other combination?
What if "The frog" got a prize? Possible.
But then "The chick" might not be able to run fast.
But "ran fast" is likely better for "The frog" than "The chick".
Similarly, "The bear" eating lunch? Yes — but “ate lunch” is already used.
Wait — "ate lunch" is on the sandwich card.
So we have to use all five.
So best logical matches:
1. The frog → ran fast
2. Jan → ate lunch
3. The bear → went to school
4. The chick → got a prize
5. Ken → went to bed
These are all grammatically correct and logical.
---
| NAMING PART | TELLING PART | COMPLETE SENTENCE |
|-------------|--------------|--------------------|
| The frog | ran fast | The frog ran fast. |
| Jan | ate lunch | Jan ate lunch. |
| The bear | went to school | The bear went to school. |
| The chick | got a prize | The chick got a prize. |
| Ken | went to bed | Ken went to bed. |
---
- Naming part: Who or what is doing the action? (e.g., "The frog", "Jan")
- Telling part: What is the action? (e.g., "ran fast", "ate lunch")
- When combined, they make a complete telling sentence.
Example:
- Subject: The frog
- Predicate: ran fast
- Sentence: The frog ran fast.
This helps students understand subject-verb agreement and sentence structure.
---
1. Cut out each picture card.
2. Glue the subject (naming part) in the first column.
3. Glue the predicate (telling part) in the second column.
4. Write the full sentence in the third column.
---
| NAMING PART | TELLING PART | COMPLETE SENTENCE |
|-------------|--------------|--------------------|
| The frog | ran fast | The frog ran fast. |
| Jan | ate lunch | Jan ate lunch. |
| The bear | went to school | The bear went to school. |
| The chick | got a prize | The chick got a prize. |
| Ken | went to bed | Ken went to bed. |
> ✔ Note: Some combinations are imaginative (like "The bear went to school"), but they are acceptable in early literacy for fun and creativity.
Let me know if you'd like a printable version or visual guide!
Let’s walk through how to solve this step-by-step.
---
🔍 Understanding the Worksheet
The goal is:
1. Cut out the picture cards at the bottom.
2. Glue each subject (naming part) and action/predicate (telling part) into the correct columns.
3. Write a complete sentence combining them.
---
🧩 Step 1: Identify the Parts
Below are the images and their captions:
| Picture | Caption |
|--------|--------|
| 🐸 Frog | The frog |
| 🏆 Trophy | got a prize |
| 👧 Jan | Jan |
| 🥪 Sandwich | ate lunch |
| 🐻 Bear | The bear |
| 🏫 Schoolhouse | went to school |
| 👦 Running boy | ran fast |
| 🛏️ Bed | went to bed |
| 🐣 Chick | The chick |
| 👦 Ken | Ken |
Now, we need to pair subjects (naming parts) with predicates (telling parts).
---
✔ Matching Subjects and Predicates
We can match these logically:
1. The frog → ran fast
- Frogs can run fast; makes sense.
2. Jan → ate lunch
- Jan is a person who eats lunch.
3. The bear → went to school
- Bears going to school? It's whimsical, but possible in stories.
4. The chick → got a prize
- A chick winning a prize is cute and plausible.
5. Ken → went to bed
- Ken is a name; children go to bed.
6. The frog → went to school? But already used?
Wait — let's recheck.
Wait! We have two subjects that might be repeated?
Let’s list all the naming parts (subjects):
- The frog
- Jan
- The bear
- The chick
- Ken
And the telling parts (actions):
- got a prize
- ate lunch
- went to school
- ran fast
- went to bed
So, we have 5 subjects and 5 predicates — perfect for 5 sentences.
Now, let’s make logical matches:
1. The frog → ran fast
→ "The frog ran fast."
2. Jan → ate lunch
→ "Jan ate lunch."
3. The bear → went to school
→ "The bear went to school."
4. The chick → got a prize
→ "The chick got a prize."
5. Ken → went to bed
→ "Ken went to bed."
But wait — what about "got a prize"? That was paired with the chick.
And "ate lunch" with Jan.
All actions are used once.
Now check if any subject is missing or duplicated.
Subjects:
- The frog
- Jan
- The bear
- The chick
- Ken
Predicates:
- ran fast
- ate lunch
- went to school
- got a prize
- went to bed
✔ All matched uniquely.
But note: “The frog” has no action yet — only “ran fast” left? Let’s double-check.
Wait — actually, “The frog” is paired with “ran fast”.
But “The frog” also appears in the same box as “ran fast”? No — look again.
Each card has one image and one phrase. So:
- Card 1: 🐸 + "The frog" → subject
- Card 2: 🏆 + "got a prize" → predicate
- Card 3: 👧 + "Jan" → subject
- Card 4: 🥪 + "ate lunch" → predicate
- Card 5: 🐻 + "The bear" → subject
- Card 6: 🏫 + "went to school" → predicate
- Card 7: 👦 running + "ran fast" → predicate
- Card 8: 🛏️ + "went to bed" → predicate
- Card 9: 🐣 + "The chick" → subject
- Card 10: 👦 + "Ken" → subject
So, subjects:
- The frog
- Jan
- The bear
- The chick
- Ken
Predicates:
- got a prize
- ate lunch
- went to school
- ran fast
- went to bed
Now, which subject goes with which predicate?
Let’s think logically:
1. The frog → ran fast (frogs hop/run fast)
2. Jan → ate lunch (common activity)
3. The bear → went to school (whimsical, but acceptable)
4. The chick → got a prize (chick wins something)
5. Ken → went to bed (child sleeps)
Yes — that works.
But wait — is there another possibility?
Could "The frog" go with "got a prize"? Possibly, but then "The chick" would have to go with "ran fast" — but chicks don’t typically run fast like frogs.
Alternatively, "The bear" could eat lunch, but “ate lunch” is already taken by Jan.
But the key is: each card is separate — so we must assign each subject and predicate to form 5 unique sentences.
But here’s the catch: the phrases are on separate cards, so we must cut them apart and match them correctly.
So the student needs to:
- Cut each card.
- Decide which subject goes with which action.
So final pairings:
| Naming Part | Telling Part | Complete Sentence |
|-------------|--------------|-------------------|
| The frog | ran fast | The frog ran fast. |
| Jan | ate lunch | Jan ate lunch. |
| The bear | went to school | The bear went to school. |
| The chick | got a prize | The chick got a prize. |
| Ken | went to bed | Ken went to bed. |
Wait — but "got a prize" is on a trophy card, and "The chick" is on a chick card — they are separate.
So yes, we can pair them.
Is there any other combination?
What if "The frog" got a prize? Possible.
But then "The chick" might not be able to run fast.
But "ran fast" is likely better for "The frog" than "The chick".
Similarly, "The bear" eating lunch? Yes — but “ate lunch” is already used.
Wait — "ate lunch" is on the sandwich card.
So we have to use all five.
So best logical matches:
1. The frog → ran fast
2. Jan → ate lunch
3. The bear → went to school
4. The chick → got a prize
5. Ken → went to bed
These are all grammatically correct and logical.
---
✔ Final Answer (for each row)
| NAMING PART | TELLING PART | COMPLETE SENTENCE |
|-------------|--------------|--------------------|
| The frog | ran fast | The frog ran fast. |
| Jan | ate lunch | Jan ate lunch. |
| The bear | went to school | The bear went to school. |
| The chick | got a prize | The chick got a prize. |
| Ken | went to bed | Ken went to bed. |
---
💡 Explanation for Students
- Naming part: Who or what is doing the action? (e.g., "The frog", "Jan")
- Telling part: What is the action? (e.g., "ran fast", "ate lunch")
- When combined, they make a complete telling sentence.
Example:
- Subject: The frog
- Predicate: ran fast
- Sentence: The frog ran fast.
This helps students understand subject-verb agreement and sentence structure.
---
✔ How to Use This Worksheet
1. Cut out each picture card.
2. Glue the subject (naming part) in the first column.
3. Glue the predicate (telling part) in the second column.
4. Write the full sentence in the third column.
---
📝 Final Answer (Completed Table)
| NAMING PART | TELLING PART | COMPLETE SENTENCE |
|-------------|--------------|--------------------|
| The frog | ran fast | The frog ran fast. |
| Jan | ate lunch | Jan ate lunch. |
| The bear | went to school | The bear went to school. |
| The chick | got a prize | The chick got a prize. |
| Ken | went to bed | Ken went to bed. |
> ✔ Note: Some combinations are imaginative (like "The bear went to school"), but they are acceptable in early literacy for fun and creativity.
Let me know if you'd like a printable version or visual guide!
Parent Tip: Review the logic above to help your child master the concept of naming part of a sentence worksheet.
