Teach interrogative words. Identify the six main interrogative words: who, what, where, when, why and how. Write out each word down the left margin of a sheet of paper. Allow an inch or two of space in between each word. Copy and hand out the sheets to students. Give students pieces of information: "Adam, kitchen, car, morning, ate and hungry," for example. Ask students to match each piece of information with its corresponding interrogative word.
Make your own sentences. Use the interrogative words in step 1 to use in step 2. Encourage students to create as many sentences as they can with the interrogative words as the substance of their sentence. Remember to tell students they need a minimum of two or three interrogative words to form a complete sentence. Set a timer to add to the excitement and challenge. Share everyone's work with the rest of the class.
Teach students to avoid run-on sentences. Employ the student's breath. Have students inhale and exhale with one big breath. Remind students that a complete sentence should last no longer than one full breath. Ask students to read their sentences -- and each other's sentences -- aloud to see if they are readable in one breath.
Incorporate full sentence games. Play "I believe that," for example, to teach the differences between full sentences and fragments. Give students a sentence -- full or incomplete. Ask the students to put the words "I believe that" in front of the first word in the sentence and say it out loud. Tell students that if the sentence sounds right with the words "I believe that" at the start it is likely to be complete; if not, it is a fragment. Begin with "These bananas are very fresh" or "Fell off his bike and broke his leg", for example, to start. Speaking each sentence separately--beginning with "I believe that"--will indicate a full sentence and sentence fragment, respectively.