Beneath the focus word, you write a variety of phrases and simple sentences. These are all excellent.
What you haven't done, however, is differentiate in terms of punctuation as to whether these are phrases (part-sentences) or proper sentences per se.
Adjustment to your resource would be relatively simple - change any capital letters and full stops in the 'phrases/captions' and leave capital letters and full stops in place for the sentences.
With respect, Debbie, I don't see a need for adjustment there, although I can sympathize with your concern for grammar awareness.
1) A phrase is also a valid sentence. In fact, any expression that conveys a thought clearly, qualifies: 'Yes.', 'Agreed.', 'He did.', 'Six pegs on a cup.' are all sentences.
2) The focus of this material (as you recognized) is decoding, not punctuation or sentence construction. Drawing attention to the distinctions between phrases and 'complete' sentences would only distract from the lesson's focus: developing ability and confidence with decoding the alphabetic code.
3) The students working with these phrases will be getting very thorough grammar lessons later on.
4) The phrases shown all have capitalized first letters and periods, which complies with all the needed punctuation marks of a sentence (I think). The examples that Malteser provided actually lack periods, and strike me as a little awkward because of that, interestingly.
With children just beginning to develop a sense of how to decode alphabetic print, a gradual transition from single graphemes ('s') to full punctuated sentences would seem to go something along this progression:
b) many wet bugs
c) many wet bugs in a box
d) Many wet bugs in a box.
e) Many wet bugs are sitting in a box.
I don't have any problem with any of those stages or constructions. My homework material uses all of them, depending on the level of the material and the space availible on the page. For game cards and activities at a beginner level, the b) and c) form is admittedly casual, but not harmful in my view. The d) form is fine, I think.
make a clear distinction when the students begin writing
sentences, however. If they can write 'dog', 'cut' and 'rip', they are ready to write 'It is a pot.' and it only takes a ten minute lesson to show them how. From that point, I expect (and enforce) proper spacing and punctuation in their writing.
As the students progress in their work with English, I would of course want them to become used to dealing with complete sentences with proper punctuation. Initially, however, the priority would be in developing confidence with the alphabetic code. As the students develop their language ability, the text of the material would gradually transition into literature-quality construction. Absent any gross violations that might encourage poor habits, I think a gentle transition can be acceptable. It's similar perhaps to the font issues that we deal with when designing learner materials. I start off with an ABC School font, which we almost never see in published materials, and gradually shift into Helvetica.
Best regards, Peter Warner.