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Syntax and Sentence Structure
A Web of Words: Building Complex Sentences

Summary

In this literacy centre, students in grades 4-6 will create complex and compound-complex sentences using adverbial clauses. Through an engaging process of combining ideas, students will explore how to link thoughts with subordinating conjunctions like while, because, since and more. They will craft sentences, weave them into short narratives, and see how these clauses help enrich storytelling. This centre aims to foster a deeper understanding of sentence structure while encouraging creative writing.

Learning Outcomes

By the end of this centre, students will be able to:
  • Identify and use adverbial clauses in complex and compound-complex sentences;
  • Link multiple ideas using subordinating conjunctions to express relationships of time, cause, condition, or contrast;
  • Create a cohesive and engaging short narrative using complex and compound-complex sentence structures.

Material to Prepare

  • Appendix A: Conjunction Cards
  • Appendix B: Sentence Starter Cards
  • Appendix C: Mini Story Prompts
  • Appendix D: A “Web” Graphic Organizer
  • Markers, Scissors, Glue

Procedure

Teacher’s Note:

Although this centre introduces simple, compound, complex, and compound-complex sentences, the B3 continuum recommends introducing compound-complex sentences at or after grade 5. For grade 4 students, consider focusing primarily on simple, compound, and complex sentences, reserving compound-complex sentences for students ready for an additional challenge.

Step 1: Learn About Conjunctions
  • Review: Subordinating conjunctions help connect ideas by showing relationships like time, cause, condition, or contrast. Some examples are:
    • Time: while, when, before, after
    • Cause: because, since
    • Condition: if, unless
    • Contrast: although, even though
  • Example:
    • Simple Sentence: The dog barked.
    • Complex Sentence: The dog barked because it saw a squirrel.
Step 2: Create Complex Sentences
  • Draw a Sentence Starter Card: Pick a card with a simple sentence.
  • Draw a Conjunction Card: Choose a conjunction from the provided set.
  • Activity: Combine the sentence starter with the conjunction to create a complex sentence. Write this new sentence in your notebook.
  • Example:
    • Sentence Starter: I finished my homework.
    • Conjunction Card: because
    • Complex Sentence: I finished my homework because I wanted to watch a movie.
Step 3: Build Compound-Complex Sentences
  • Combine Ideas: Now, add another independent clause to your complex sentence to form a compound-complex sentence. Remember, a compound-complex sentence has two independent clauses and at least one dependent clause.
  • Example:
    • I finished my homework because I wanted to watch a movie, but I ended up falling asleep before the movie started.
Step 4: Organize Your “Web of Words”
  • Choose a Story Prompt: Pick a mini-story prompt or image to inspire your sentences.
  • Graphic Organizer: In the centre of your web, write the main idea of your story.
  • Activity: Around the web, write at least 4 complex or compound-complex sentences related to your story. To help you connect your ideas, use the conjunction cards.
  • Example:
    • Main Idea: A girl is stuck in a rainstorm while walking home.
    • Sentences in the web:
      • Since she forgot her umbrella, she ran to find shelter.
      • Although the rain was heavy, she kept going.
      • She arrived home drenched, but she was relieved to be inside.
Step 5: Review and Reflect
  • Check Your Work: After completing your “Web of Words,” review your sentences. Make sure that each one follows the rules for complex or compound-complex sentences. Did you use conjunctions correctly? Do the sentences make sense?
  • Write a Reflection: In a few sentences, explain how using conjunctions helped you connect your ideas and improve your story. Did the conjunctions make your sentences clearer or more interesting?

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students are having difficulty understanding or recognizing subordinating conjunctions.
  • Provide a quick review or mini-lesson on subordinating conjunctions, including their function and examples.
  • Offer a reference sheet with definitions and examples of common subordinating conjunctions (e.g., because, while, since, if).
Students are struggling to form compound-complex sentences.
  • Using examples, demonstrate how to combine two independent clauses with a dependent clause.
  • Offer sentence starters and conjunction cards that break down the process of linking ideas step-by-step.
Students are creating run-on sentences or fragments instead of complex or compound-complex sentences.
  • Provide students with a checklist to review their sentences for proper structure (e.g., Does this sentence have two independent clauses and one dependent clause?).
  • Use visual aids that show correct examples of complex and compound-complex sentences compared to run-ons or fragments.
Students are unsure how to organize their ideas into a cohesive narrative using the “Web of Words” graphic organizer.
  • Provide an example of a completed “Web of Words” and model how the main idea connects to the supporting complex sentences.
  • Encourage students to brainstorm ideas first before filling out the web, using their sentence starters as building blocks.
Some students finish quickly and need more challenging tasks.
  • Challenge advanced students to write a short story or narrative using at least five compound-complex sentences.
  • Encourage them to experiment with more sophisticated conjunctions, or have them analyze a passage from a book, identifying and rewriting complex sentences.

Appendixes

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