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Syntax and Sentence Structure
Linking Ideas: Creating Compound Sentences

Summary

In this literacy centre, designed for grades 1 to 3, students will explore how to form compound sentences by linking two simple ideas using conjunctions such as and, but, and so. By linking ideas, they will learn to create compound sentences and illustrate how both ideas are connected through their writing and drawing.

Learning Outcomes

By the end of this centre, students will be able to:
  • Understand how to form compound sentences using conjunctions (and, but, and so);
  • Combine two simple ideas into one compound sentence;
  • Illustrate how their ideas connect through drawings, fostering creativity and comprehension.

Material to Prepare

  • Appendix A: Instructions to Students
  • Appendix B: Simple Sentence Cards
  • Appendix C: Conjunction Cards
  • Appendix D: Example chart with sample compound sentences
  • Appendix E: Sentence starter cards to help students form compound sentences (optional)
  • Writing sheets with space for students to write compound sentences
  • Pencils, erasers, coloured pencils, and markers for illustrations

Procedure

Step 1: Understanding Compound Sentences
  • Compound sentences are formed by combining two simple sentences using conjunctions such as and, but, and so.
  • Look at this example that shows how two ideas are connected with a conjunction:
  • Example:
    • Simple Sentence 1: “The sun is shining.”
    • Simple Sentence 2: “We are playing outside.”
    • Compound Sentence: “The sun is shining, so we are playing outside.”
Step 2: Pick Your Sentences
  • Pick two simple sentence cards from the pile (Appendix A) and place them in front of you. These sentences represent two different ideas.
    • Example Card 1: “The cat is sleeping.”
    • Example Card 2: “The dog is awake.”
  • Choose a conjunction card from the conjunction deck (e.g., and, but, or so).
Step 3: Combine the Sentences
  • Write a compound sentence that combines the two simple ideas using your chosen conjunction.
  • Example Compound Sentence: “The cat is sleeping, but the dog is awake.”
Step 4: Illustrate Your Sentence

After writing the compound sentence, illustrate how the two ideas are connected. Draw the cat sleeping and the dog awake in your picture. Use colours to make your drawing come to life!

Step 5: Share with a Partner

Share your compound sentence with a partner once you’ve completed your sentence and drawing. Explain how the conjunction links your two ideas together.

Going further
  • Introduce other conjunctions such as because, or, although, and yet for more advanced students. This would require them to think more deeply about how to link ideas logically.
  • Create sentence starters that require students to form more complex compound sentences by linking three ideas instead of two. This can challenge them to think about how different ideas relate to each other.
    Examples:
    • The dog is barking, _______, and _______.
    • It’s sunny outside, _______, but _______.
    • I finished my homework, _______, so _______.
  • Encourage Sentence Elaboration: Add a prompt for students to extend the sentence by adding descriptive elements (adjectives, adverbs) or more details.
  • Request that students link and expand on ideas in each clause.
    Example Starter with Prompt for Elaboration:
    • The cat is sleeping, _______, but _______ (Add details: Where is the cat? What else is happening?)

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students struggle to grasp how conjunctions link two ideas. Instead of combining sentences, they may write them separately or forget to use a conjunction.
  • Use physical objects (e.g., building blocks or cutouts) to represent parts of a sentence and visually show how conjunctions link two ideas.
  • Give students clear examples where you remove the conjunction to illustrate how it affects the meaning of the sentence.
  • Have students repeat aloud the two simple sentences and verbally insert the conjunction to solidify the connection between the ideas.
Students choose a conjunction that doesn’t make sense for the relationship between the two ideas. For example, they might use but when and or so would be more appropriate.
  • Offer a mini-lesson on the function of each conjunction (and, but, so), emphasizing when each one should be used.
  • Use sentence sorting activities where students match a conjunction to the appropriate context (e.g., and for combining similar ideas, but for contrasting ideas, so for cause and effect).
  • Prompt students with guiding questions like, “Are these ideas related or different?” or “Does one action cause the other?”
Students only use and repeatedly, avoiding but or so because they find them more difficult or unfamiliar.
  • Introduce a rule that each student must use at least two different conjunctions in their sentences.
  • Provide a “conjunction challenge” by offering points or rewards for using but or so correctly in sentences.
  • Offer more practice sentences that need but or so, asking students to recognize that some ideas naturally require a different conjunction.
Students may rely heavily on sentence starters and struggle when asked to write compound sentences without them.
  • Provide scaffolding with fill-in-the-blank exercises (e.g., “The sun is shining, so _______.”).
  • Encourage peer collaboration where students brainstorm sentence ideas together before writing them individually.
  • Slowly reduce reliance on sentence starters by encouraging students to write one sentence from scratch after each guided example.

Appendixes

Download the Appendixes document

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