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Syntax and Sentence Structure
Link It Up and Choose Your Path!

Summary

In this literacy centre, designed for grades 1 to 3, students will participate in a choose-your-own-adventure game. They will go through different scenarios using conjunctions like when, so, and because to make decisions and extend the story. Each time they choose a path, they must justify their choice by completing a sentence with a conjunction.

Learning Outcomes

By the end of this centre, students will be able to:
  • Understand how conjunctions (e.g., when, so, because) connect ideas and influence outcomes;
  • Make decisions based on real-world scenarios and use conjunctions to explain their reasoning;
  • Write sentences that extend ideas using conjunctions and create logical connections.

Material to Prepare

  • Appendix A: Conjunction Adventure Cards
  • Appendix B: Conjunctions Chart
  • Appendix C: Adventure Map
  • Writing sheets
  • Pencil

Procedure

Step 1: Learn About Conjunctions
  • Step 1: Introduction to Conjunctions

    Look at the Conjunctions Chart (Appendix B) to learn about the various conjunctions we use to connect ideas. Some examples include:

    • when (to show time)
    • so (to show the result)
    • because (to show reason)
  • Step 2: Read Each Examples

    Read some example sentences that use conjunctions to connect two ideas:

    • “I like to go outside when it is sunny.”
    • “I brought my umbrella because it was raining.”
    • “I studied hard so I could pass my test.”
Step 2: Complete the Sentence Starters
  • Step 1: Choose a Sentence Starter

    Pick a Conjunction Adventure Cards from the deck (Appendix A). Each card gives you the beginning of a sentence. The sentence must be completed using a chart conjunction.

    Example:

    • “I like it when…”
    • “I couldn’t go because…”
    • “It was a fun day, so…”
  • Step 2: Extend the Idea with a Conjunction

    Now, extend the sentence by adding another idea using a conjunction. For example:

    • “I like it when it rains because I get to wear my boots.”
    • “I couldn’t go because I was sick.”
    • “It was a fun day, so we went for ice cream.”
  • Step 3: Write Your Completed Sentence

    On your writing sheet, write out the complete sentence you’ve created. Make sure the two ideas are connected smoothly using a conjunction from the chart.

Step 3: Illustrate Your Sentences (Optional)

Draw a Picture

After you’ve written your sentence, draw a picture that shows both ideas in action. For example, if your sentence is “I like it when it rains because I get to wear my boots,” you could draw a picture of yourself wearing boots in the rain.

Checklist for Independent Work:

  • Did you choose a sentence starter and complete it using a conjunction?
  • Did you make sure the conjunction connected the two ideas clearly?
  • Did you write your sentence on the writing sheet and illustrate it?

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students use conjunctions in the wrong context or combine ideas that don’t make sense. They write sentences like “I decided to run when the door was locked” when because would be more appropriate.
  • Use the Conjunctions Chart (Appendix B) to explain the specific role of each conjunction. Offer a mini-lesson showing examples of correct and incorrect usage.
  • Pair students together and have them help each other choose the right conjunction for their sentence.
Students write elementary sentences without fully extending the idea. They write sentences like “I like it when it rains” but don’t add the second part of the sentence (e.g., “because I get to wear my boots”).
  • Prompt students to think about why or what happens next in their sentences. Ask questions like, “Why do you like it when it rains?” or “What happens because you didn’t finish your homework?”
  • Use sentence starters that suggest conjunctions (e.g., “I like it when… because…”).
Students quickly complete the sentence starters and need additional tasks to keep them engaged.
  • Ask advanced students to write a full-page story using conjunctions to connect every part of their narrative. They can add their own twists and turns to the adventure.
  • Have students create their own adventure scenarios and share them with their classmates. Each scenario must include conjunction-based sentence starters.
Students struggle to extend the story beyond the initial sentence. They write short, incomplete sentences like “I decided to hide because I was scared” without continuing the thought.
  • Give students examples of extended sentences and ask guiding questions like “What happened next?” or “What was the result of your action?”
  • Offer additional sentence starters like “When the noise stopped…” or “Because the door was locked…” to prompt further thinking.

Appendixes

Download the Appendixes document

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