Because, But, So

Curriculum links

• English — recognise sentences as key units for expressing ideas.
• English — identify how text connectives connect ideas and sequence meaning.
• English — use sentence structures and connectives to combine ideas clearly.

Overview

This is lesson 11 of 35 in Grammar in Action. Students build on their understanding that a sentence expresses a complete idea by learning how because, but and so connect two ideas. Through explicit modelling, oral rehearsal, colour-coded cards and supported writing, students practise choosing a connective that matches the intended meaning.

Learning intentions

Students will:

• understand the different meanings of because, but and so
• orally combine two ideas using an appropriate connective
• use a sentence stem to write a complete sentence
• check that their sentence makes sense and is correctly punctuated.

Success criteria

• I can explain that because gives a reason.
• I can explain that but shows a difference or contrast.
• I can explain that so shows a result.
• I can write a complete sentence using the connective that makes the most sense.

Lesson structure (45 minutes)

1. 0–5 min · Predictable start and hook. Teacher displays the visual routine and opens with the hook slide showing a child in the rain holding an umbrella and a sandwich; ask, “Why might the child be carrying both?” Students make a quick oral prediction, then listen to the lesson goal and point to the three focus words.

2. 5–12 min · Explicit teaching. Teacher uses the connective meaning slides to model three examples: “I took an umbrella because it was raining”; “I wanted to play outside, but it was raining”; “It was raining, so I took an umbrella.” Use consistent colours: blue for because, orange for but and green for so. Students repeat each sentence, identify whether it gives a reason, shows a difference or gives a result, and match a gesture to each meaning.

3. 12–20 min · Build and say. Teacher gives each student two simple idea cards, such as “The dog was hungry” and “The dog ate its dinner”, and models joining them with a colour-coded connective. Students use the sentence builders sentence strip cards alongside teacher-provided idea cards to select a connective, arrange the sentence and read it aloud. Rotate turns so each student builds one sentence with each connective; the teacher prompts with, “Does it explain why, show a difference or show what happened next?”

4. 20–27 min · Guided choice practice. Teacher displays three picture situations in the guided practice slides and reads two clauses for each, offering the three connective choices visually. Students first point to their choice, then say the completed sentence together. Repeat or rephrase incorrect responses immediately, keeping the language pattern consistent: “I chose ___ because it means ___.”

5. 27–38 min · Independent sentence writing. Teacher distributes the Because, But and So sentence worksheet and completes the first item as a shared example. Students choose a connective for three sentence stems and write one original sentence using a picture prompt. They may point to a choice, dictate to the teacher, trace a model or write independently. Teacher checks each sentence orally before students record it and prompts for a capital letter, sensible connective and full stop.

6. 38–43 min · Share and edit. Teacher uses the share-and-check slides to display the editing routine: read it, check the meaning, check the capital letter and check the full stop. Students read one sentence aloud, explain why they chose the connective and make one correction if needed. Peers respond with “I agree because…” or “I think but would fit because…”.

7. 43–45 min · Exit sentence. Teacher presents the final prompt on the exit prompt slide: “The boy wore gumboots ___ the puddles were deep.” Each student completes the sentence orally and writes or dictates it on the bottom of the worksheet. Collect responses to identify who can use because accurately without a choice prompt.

Resources

• the Because, But and So teaching deck
• the Because, But and So sentence worksheet
• the sentence builders sentence strip cards
• Teacher-made picture and idea cards
• Three coloured connective cards
• Pencils, erasers and highlighters
• Visual lesson routine and timer
• Whiteboard and markers

Assessment

• During modelling and card building, listen for accurate explanations: because gives a reason, but shows contrast and so gives a result.
• During worksheet writing, check that each student combines two ideas into a complete sentence and uses a connective that makes logical sense.
• Use the exit sentence to record whether each student can select and use because independently; note whether support was verbal, visual, scribed or written.

Differentiation

• Provide a fixed visual choice of the three coloured connectives, gestures and repeated sentence frames: “I ___ because ___”, “I ___ but ___” and “I ___ so ___”.
• Reduce writing load by offering oral rehearsal, movable cards, a word bank, copying from a model or teacher scribing. Accept pointing and spoken responses before requiring written recording.
• For students with ADHD, keep the routine visible, use short turns, movement between card-building and writing, a timer and immediate feedback. Offer a quiet workspace or reduced visual field for autistic students.
• Extend confident students by asking them to create two different sentences from the same idea cards and explain how changing the connective changes the meaning.