Sentence Spark Connections

Overview

In this second lesson of the unit, students practise writing engaging sentence starters and use linking words to connect ideas into a short, coherent series of sentences. They also play sentence-building games to make writing enjoyable and hands-on.

Learning intentions

• We are learning to create engaging sentence starters and link sentences together.
• Students will use different ways to begin a sentence (for example: “First…”, “Then…”, “I noticed…”, “Because…”, “Next…”).
• Students will connect sentences using simple linking words so the ideas make sense together.
• Students will work cooperatively to build and revise sentences.

Success criteria

• I can write three different sentence starters.
• I can use my starters to write at least three connected sentences.
• I can include at least two linking words to show the order or connection of ideas.
• I can reread my writing to make sure it sounds like one connected piece.

Curriculum links

• Students use language to express ideas clearly in short texts.
• Students create short imaginative or informative texts with simple structure (beginning, middle, end).
• Students understand and use grammar and punctuation in everyday writing (capital letters, full stops).
• Students engage with reading and viewing to identify how sentences can be started and connected.

Lesson structure (30 minutes)

1. 0–4 min — Warm-up: Sentence Starter Sort

• Show 6 picture cards (or objects) representing actions/events (e.g., baking, playing, visiting).
• Students place matching sentence starter cards next to pictures (teacher models: “First…”, “I noticed…”, “Then…”). Quick verbal choral responses help confidence.

2. 4–10 min — Mini-lesson: How to Link

• On the board, write an example of three connected sentences with clear starters and links:
• “First, I picked up the ball.”
• “Then, I threw it carefully.”
• “Finally, I cheered because I tried hard.”
• Teacher highlights two things: (1) different starters at the start of each sentence, (2) linking words that guide the reader (first/then/finally, because/so).

3. 10–16 min — Guided practice: Sentence Frames (shared writing)

• Provide a simple visual organiser with three boxes: Starter 1, Starter 2, Starter 3.
• Students choose one event (teacher gives a choice of 2–3 topics relevant to their lives—playground game, making something, a class activity).
• Teacher and class write one sentence together in each box, using a frame and a linking word:
• Frame: “First, I …” / “Then, I …” / “Finally, I …” (or “Because…”).
• Students practise saying the full sentences before writing to support fluency.

4. 16–22 min — Cooperative game: Sentence Build Relay

• Split class into pairs or small groups of 3 (22 students: aim for 7–8 groups).
• Give each group a set of “starter” strips and “link” strips plus picture prompts.
• Game rules: each turn, a student picks one starter strip and one link strip, then the group creates one complete sentence for the shared construction (use full stop).
• Teacher circulates, prompting: “Does your sentence start in a new way?” “What word helps us connect ideas?”

5. 22–28 min — Independent writing: Connected series

• Students write their own 3-sentence piece using their planner boxes and at least two linking words.
• Remind: capital letter at the start and full stop at the end of each sentence.
• Teacher checks quickly for: variety of starters, correct linking, and clear beginning-to-end sequence.

6. 28–30 min — Share and quick feedback

• Volunteers read one sentence from their series.
• Teacher uses a success-criteria check: “Show me a starter you used” and “Which linking word helped connect your ideas?”

Resources

• Sentence starter cards (at least 8 options suitable for Year 1–2)
• Linking word strips: first, then, next, finally, because, so
• Picture or object prompts for events/actions
• Visual organiser with three boxes (Starter 1/2/3)
• Sentence frame sheets for support (3–sentence template)
• Whiteboard/marker or interactive board
• Small laminated cards for cooperative game
• Student pencils, rubbers, and lined paper (or writing books)

Assessment

• Formative observation during the cooperative game: listen for correct linking words and sentence starts.
• Review student planners/writing at the end: confirm three different starters and connected sentences with at least two linking words.
• Quick oral check during share time: students can identify their chosen starter(s) and linking words.

Differentiation

• EALD support: provide sentence frames with sentence starters already typed/printed; allow oral rehearsal first; use consistent linking-word options.
• Neurodivergent learners: provide a clear three-box visual organiser and colour-coding for starters (blue) and links (green); offer reduced writing load if needed (e.g., write 2 sentences instead of 3 with starter variety supported).
• Struggling writers: offer a “choose 1 of 2” topic option and provide a bank of high-frequency verbs (picked, saw, made, ran, shared).
• Advanced learners: encourage variety beyond first/then/finally (e.g., “I was surprised when…”, “Because…, I…”, “Suddenly…”), and push for more precise details.

Extension

• Advanced students write a short paragraph of 4–5 sentences using at least five different sentence starters, including at least three linking words, and reread for coherence.