Overview

Students orally combine two related simple sentences, then write and check a compound sentence using and. The lesson develops planning through talk before writing.

Learning intentions

• WALT join two ideas with and.
• WALT say our whole sentence before writing.
• WALT check that our sentence makes sense.

Success criteria

• I can say two related ideas.
• I can join them with and.
• I can write the sentence and read it back.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk.
• Writing Processes — Planning practices: identifying and working towards a specific writing goal.
• Oral language supports clear expression and purposeful sharing.

Lesson structure (40 minutes)

1. 0–5 min · Hook. Show two pictures on the introduction slides and ask, “What is happening in each picture?” Students tell a partner two sentences.
2. 5–12 min · Direct teach. Model: “The boy runs. The dog follows.” Think aloud, “These ideas belong together,” then join them: “The boy runs and the dog follows.” Students echo-read and identify the joining word.
3. 12–22 min · Guided practice. Display picture pairs in the guided-practice slides. Students orally rehearse sentences with a partner before sharing; teacher records one example.
4. 22–33 min · Written practice. Distribute the and sentence worksheet. Students choose from picture pairs, say the sentence, and write three compound sentences using and.
5. 33–40 min · Share and assess. Students read one sentence to a partner using the review slide. Partners listen for two ideas and and; teacher collects one sentence for a quick check.

Resources

• the complete and sentence slide deck
• the and sentence worksheet
• Whiteboard and pens
• Pencils and erasers

Assessment

• Listen for two complete ideas during oral rehearsal.
• Check that writing contains two related ideas joined by and.
• Ask each student to underline and in one sentence.

Differentiation

• Provide oral frames: “The ___ ___ and the ___ ___.”
• Scribe or rehearse individually with students needing support.
• Challenge confident writers to add a third sentence to their short series.
• Use clear pictures, gestures and partner rehearsal for EAL learners.

Joining Ideas With But

Overview

Students build on their understanding of compound sentences by joining contrasting ideas with but.

Learning intentions

• WALT join contrasting ideas with but.
• WALT explain why but is the best joining word.
• WALT plan our sentence through talk.

Success criteria

• I can notice a contrast.
• I can use but to join two ideas.
• I can read my sentence to check it makes sense.

Curriculum links

• Writing Processes — Planning: planning sentences through talk.
• Writing Processes — Planning practices: working towards a specific writing goal.
• Oral language: explaining and sharing ideas clearly.

Lesson structure (40 minutes)

1. 0–5 min · Hook. Use the contrast picture hook to show a child smiling in rain. Students describe the two surprising ideas.
2. 5–12 min · Direct teach. Model “It is raining. The girl is smiling.” Join the contrast: “It is raining, but the girl is smiling.” Students say the sentence with expression.
3. 12–22 min · Guided practice. Show contrasting picture pairs on the guided-practice slides. Partners explain the contrast and orally make a sentence with but.
4. 22–33 min · Written practice. Students complete the but sentence worksheet, writing three sentences after oral rehearsal.
5. 33–40 min · Share and assess. Students share one sentence with a partner using the review slide. Partners show thumbs-up if the ideas contrast.

Resources

• the complete but sentence slide deck
• the but sentence worksheet
• Whiteboard and pens
• Pencils and erasers

Assessment

• Prompt students to justify why but fits.
• Check for two ideas and an appropriate contrast.
• Record each student’s oral and written use of but.

Differentiation

• Offer the frame “The ___, but the ___.”
• Use gestures for “same” and “different”.
• Allow drawing before writing.
• Challenge students to create their own contrasting pair.

Joining Ideas With So

Overview

Students join a cause and result using so, moving from noticing relationships to planning and writing a compound sentence.

Learning intentions

• WALT join a cause and result with so.
• WALT explain what happened and what happened next.
• WALT rehearse before writing.

Success criteria

• I can identify a cause and result.
• I can use so correctly.
• I can write a sentence that makes sense.

Curriculum links

• Writing Processes — Planning: thinking carefully about each sentence before writing.
• Writing Processes — Planning practices: working towards a writing goal.
• Oral language: sequencing and explaining events.

Lesson structure (40 minutes)

1. 0–5 min · Hook. Show a puddle and wet child on the cause-and-result hook. Students explain what may have happened.
2. 5–12 min · Direct teach. Model “The boy forgot his umbrella. He got wet.” Join the cause and result: “The boy forgot his umbrella, so he got wet.”
3. 12–22 min · Guided practice. Use the guided-practice slides. Partners identify what happened first and what happened next, then say a sentence with so.
4. 22–33 min · Written practice. Students complete the so sentence worksheet, writing three cause-and-result sentences.
5. 33–40 min · Share and assess. Students read one sentence to a partner using the review slide. Partners point to the cause and result.

Resources

• the complete so sentence slide deck
• the so sentence worksheet
• Whiteboard and pens
• Pencils and erasers

Assessment

• Listen for logical cause-and-result relationships.
• Check whether so joins the ideas accurately.
• Ask students to point to what happened first and next.

Differentiation

• Provide “The ___ happened, so the ___ happened.”
• Use sequencing gestures and picture support.
• Confer orally before students write.
• Challenge students to write a second possible result.

Checking Sentences

Overview

Students learn to edit compound sentences for capital letters and full stops, applying this check to familiar sentences joined with and, but and so.

Learning intentions

• WALT use a capital letter at the beginning.
• WALT use a full stop at the end.
• WALT reread and improve our writing.

Success criteria

• I can find the beginning and end.
• I can fix a missing capital or full stop.
• I can read my corrected sentence aloud.

Curriculum links

• Writing Processes — Planning: considering each sentence before writing.
• Writing Processes — Planning practices: identifying a focused writing goal.
• Writing development includes rereading and improving written meaning.

Lesson structure (40 minutes)

1. 0–5 min · Hook. Display a sentence with errors on the editing hook. Students act as “sentence detectives” and identify what is missing.
2. 5–12 min · Direct teach. Model rereading: touch the first letter, check the capital, follow the words, then check the full stop. Correct one sentence together.
3. 12–22 min · Guided practice. Students edit examples on the guided-editing slides with a partner, explaining each change.
4. 22–33 min · Written practice. Students complete the capital-and-full-stop worksheet, correcting and rewriting four sentences.
5. 33–40 min · Share and assess. Students read one corrected sentence to a partner using the final checklist slide and complete an oral editing check.

Resources

• the complete editing slide deck
• the capital-and-full-stop worksheet
• Whiteboard and pens
• Pencils and erasers

Assessment

• Observe whether students locate sentence boundaries.
• Check corrected sentences for capitals and full stops.
• Ask students to explain one edit they made.

Differentiation

• Colour-code the first letter and final punctuation.
• Read sentences aloud to students who need decoding support.
• Provide a capital-letter and full-stop prompt card on the worksheet.
• Challenge students to edit a sentence containing both errors.

Putting It Together

Overview

Students apply their learning about and, but, so, capital letters and full stops when writing compound sentences from picture cards.

Learning intentions

• WALT choose a joining word that matches our ideas.
• WALT write and edit compound sentences.
• WALT share our writing clearly.

Success criteria

• I can choose and, but or so.
• I can write two related ideas as one sentence.
• I can check a capital letter and full stop.
• I can share one sentence with a partner.

Curriculum links

• Writing Processes — Planning: planning sentences through talk.
• Writing Processes — Planning practices: working towards a specific writing goal.
• Writing development: applying a focused goal to improve writing quality.

Lesson structure (40 minutes)

1. 0–5 min · Hook. Show three picture pairs on the picture-card hook. Students predict whether the ideas need and, but or so.
2. 5–12 min · Direct teach. Model choosing a pair, saying both ideas, selecting the joining word and writing: “The girl was hungry, so she ate an apple.” Model the capital and full stop check.
3. 12–20 min · Guided practice. Give pairs picture cards from the guided-choice slides. Students choose the best joining word, explain their choice and orally rehearse the sentence.
4. 20–32 min · Written practice. Distribute the compound-sentence writing worksheet. Students choose three picture pairs, write sentences, and check each one.
5. 32–38 min · Partner sharing. Students share one compound sentence with a partner, who identifies the joining word and checks the capital and full stop.
6. 38–40 min · Plenary. Use the final review slide. Each student says one joining word and explains when to use it.

Resources

• the complete putting-it-together slide deck
• the compound-sentence writing worksheet
• Picture cards
• Whiteboard, pencils and erasers

Assessment

• Listen to students justify their choice of joining word.
• Check written sentences for meaning, joining word, capital letter and full stop.
• Record one next-step goal for each student.

Differentiation

• Offer a choice of two joining words and oral sentence frames.
• Scribe ideas or provide shared writing before independent writing.
• Pair EAL learners with supportive peers and use gestures for each word.
• Challenge students to write one sentence with each joining word.