Using Basic Conjunctions

Context and Curriculum Links

Level: Second Level (approx. Year 3)
Curriculum for Excellence:

• Language – Writing and Talking
• I can link my ideas logically in different ways to suit the purpose of my writing or talk. (LIT 2-26a)
• I understand the use of basic sentence punctuation and connectives in my writing; I can use these to produce clear and well-structured texts. (LIT 2-22a)

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WALT (We Are Learning To)

• Understand the role of the conjunctions and, or, and but in joining ideas within sentences.
• Use these conjunctions correctly when speaking and writing.

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Success Criteria

• I can identify the conjunctions and, or, and but in sentences.
• I can explain how these conjunctions connect ideas or show contrasts.
• I can correctly write sentences using and, or, and but.
• I can read out my sentences aloud clearly.

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Resources

• Whiteboard and marker
• Sentence strips
• Colourful conjunction cards (green for and, orange for or, red for but)
• Dyslexia-friendly sentence worksheets with a sans serif font and clear spacing
• Lined writing books/notebooks
• Word bank posters
• Visual timer
• iPads/tablets (optional) with a word processing app featuring text-to-speech support

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Lesson Structure (45 mins)

1. Starter Activity (7 minutes)

• Engage: Show three simple sentences on the board without conjunctions. Example:
  • "I like apples. I like bananas."
  • "You can have a cake. You can have a biscuit."
  • "It is raining. I want to play outside."
• Ask pupils what they notice about the structure of these sentences.
• Introduce the words and, or, and but as words that help join ideas together. Show the colourful conjunction cards.

2. Main Teaching (10 minutes)

• Explicitly teach each conjunction's meaning and use:
  • And: joins two similar ideas ("I like apples and bananas.")
  • Or: gives a choice ("You can have a cake or a biscuit.")
  • But: shows contrast or difference ("It is raining but I want to play outside.")
• Model writing sentences on the board combining ideas with these conjunctions.
• Use a think-aloud approach to explain the thinking process.

3. Guided Practice (10 minutes)

• Distribute sentence strips with pairs of simple sentences. Ask pupils in pairs/small groups to join the sentences using and, or, or but appropriately.
• Circulate and provide support, checking for correct usage.
• Use questioning: “Why did you choose ‘and’ here? What does it tell your reader?”

4. Independent Activity (12 minutes)

• Pupils use a dyslexia-friendly worksheet with sentence starters where they complete sentences using a conjunction of their choice. Example prompts:
  • “I like to play football ___ basketball.”
  • “We can go to the park ___ stay at home.”
  • “I wanted to go to the shop ___ it was closed.”
• Encourage pupils to read their sentences aloud to a partner or aloud to the class (volunteer) to practise oral skills.

5. Plenary and Assessment (6 minutes)

• Invite 5-6 pupils to share their sentences aloud. Praise accurate use and creativity.
• Ask pupils to explain which conjunction they used and why.
• Use thumbs up/down to self-assess confidence in using the conjunctions.
• Record anecdotal notes on pupil engagement and understanding for follow-up.

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Differentiation Strategies

• For learners needing additional support:
  • Provide sentence strips with highlighted conjunctions (colour-coded).
  • Use manipulatives like physical word cards to reorder sentences.
  • Allow extra time and use one-to-one support where available.
• For dyslexic pupils:
  • Use dyslexia-friendly worksheets with clear spacing, larger fonts such as Arial or Comic Sans, and avoid italics.
  • Provide oral instructions and model reading aloud.
  • Allow use of text-to-speech on tablets for sentence reading.
• For advanced learners:
  • Challenge to write 3 connected sentences using all three conjunctions correctly in one paragraph.
  • Encourage using conjunctions in spoken sentences adding descriptive phrases.
  • Introduce the idea of using conjunctions to improve flow in short stories or imaginative writing.

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Extension Activities

• Create a “Conjunction Comic Strip” where pupils write dialogue between characters, joining sentences with and, or, and but to show conversation flow.
• Play a sorting game: Give pupils a mix of sentences, and they must decide which conjunction best joins parts of the sentence, explaining their choice in writing.
• Use interactive whiteboard activities where pupils drag and drop conjunctions into blanks in sentences.

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This lesson actively involves pupils in understanding and using fundamental conjunctions with support for diverse learning needs and opportunities to extend learning creatively and critically. It follows Curriculum for Excellence guidelines by linking language structure with communication skills in both writing and speaking.