Combining Sentences & Agreement

Day 1: Combining Sentences with “and” (Verbs)

Standards

• CCSS.ELA-LITERACY.L.3.1.F
  Produce simple, compound, and complex sentences.

Learning Objectives

• I can combine two sentences that each have a verb by using "and."
• I can understand how to join two actions performed by the same subject using "and."

Success Criteria

• I can identify two separate verbs in separate sentences.
• I can correctly combine those sentences using "and" to form one compound sentence.
• I can orally read combined sentences smoothly.

Materials

• Whiteboard and markers
• Sentence strips (with simple sentences for combining)
• Individual mini whiteboards for students
• Timer

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Lesson Outline (20 minutes)

1. I Do (Teacher Modeling) – 6 minutes

• Write two simple sentences on the board:
  • “The dog runs.”
  • “The dog barks.”
• Explain that these sentences can be combined using the word “and.”
• Demonstrate how to join them: “The dog runs and barks.”
• Underline the verbs “runs” and “barks” and explain these are the actions combined.
• Emphasize that the subject (“The dog”) is the same in both sentences.

2. We Do (Guided Practice) – 8 minutes

• Provide pairs of students with sentence strips such as:
  • “The cat sleeps.” / “The cat purrs.”
  • “I jump.” / “I clap.”
• Together as a class, combine each pair orally and write on the board.
• Ask guiding questions: “What words do we use to join these sentences?” “What verbs do we need to include?”
• Have one student write the combined sentences on the board while others suggest corrections.
• Use mini whiteboards to have students create their own combined sentences and share aloud.

3. You Do (Independent Practice) – 6 minutes

• Each student receives 3 pairs of sentences on paper to combine using “and.”
• Students write their combined sentences on their mini whiteboards.
• The teacher circulates to provide support and feedback.
• Select a few students to share their work aloud to the class.

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Differentiation Strategies

• Struggling learners: Provide sentence pairs with very simple verbs and matching subjects; allow them to use a sentence frame ("The ___ __ and ___ .").
• Advanced learners: Challenge students to combine more than two sentences or add descriptive words after combining (e.g., “The dog runs quickly and barks loudly.”).

Extension Activity

• Challenge advanced students to illustrate their combined sentence and write a short story using at least three combined sentences with “and.”

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Day 2: Subject-Verb Agreement with "and"

Standards

• CCSS.ELA-LITERACY.L.3.1.A
  Explain the function of verbs and how verb agreement works in sentences.
• CCSS.ELA-LITERACY.L.3.1.F
  Produce simple and compound sentences.

Learning Objectives

• I can recognize when subjects are joined by “and.”
• I can use the correct verb form to agree with plural subjects joined by “and.”
• I can combine sentences with “and” ensuring the verb matches the subjects.

Success Criteria

• I can identify multiple subjects joined with “and.”
• I can choose the correct verb form (plural) to match the compound subject.
• I can write sentences combining subjects and verbs correctly using “and.”

Materials

• Whiteboard and markers
• Sentence cards (with singular and plural subjects and verbs)
• Mini whiteboards for students

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Lesson Outline (20 minutes)

1. I Do (Teacher Modeling) – 6 minutes

• Write sentences on the board:
  • “The girl sings.”
  • “The boy sings.”
• Join them using “and”: “The girl and the boy sing.”
• Highlight that “sing” changes from “sings” to “sing” because the subject is now plural.
• Explain that when subjects are joined by “and,” the verb must agree with the plural subject.

2. We Do (Guided Practice) – 8 minutes

• Distribute sentence cards with subjects and verbs separately.
• Call on students to join two subjects with “and” and then pick the correct verb form.
• Write examples on the board as a group and discuss why the verb changes or stays the same.
• Use mini whiteboards for pairs to write combined subject-verb sentences and share with the class.

3. You Do (Independent Practice) – 6 minutes

• Provide students with pairs of singular sentences and a list of verbs in singular and plural forms.
• Students write combined sentences with “and,” making sure to choose the correct verb form.
• Teacher checks work and gives feedback.

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Differentiation Strategies

• Struggling learners: Provide subject-verb matching charts and use color coding for singular vs plural. Allow sentence frames: “___ and ___ ___ (verb).”
• Advanced learners: Introduce sentences with compound subjects joined by “and” where the verb is irregular or requires more thinking (e.g., “The dog and the cat are...” vs “The dog and the cat run...”).

Extension Activity

• Ask students to create three compound sentences with subjects joined by “and” and illustrate each subject performing the action(s).

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Notes for Implementation

• Maintain frequent checks for understanding with thumbs up/down during modeling and guided practice.
• Use real-life examples (students’ names or classroom items) for sentence generation to increase engagement.
• Encourage neat handwriting on mini whiteboards to support writing fluency.

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By the end of these two days, students will confidently combine sentences using “and” and correctly form subject-verb agreement with compound subjects, aligning with key Common Core standards for 3rd grade ELA.