Clauses & Sentence Types

This step Lesson 2 & Lesson 3 are combined

Objectives

To understand what makes a clause or a simple sentence, and a compound sentence.

Resources

Plain paper | Lined paper | Pens and crayons

Today's Lesson

Spelling

Use Spelling Frame to review spelling words to prepare for your test at the end of the week. Use the Segment Cardsto focus on the spelling of each word. Click on the words you are not learning, then Show Me then Ask Me.

PRACTISE - Spelling Frame

Main Activity

This is a double lesson, designed to allow you to progress through the next two lessons at your student’s pace.

We will focus on sentence types, and how we progress as sentence writers to write more complex sentences.

DAY 2:

Look at the following information with your student:

A sentence is a grammatical unit made up of one or more words (Go! is a sentence, as is The cat sat on the mat.). Sentences begin with a capital letter and end with a full stop, a question mark or an exclamation mark.

What is a simple sentence?

Sentences can be structured in different ways.

A simple sentence has a subject and ONLY ONE verb:

The girl sprinted after the tiger.

The cat purred.

Ask your student to write five simple sentences about anything they choose, but which begin with:

Please watch the first part of the following video that will support your student’s understanding of simple sentences.

Spend time practising this before you move on to compound sentences below, as it is vital that your student understands what makes a simple sentence, and how to write one with a capital letter and full stop, before moving on too quickly to compound sentences.

DAY 3:

What is a compound sentence?

A compound sentence is formed when you join two main clauses with a conjunction (sometimes known as a connective). In a compound sentence the clauses are linked by coordinating conjunctions (and, but, so, or). 

READ - What is a Clause? (twinkl)

READ - What is a Simple Sentence? (twinkl)

READ - What is a Compound Sentence? (twinkl)

I like bananas and I like grapes.

Zoe can be rude at times but she is a nice girl.

Now, discuss the above in depth with your student. Make a note of which parts of this learning he or she finds particularly challenging, in order to revisit again in the next lesson.

Watch the video again from 5:42 (although you may wish to watch from the beginning if you would like to revisit the work focusing on simple sentences from last lesson).

Model writing some more compound sentences, in addition to those in the above example. You can start these with:

Then, your student needs to practise their own compound sentence writing. Allow as much time for this as needed, before moving on to Day 4’s work. It is important that, at the end of Day 3, your student is confident with writing simple and compound sentences, before moving on to complex sentences.

Ask your student to create a poster which explains, in their own way, what a simple sentence is and what a compound sentence is. They should use examples of the two different sentence types on their poster.

Citations

[1] spellingframe.co.uk [2] www.twinkl.co.in [3] www.twinkl.co.in [4] www.twinkl.co.in