• Quick retrieval from earlier learning (Joining ideas with and, but, or and so; Who or what? Did what? (subject and predicate)). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the best joining word. I like apples ___ I like pears too. (and / but / so / or) → andPrompt: and adds, but shows a surprise or a difference, or gives a choice, so shows a result.
2. Which part is the SUBJECT (who or what the sentence is about)? The little puppy chased its tail. (The little / puppy chased / The little puppy / its tail) → The little puppyPrompt: Ask: who or what did something?
3. Which is the best way to join the two sentences? The sun came out. We went to the beach. (The sun came out, but we went to the beach. / The sun came out, so we went to the beach. / The sun came out or we went to the beach.) → The sun came out, so we went to the beach.Prompt: How are the two ideas connected? Adding? Different? Because of?

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Simple or compound sentence?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is this a simple sentence or a compound sentence? Ana and Raj played chess after school.
• Step 1: A simple sentence has one main clause. A compound sentence joins two main clauses with a conjunction such as and, but, or or so.
• Step 2: There is only one part that could stand alone, even if it has two subjects or two verbs.
• Step 3: So the answer is: simple sentence
• Answer: simple sentence
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Is this a simple sentence or a compound sentence? The sun came out, so we went to the beach. (simple sentence / compound sentence) → compound sentencePrompt: Count the subject–verb pairs. Each pair that could stand alone is a clause.
2. Which one is a compound sentence? (The bus was late, so we walked to school. / The bus and the train were late. / The bus was late this morning. / We walked to school with Dad.) → The bus was late, so we walked to school.Prompt: Count the subject–verb pairs. Each pair that could stand alone is a clause.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Is this a simple sentence or a compound sentence? Ana and Raj played chess after school. (simple sentence / compound sentence) → simple sentencePrompt: Count the subject–verb pairs. Each pair that could stand alone is a clause.
2. Which one is a compound sentence? (The bus and the train were late. / The bus was late this morning. / The bus was late, so we walked to school. / We walked to school with Dad.) → The bus was late, so we walked to school.Prompt: Count the subject–verb pairs. Each pair that could stand alone is a clause.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.