• 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 wanted to play outside, ___ it was raining. (but / and / or / so) → butPrompt: 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)? A huge wave crashed onto the rocks. (A huge wave / crashed onto / A huge / the rocks) → A huge wavePrompt: Ask: who or what did something?
3. Which is the best way to join the two sentences? I wanted cake. There was none left. (I wanted cake or there was none left. / I wanted cake, so there was none left. / I wanted cake, but there was none left.) → I wanted cake, but there was none left.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 wind howled and the rain lashed the windows. (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. / We walked to school with Dad. / The bus and the train were late. / The bus was late this morning.) → 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. Which one is a compound sentence? (The puppy was tired, so it fell asleep. / The tired puppy fell asleep. / The puppy yawned and fell asleep. / The puppy and the kitten fell asleep.) → The puppy was tired, so it fell asleep.Prompt: Count the subject–verb pairs. Each pair that could stand alone is a clause.
2. Is this a simple sentence or a compound sentence? The wind howled and the rain lashed the windows. (simple sentence / compound sentence) → compound sentencePrompt: 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.