This Real Grammar KS2 resources pack provides everything that you need to successfully explore how the co-ordinating conjunctions can be used to create compound sentences by joining independent clauses with pupils in Year 3 or to revisit this learning. Teaching slides, worksheets, games and an opportunity to apply the new learning in a writing task are all included to create a complete resource to teach pupils when these conjunctions can be used. This builds on pupils’ knowledge of co-ordinating conjunctions from KS1 where ‘and’, ‘but’ and ‘or’ are first introduced.
Three Real Grammar resource packs are available on the use of co-ordinating conjunctions in Year 2: the use of the conjunction ‘and’; the use of ‘but’ and ‘or’; and a pack that explores the three co-ordinating conjunctions introduced in Year 2.
What is a co-ordinating conjunction?
A co-ordinating conjunction joins clauses, and other phrases or words that are of the same importance in a sentence. In Year 2, pupils are introduced to the co-ordinating conjunctions and, but and or. Further co-ordinating conjunctions are introduced in Year 3. These are for, yet, so and nor.
The acronym FANBOYS is often used to remember the co-ordinating conjunctions.
- F - for
- A - and
- N - nor
- B - but
- O - or
- Y - yet
- S - so
What is an independent clause?
An independent clause (also known as a main clause) is a clause that makes sense on its own as a simple sentence.
How do we use co-ordinating conjunctions?
Co-ordinating conjunctions are used to join two independent clauses. This creates a compound sentence. A compound sentence is when two (or more) related sentences are joined to create one.
- Sam had a drink. He was thirsty.
- Sam had a drink for he was thirsty.
- The dentist looked in my mouth. He checked my teeth.
- The dentist looked in my mouth and checked my teeth.
- Adam doesn’t have his pencil. He doesn’t have a pen.
- Adam doesn’t have his pencil nor does he have a pen.
- Maisie was young. She was very clever.
- Maisie was young but she was very clever.
- Max doesn’t like tea. He doesn’t like coffee.
- Max doesn’t like tea or coffee.
- It rained all day. It was still warm!
- It rained all day yet it was still warm!
- Kimmi was tired. She went to bed.
- Kimmi was tired so she went to bed.
What is included in this resource pack?
This pack is divided into five parts:
TEACH
This section includes PowerPoint teaching slides and teaching notes with an optional script to introduce how to use co-ordinating conjunctions to join independent clauses. It can also be used to revisit this aspect of grammar with pupils.
PRACTISE
An independent activity for pupils to practise using what they have been taught, allowing teachers to assess understanding.
REVISIT
A series of short, 10-minute activities that can be used following the TEACH session to revisit and rehearse what has been taught. These may be short writing tasks, grammar games or editing/proofreading activities.
APPLY
A short writing task where pupils can use the grammar skills taught in context to produce independent writing.
REVISE
Five SATs style test questions, including cloze activities and multiple choice quiz questions, based on the grammar that has been taught.
Teachers can choose which section of the resource pack to use according to their pupils’ needs and could use the activities over a series of lessons or weeks
Teacher notes are provided to show how these quality resources could be used with pupils.
How is this resource pack differentiated?
The PRACTISE and REVISE sections include three activities differentiated for three levels of ability:
- Worksheet 1 for pupils who may need support. Questions will have a lower cognitive domain (what is being asked of pupils) and/or vocabulary used may be simplified where possible.
- Worksheet 2 for pupils working at age related expectations.
- Worksheet 3 for pupils who may need an additional challenge and may be working at a greater depth in this area. Questions will have a higher cognitive domain with more challenging vocabulary.
SUPPORT and CHALLENGE ideas are also included in the teacher notes of each section where relevant, with ideas of how to support pupils working towards the expected standard or at greater depth in this area.
What pupil-facing resources are included?
PPT slides; model text ‘A letter from the headteacher’
Practise 1, Practise 2 and Practise 3 worksheets
Game 1 and game 2
Planning sheet
PPT slides; Revise 1, Revise 2 and Revise 3 worksheets
Answer sheets for all worksheets are provided, where appropriate.