Compound Sentences

A compound sentence forms when two
sentences join with the use of a conjunction.

The two sentences are called clauses, and they
should be about similar but separate ideas. In a
compound sentence, each clause can stand alone
as its own sentence.

To form the compound sentence:

• write the first clause and follow it with
a comma
• choose a coordinating conjunction: and, but,
for, nor, or, so, yet
• write the second clause

Example: I did not understand the homework.

I asked my teacher for help.

I did not understand the homework, so I asked
my teacher for help.

Teach the Skill


10 minutes

¦
Pose the following question: What is
something you like to do? Are you good at it?
Select a volunteer to answer both questions
and write his/her response on the board or
chart paper. (For example, Sarah likes to draw.
She is good at it.)

¦
Post the list of conjunctions for students to
use as a reference. Explain that two sentences
about a similar idea can be joined by a
conjunction, creating a compound sentence.
Model how to create a compound sentence
from the two sentences on the board. (Sarah
likes to draw, and she is good at it.)
¦
Explain to students that fluent writers vary
the types of sentences they use, which makes
their writing more interesting to read.
¦
Make a 3-column chart on the board or
chart paper. Ask a volunteer to tell something
he/she enjoys doing. Write the response
in the first column. Ask the student to tell a
detail about the activity. Write this sentence in
the second column. (For example, Kevin loves
to play the drums. He needs more practice.)
¦
Review the list of conjunctions with
students. Discuss with students possible ways
that would make sense to join the sentences.
Write the new compound sentence in the
third column. Use a different color chalk
or marker to highlight the comma and the
conjunction. (For example, Kevin loves to play
the drums, but (yet) he needs more practice.)
Practice the Skill


10–15 minutes

¦
Distribute two short sentence strips and
one longer strip to each student. Explain that
they will write two sentences using topic
ideas from the board or chart paper. Then
they will use a conjunction to make a
compound sentence.
¦
Prepare and discuss with students a list
of possible topics for their first sentence.
Possibilities might include: What is your
favorite holiday? Which is your least favorite
day of the week? Where would you like to go on
vacation? Who do you most like to spend time
with? Tell students that the second sentence
they write should tell something more about
the first sentence, as in the opening activity.
Direct them to write these first two sentences
on the shorter sentence strips.
¦
Have students join the sentences to create
a compound sentence and write it on their
longer sentence strip. Have them circle the
comma and the conjunction in the new
sentence. When all students have completed
their sentence strips, have them take turns
reading their sentences.

Apply the Skill

INSTRUCTIONS: Read each pair of sentences. Choose a conjunction and combine the sentences to make
a compound sentence. Write the sentence on the line, circling the comma and coordinating conjunction in the
sentence.

Conjunctions: and, but, for, nor, or, so, yet


1.The pizza is ready. It is too hot to eat.
_____________________________________________________________________________________

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2. My sister is sick. My mom will call the doctor.
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3. Rob is my best friend. He lives next door.
_____________________________________________________________________________________

_____________________________________________________________________________________

4. I might go to the beach. I might go to the amusement park.
_____________________________________________________________________________________

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5. I don’t like to feel cold. I like to go skiing.
_____________________________________________________________________________________

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For futher practice you can make your own sentences.