LEARN NC

K–12 teaching and learning · from the UNC School of Education

Sentence combining

This lesson is designed for students who write short choppy sentences. Students will learn to combine short choppy sentences that develop their ideas and involve the reader in the action of the story.

A lesson plan for grades 3–4 English Language Arts

By DPI Writing Strategies

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Related pages

  • Sentence combining and decombining: Students will focus on stylistic choices and sentence fluency by combining, decombining, and recombining sentences in professional writing, peer writing, and their own writing.
  • Analyzing author style using sentence combining: This activity should be completed before reading the essay “Beach People, Mountain People” by Suzanne Britt. Students will combine three sets of kernel sentences based on the first paragraph of Britt's writing. They will then compare their sentences to Britt's. The class will discuss what sentence combining strategy or strategies they used and observe how Britt varies her sentences.
  • Sentence carousel: Adjectives, adverbs, and precise language help construct descriptive sentences. In this lesson, students will learn to construct more elaborate sentences that will enliven their writing

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Learning outcomes

Students will:

  • learn to combine 2 or more simple sentences into complex sentences.
  • learn to use commas to punctuate their combined sentences.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • transparency and handouts of “A Day at the Park (pdf | rtf)
  • transparency of “Sentence Combinations” (pdf | rtf)
  • Blank transparencies and overhead markers (1 for each small group)

Technology resources

Overhead projector or other projection device

Activities

Modeling/Mini-lesson

  1. Read the sample story “A Day at the Park” to students, which consists of nothing but short, choppy sentences.
  2. Ask the students to react to the story. How did it sound? What did you notice about it?
  3. Explain to the students that, many times, weak stories are full of very short, choppy sentences. One way writers can make these stories stronger is to learn how to combine short sentences into longer sentences.
  4. Next display “Sentence Combinations” transparency on the overhead.
  5. Demonstrate how writers can combine the first sentences into one by using commas of apposition and commas in a series.
  6. Ask the students to help you combine the remainder of the sentences.

Guided Practice

  1. Give students copies of the “A Day in the Park” story.
  2. In small groups, have students revise the story by combining simple sentences into complex sentences.
  3. Have groups write their revised versions on a blank transparency. Share the different versions on the overhead and discuss the different ways that students combined their sentences.

Independent Practice

Have students combine 2 or more sentences in their own writing into a single sentence. Share the revised sentence with a partner.

Assessment

Can students successfully combine simple sentences in the “Day in the Park” story into more complex sentences?

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.08: Focus reflection and revision (with assistance) on target elements by:
      • clarifying ideas.
      • adding descriptive words and phrases.
      • sequencing events and ideas.
      • combining short, related sentences.
      • strengthening word choice.

Grade 4

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.08: Focus revision on a specific element such as:
      • word choice.
      • sequence of events and ideas.
      • transitional words.
      • sentence patterns.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.03: Elaborate information and ideas in writing and speaking by using:
      • simple and compound sentences.
      • regular and irregular verbs.
      • adverbs.
      • prepositions.
      • coordinating conjunctions.

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Grade 3
          • 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.L.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 3.L.1.2 Form...

        • Writing

          • 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
        • Grade 4
          • 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.