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Complex Sentences and Fluency Skills

The document provides instruction on complex sentences and includes examples. It discusses phrases with the digraph "oa" and sentences answering questions about slices of loaf and what Floyd wears. Students are asked to identify ideas, conjunctions and parts of complex sentences. The lesson explains that complex sentences combine two simple sentences using conjunctions to form one sentence with an independent and dependent clause.

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Queens Nallic Cillan
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64 views27 pages

Complex Sentences and Fluency Skills

The document provides instruction on complex sentences and includes examples. It discusses phrases with the digraph "oa" and sentences answering questions about slices of loaf and what Floyd wears. Students are asked to identify ideas, conjunctions and parts of complex sentences. The lesson explains that complex sentences combine two simple sentences using conjunctions to form one sentence with an independent and dependent clause.

Uploaded by

Queens Nallic Cillan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Q3-W22-D3

Lesson 22 Day 3:
Fluency/Writing/Complex Sentences
Skill Lesson: Phrases and Sentence with
Digraph oa
LM Activity 233.
Activity 233
A. Read the phrases below.
1. brown cloak on the bed
2. A slice of loaf

3. A big boat
4. a torn coat
5. round soup on the mat
6. goat on the ground
B. Read the sentences and
answer the questions that
follow.
1. Paul puts the brown cloak
on the bed.
2. Paul slices the loaf into
ten.
3. Paul gives the ten slices
of loaf to Floyd .
4. Floyd rides on a boat .
5. Floyd wears a torn coat .
Read the sentence that
answers each question.
Which sentence tells what
Floyd wears?
Which sentence tells where
Paul puts the brown cloak?
Which sentence tells who
rides on a boat?
Which sentence tells what
Paul does with the loaf?
Which sentence tells the
number of loaf slices Paul
gives to Floyd?
Skill Lesson:
Complex Sentences
Why Things Happen When
People Move to the City?
1. The cities become crowded;
there are so many cars on the
streets.
2. Traffic moves slower.
Collecting garbage becomes a
bigger problem.
Many people move to the
city because they can find
a better job.
Many people move to the
city because they can find a
better job.

How many ideas does the


sentence give?
Many people move to the
city because they can find a
better job.

Which tells the first idea?


Many people move to the
city because they can find a
better job.

Which tells the second idea?


Many people move to the
city because they can find a
better job.

Which idea can stand


alone?
Many people move to the
city because they can find a
better job.

Which idea cannot stand


alone?
Many people move to the
city because they can find a
better job.

What word helps to connect


the two ideas?
Let us read the next
sentence.

When people move to the


city, the place becomes
crowded.
When people move to the
city, the place becomes
crowded.

How many ideas does the


sentence give?
When people move to the
city, the place becomes
crowded.

Which tells the first idea?


When people move to the
city, the place becomes
crowded.

Which tells the second idea?


When people move to the
city, the place becomes
crowded.
Which idea can stand
alone?
When people move to the
city, the place becomes
crowded.
Which idea cannot stand
alone?
When people move to the
city, the place becomes
crowded.
What word helps to connect
the two ideas?
These sentences are
complex sentences. We
combine two simple
sentences using
conjunctions to form a
complex sentence.
A complex sentence is made up
of two parts, an independent
clause and a dependent clause
joined by linking words or
conjunction.
Words like because, when, after,
though, as soon as and so that
are examples of conjunctions
that can be used in a complex
sentence. These conjunctions
make one part of the sentence
subordinate to the other part.
•What does s/he want to do?
•What would happen if s/he continues doing it?

Guided Practice

What does she want? What would happen if s/he


continue doing it?

Ex. Drawing dresses dolls could have many


clothes

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