This Real Grammar resources pack provides everything that you need to successfully explore how the subordinating conjunctions ‘because’ and ‘if’ can be used to add information to a sentence (as a subordinate clause) with pupils in Year 2 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 KS1 resource to teach pupils when these conjunctions can be used.
Pupils should be familiar with writing and punctuating simple sentences. A separate Year 2 resource pack is available on punctuating sentences if this needs to be revisited. A Real Grammar KS1 resource pack on the subordinating conjunctions ‘when’ and ‘that’ is also available for Year 2 as well as a pack exploring all of the subordinating conjunctions that must be introduced in Year 2.
What is a subordinating conjunction?
A subordinating conjunction introduces a subordinate clause to add information to a sentence (the term ‘subordinate clause’ is introduced in Year 3). In Year 2, pupils are introduced to the subordinating conjunctions ‘because’, ‘if’, ‘when’ and ‘that’. Other subordinating conjunctions are introduced in Year 3.
What is a subordinate clause?
NOTE: This is introduced in the Year 3 curriculum but adults should be aware of this when first introducing subordinating conjunctions.
A subordinate clause is introduced by a subordinating conjunction. It is not as important as the main clause and cannot be a sentence on its own. They can be placed before, after or within the main clause to create a complex (also known as multi-clause) sentence. The subordinate clause is bold in the examples below. Note where commas are used when the subordinate clause is placed before, or within, the main clause.
The children had a treat if they completed their homework.If they completed their homework, the children had a treat.The children, if they completed their homework, had a treat.
How do we use the subordinating conjunction ‘because’?
The conjunction ‘because’ is used to add information to a sentence to give an explanation.
- We took an umbrella because it looked like it might rain.
- He hides behind the tree because he doesn’t want to be seen.
How do we use the subordinating conjunction ‘if’?
The conjunction ‘if’ is used to add information to a sentence to show a possibility.
- I will cook dinner if I don’t have to wash up too!
- Can I have a lift if it is raining?
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 the subordinating conjunctions ‘because’ and ‘if’. 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?
- APPLY
Planning sheet, PDF images of creatures
- REVISE
PPT slides; Revise 1, Revise 2 and Revise 3 worksheets
Answer sheets for all worksheets are provided, where appropriate.