Sentence Combining

Strategy Overview

How This Strategy Supports Language Development

Sentence combining walks students through the process of combining numerous ideas into a single sentence using appropriate conjunctions and transition phrases, as well as appropriate grammar and punctuation. Students can use this technique to develop their writing across different content areas.

Multilingual learners generally develop the ability to write and speak with basic sentence structures quickly. However, they usually need explicit instruction and guidance in order to move beyond simple sentences and write with more clarity and complexity. Teaching them how to combine simple sentences is one strategy that serves this purpose.  

Step-by-Step Instructions

1. Write a series of two or three simple sentences that can be combined using one or more sentence combining techniques.

2. Model how to combine the sentences using one technique such as:

• coordinating conjunctions (FANBOYS: for, and, nor, but, or, yet, so)
• subordinating conjunctions (AWUBIS: after, when, unlike, before, if, since)
• pronoun referencing (e.g., it, they, she, he) 
• noun clauses

3. Have students work in a pair or small to practice combining sentences.

4. Have groups share their combined sentences.

Lessons Learned

• Model the process for students before instructing them to work in their groups. 
• Start with one strategy for combining sentences. For example, students can practice with coordinating conjunctions first.
• Start with having students combine just 2 sentences. Work up to 3 sentences if they can be combined easily.
• Explain that students do not have to use the exact words when combining but that ideas must remain the same. 
• Express to students that clarity, not just sentence complexity, is the goal of writing. 
• Guide a discussion about the link between writing and comprehending complex sentences. 
• If possible, use sentences that are connected to content students have learned in class.

Differentiation

Entering/Emerging

• Choose sentences that students already understand. These sentences could also come from students' own writing: "I went to school." "I ate lunch."
• Start with just two simple sentences that can be combined with a coordinating conjunction.
• Give students the chance to practice the skill in their heritage language. 
• Work with a small group of beginning level students to practice.

Developing

• Practice combining sentences with familiar content and also content they are learning.
• Give students 2 or 3 sentences to combine with options of conjunctions or transition phrases.
• Ask students to compare their combined sentences with other students and discuss the different meanings of the combined sentence based on which technique they chose.

Expanding

• Have students choose two or three sentences from their own writing that could be combined.
• Ask them to rewrite those sentences using different sentence combining techniques.

Co-Teaching Considerations

Content or Grade-Level Teachers

• Choose or write simple sentences from a text or student writing.

English Language Development Teachers

• Teach one sentence combining technique to the whole class, or work with a small group on one technique.
• Find sentences students could combine in their own writing. Guide them in using a sentence combining technique.

Examples