Because Clauses
Use because to connect cause-effect clauses in spontaneous speech.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Ask the why question and require the whole sentence. A student who answers because I woke up early has produced the clause and not the sentence, and the full form is what school will ask for in writing. Reverse a few of them — because it was raining, we stayed inside — so the student meets the clause-first order, which they will read constantly and rarely produce. Ten minutes covers the set with reversals.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
- HintStress the part of the sentence that changes, or point to the word ending.Log as cued
- Sentence starterSay the first half of the sentence and let the student finish it.Log as cued
- ModelSay the correct form in the whole sentence; the student repeats it.Log as cued
Adjust it
Give a sentence starter every time, and do fewer cards.
Ask for a new sentence of the student's own with the same form, with no card to lean on.
Matching IEP goal
Given sentence cards, Student will produce sentences joined with a conjunction in sentences in 8 of 10 opportunities across 3 consecutive sessions, given no more than an indirect cue.
Send it home through the parent portal →About this activity
Twelve sentences that each join two ideas with because: I'm tired because I woke up early. She's happy because she got a puppy. The plant died because nobody watered it. She won because she practiced every day. The floor is wet because the glass spilled. Because is usually the first subordinating conjunction a child acquires, and it is the doorway to every complex sentence that follows.
What to listen for
Listen for the causal direction. A student who says the glass spilled because the floor is wet has the conjunction and not the causality, which is a reasoning issue and worth separating from the grammar. Watch for because being used to mean and — a common bridging strategy where the student knows a longer sentence is wanted and reaches for the connector they have.
Carrying it home
Answer why questions in full sentences yourself, which is the cheapest model available. When a child gives a bare because clause, say the whole thing back conversationally rather than correcting, and carry on. Recasting builds this faster than requesting does.
What's in this activity
- I'm tired because I woke up early.
- She's happy because she got a puppy.
- We stayed inside because it was raining.
- He's hungry because he skipped lunch.
- The plant died because nobody watered it.
- She won because she practiced every day.
- I wore a coat because it was freezing.
- They were late because the bus broke down.
- He's proud because he finished the race.
- The floor is wet because the glass spilled.
- We laughed because the joke was funny.
- She's excited because her cousin is visiting.
Questions
- What grades is this written for?
- Second through fifth, where complex sentences are expected in both speech and writing.
- Do I need an account?
- No, all twelve sentences play free with no login.
- My student uses because for everything. Is that progress?
- It usually is — it means they are reaching for complex sentences. The next step is adding a second conjunction such as so or although, which gives them a way to express something because cannot.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.