Conjunction Expansion
Use coordinating conjunctions and/but/or/so to connect ideas in sentences.
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
Group the sentences by conjunction and ask what the three have in common. The but sentences all contain something unexpected; the so sentences all contain a consequence, and naming that is faster than explaining the words. Then hide the second half and ask the student to invent one — she wanted to go, but… — which turns recognition into production. Eight minutes covers the twelve with that extension.
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 complete sentences, three for each of the four coordinating conjunctions: I like apples and bananas; She wanted to go, but it was raining; We can play inside or outside; He was tired, so he went to bed. Unlike a combining task, these arrive whole — the job is to produce them and hear what each connector does, which is the step before generating them.
What to listen for
Listen for and standing in for all four. It is the default in most children's speech and it flattens the meaning: he was tired and he went to bed loses the causality that so carries. Watch whether the student pauses before the conjunction — a pause usually means they are choosing, which is exactly the behaviour you want before it becomes automatic.
Carrying it home
Offering choices with or, and giving reasons with so, is free modelling that happens anyway. Saying it's cold, so put a coat on rather than put a coat on is a one-word change with a real effect over months.
What's in this activity
- I like apples and bananas.
- I have a cat and a dog.
- Do you want milk or water?
- Mom cooked and Dad cleaned.
- We can read or draw.
- +7 more
Questions
- What grades is this for?
- First through fourth, and it is the level below the sentence-combining boards.
- Do I need an account?
- No, all twelve sentences play free in the browser.
- Where should I start if a student uses only 'and'?
- With but. The contrast it carries is the most obvious of the four, and a sentence pair that genuinely conflicts will not accept and comfortably.
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.