“So” Sentence Maker: high repetition scaffolded compound sentences for young students using high quality photographs of real world situations
In this pack, we connect semantically-linked ideas with pairs of high quality, colour photographs.
In the first part of the resource, we provide 20 fully-worked sentence examples to help teachers, speech pathologists, and parents to model a variety of “so” sentences to students in a focused and time-efficient way.
In the second part of the resource, we provide an additional 20 pairs of photographs complete with ‘sentence starters’ so that students can have a turn at generating their own “so” sentences.
This resource is suitable for one-to-one, small group and whole class delivery. It can be printed, but the high quality photos are designed to look their best on electronic displays, e.g. on a mobile phone, iPad or other device, or on a computer or smart board.
At around 3 years of age, typically developing children start to understand sentences containing the conjunction “so”. “So” is a conjoining conjunction used to link causes and effects. For example: “It was raining so I put up my umbrella.”
In our Language Workout So Sentences, we introduce the word and sentence structure for preschoolers using very simple cause/effect relationships. But young school-aged students who have yet to understand or use “so” in spoken sentences correctly benefit from a more sophisticated approach, including real world situations and problems to build background knowledge about the world.
This resource is designed to support young students who need extra help with “so” sentences at school. It’s suitable for students with developmental language and other learning difficulties as well as some students who are learning English as an additional language who have yet to understand “so”, or to master compound sentences using coordinating conjunctions like “so”.
Understanding the usefulness of “so” in sentences helps students to build their receptive and expressive oral language skills at the sentence level so they can express their thoughts and feelings in more precise ways.
It helps build the foundation to introduce more complex subordinating conjunctions like “because” and “if”. It’s also an important skill to acquire for discourse-level activities like conversations, descriptions, recounts, narratives and explanations.
Once students have had lots of practise using “so” in spoken sentences with this resource, we recommend stepping up into structured writing practice, using Think then Write 1 resource to provide further practice with compound and complex sentences, combining oral and written language exercises.