Show how a connective changes the relationship between ideas and the thinking a sentence must express.
The metal rod expanded because its temperature increased.
The metal rod expanded, but its mass remained the same.
The metal rod expanded, so it no longer fitted the gap.
“The metal rod expanded because its temperature increased.” “The metal rod expanded, but its mass remained the same.” “The metal rod expanded, so it no longer fitted the original gap.”
Choose a short subject statement with enough context for cause, contrast and consequence. Prepare three endings to compare.
Start with the same statement and model a because ending that gives a cause or explanation.
Use but to introduce a genuine contrast or qualification.
Use so to express a consequence supported by the starting statement.
Pairs compare endings and reject one that sounds fluent but makes an inaccurate connection.
Remove the three labelled choices. Ask for a short explanation that uses whichever relationship the evidence needs.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose a short subject statement with enough context for cause, contrast and consequence. Prepare three endings to compare.
Start with the same statement and model a because ending that gives a cause or explanation. Use but to introduce a genuine contrast or qualification.
Give an unfamiliar statement. Ask learners to choose a connective and explain the relationship, then check that the science remains accurate.
Remove the three labelled choices. Ask for a short explanation that uses whichever relationship the evidence needs.
Give an unfamiliar statement. Ask learners to choose a connective and explain the relationship, then check that the science remains accurate.
Adapt these prompts to the task and your learners.
Our purpose is: Show how a connective changes the relationship between ideas and the thinking a sentence must express.
Does your ending explain a cause, introduce a contrast or show a consequence?
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
History: distinguish why an event occurred from what happened as a result.
Maths: qualify a pattern with but by identifying a condition under which it does not hold.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Adapt the content to your curriculum. These responses model the language and thinking to look for.
Complete three versions of “The metal rod expanded” using because, but and so.
The rod expanded because it was heated; it expanded, but its mass stayed the same; it expanded, so it no longer fitted the gap.
Check cause, contrast and consequence separately.
Use three connectors to explore the growth of an industrial town.
The town grew because factories attracted workers. It grew, but housing was overcrowded. It grew, so demand for services increased.
Ask learners what evidence would support each relationship.
Connect a character’s silence to three different relationships.
She stayed silent because she feared rejection. She stayed silent, but her gesture revealed anger. She stayed silent, so the others misunderstood her.
Check each claim against the actual passage.
Use the stem “The triangle is isosceles” with three connectors.
It is isosceles because two sides are equal. It is isosceles, but it is not necessarily equilateral. It is isosceles, so its base angles are equal.
Ask why the contrast statement needs “not necessarily”.