You will learn
- Use subordinators.
- Punctuate clause order.
- Use relative clauses.
- Vary clause position.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Write the main clause.
- Add a subordinate clause.
- Choose its position.
- Punctuate.
Words to know
a dependent clause adding detail to a main clause
a clause beginning with who, which or that
the independent clause in a sentence
a subordinate clause placed first
1. Discover: Adding detail
Zainab writes: “We ate when the rain stopped.” (time) “She stayed home because she was ill.” (cause) “If you study, you will pass.” (condition) “Although he was tired, he finished.” (contrast)
When the subordinate clause comes first (a fronted clause), a comma follows it. When it follows the main clause, no comma is usually needed. A relative clause: The runner who won was Ola.
Think: Where does the comma go?
2. Understand: Detail with subordinate clauses
Idea 1: Subordinate clauses
A subordinate clause adds time, cause, condition or contrast to the main clause.
Idea 2: Comma rule
After a fronted clause, use a comma. After the main clause, usually none.
Idea 3: Relative clauses
A relative clause adds detail about a noun: who, which, that.
3. Worked examples
Example 1 (I show you): Time
Which clause shows time?
- When the rain stopped.
Answer: when the rain stopped
Example 2 (We do it together): Comma
Where is the comma?
- After fronted clause.
Answer: after a fronted clause
Example 3 (You try): Relative
Which is a relative clause?
Show the steps and answer
- Who won.
Answer: who won
Did you know?
Moving a clause to the front changes emphasis without changing the facts.
Why this matters
Complex sentences express relationships between ideas.
4. Explore: Clause play
Write complex sentences.
- Write a main clause.
- Add time, cause, condition and contrast clauses.
- Try front and back positions.
- Add commas.
Think about it: what did you notice?
You can write complex sentences.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The main clause is ___.
- The subordinate clause is ___.
- It shows ___.
- The comma goes ___.
Guided practice
Question 1. A dependent clause adding detail is a ___ clause.
subordinate
Question 2. A clause starting with who is a ___ clause.
relative
Question 3. The independent clause is the ___ clause.
main
Independent practice
Level 1: Start
- A dependent clause adding detail is a ___ clause.
- A clause starting with who is a ___ clause.
- The independent clause is the ___ clause.
- A subordinate clause placed first is ___.
- She stayed home because she was ___.
Level 2: Grow
- What type of clause is if you study?
- What type of clause is although he was tired?
- What does because show?
Level 3: Stretch
- Is a comma used after a fronted clause?
- Is a relative clause about a noun?
- Does a subordinate clause stand alone?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write four complex sentences: time, cause, condition and contrast.
Show a sample answer
four sentences
Another one. Tell a family member a sentence with a subordinate clause and ask them to identify it.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can use subordinators.
- I can punctuate clause order.
- I can use relative clauses.
- I can vary clause position.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Write the main clause.
- Add a subordinate clause.
- Choose its position.
- Punctuate.
11. Next lesson
Next lesson: Compound-complex sentences. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a subordinate clause? [1 mark]
- Write a complex sentence showing cause. [2 marks]
- Punctuate: Although he was tired he finished. [1 mark]
- What is a relative clause? [1 mark]
- Explain how to write a complex sentence. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a dependent clause adding detail to a main clause [1]
- a main clause [1]; a because clause [1]
- comma after tired [1]
- a clause beginning with who, which or that giving detail about a noun [1]
- write the main clause [1]; add a subordinate clause [1]; choose position and punctuate [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- A dependent clause adding detail is a ___ clause.
- A clause starting with who is a ___ clause.
- The independent clause is the ___ clause.
- A subordinate clause placed first is ___.
- She stayed home because she was ___.
- What type of clause is if you study?
- What type of clause is although he was tired?
- What does because show?
- Is a comma used after a fronted clause?
- Is a relative clause about a noun?
Homework
Tell a family member a sentence with a subordinate clause and ask them to identify it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A dependent clause adding detail is a ___ clause. | subordinate | 1 |
| 2. A clause starting with who is a ___ clause. | relative | 1 |
| 3. The independent clause is the ___ clause. | main | 1 |
| 4. A subordinate clause placed first is ___. | fronted | 1 |
| 5. She stayed home because she was ___. | ill | 1 |
| 6. What type of clause is if you study? | condition | 1 |
| 7. What type of clause is although he was tired? | contrast | 1 |
| 8. What does because show? | cause | 1 |
| 9. Is a comma used after a fronted clause? | yes | 1 |
| 10. Is a relative clause about a noun? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 subordinate; 2 relative; 3 main; 4 fronted; 5 ill. Level 2: 1 condition; 2 contrast; 3 cause. Level 3: 1 yes; 2 yes; 3 no.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Use subordinators | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Punctuate clause order | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use relative clauses | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Vary clause position | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: use subordinators; punctuate clause order; use relative clauses; vary clause position.
Prerequisite knowledge. Compound sentences.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.6.1 and L.6.2 (conventions of standard English); Cambridge Primary English Stage 6 (complex sentences). These sources informed the lesson.