Courseversity

Subordinating conjunctions

Primary EducationGrade 4English & Language ArtsCV-PRI-G04-ELA-U06-L0745–60 min

You will learn

  • Name subordinating conjunctions.
  • Show time, reason and contrast.
  • Build sentences with them.
  • Punctuate correctly.

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

The lesson in 60 seconds

  1. Choose the relationship.
  2. Pick the conjunction.
  3. Join the clauses.
  4. Use a comma if the subordinate clause starts the sentence.

Words to know

subordinating conjunction
a word that begins a dependent clause, such as because or although
dependent clause
a clause that cannot stand alone
independent clause
a clause that can stand alone
condition
what must be true for something to happen

1. Discover: Time, reason, condition

Tola writes: We stayed inside because it was raining. When the rain stopped, we went out. If the pitch is dry, we will play. Although it was cold, we enjoyed the match. She notices that because it was raining cannot stand alone.

Think: Where did she put commas?

2. Understand: Because, when, if, although

Idea 1: What they show

Subordinating conjunctions show time (when, after, while, before), reason (because, since), condition (if, unless) and contrast (although, whereas).

Idea 2: Dependent clauses

A dependent clause starts with one and cannot stand alone. It needs an independent clause.

Idea 3: Comma rule

When the dependent clause comes first, use a comma: When the rain stopped, we went out. When it comes second, no comma is needed.

Remember: Subordinating conjunctions start dependent clauses that show time, reason, condition or contrast; comma if the clause comes first.

3. Worked examples

Example 1 (I show you): Reason

Which word shows a reason?

  1. Why?

Answer: because

Example 2 (We do it together): Condition

Which word shows a condition?

  1. What must be true?

Answer: if

Example 3 (You try): Comma

Punctuate: When the rain stopped we went out.

Show the steps and answer
  1. Dependent first.

Answer: When the rain stopped, we went out.

Did you know?

Sentences with subordinate clauses let writers show how ideas connect, not only that they follow each other.

Why this matters

Subordinating conjunctions make writing more sophisticated and clear.

4. Explore: Because, if, although

Write complex sentences.

  1. Write six pairs of ideas.
  2. Join each with a subordinating word.
  3. Move the clause to the start.
  4. Add commas.
Think about it: what did you notice?

You can use subordinating conjunctions.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • Because ___, ___.
  • When ___, ___.
  • If ___, ___.
  • Although ___, ___.

Guided practice

Question 1. A word that begins a dependent clause is a ___ conjunction.

subordinating

Question 2. A clause that cannot stand alone is a ___ clause.

dependent

Question 3. A clause that can stand alone is an ___ clause.

independent

Independent practice

Level 1: Start

  1. A word that begins a dependent clause is a ___ conjunction.
  2. A clause that cannot stand alone is a ___ clause.
  3. A clause that can stand alone is an ___ clause.
  4. What must be true for something to happen is a ___.
  5. Because it was raining shows a ___.

Level 2: Grow

  1. Which word shows time?
  2. Which word shows contrast?
  3. Which word shows condition?

Level 3: Stretch

  1. Can “because it rained” stand alone?
  2. Is a comma used after a leading dependent clause?
  3. Is “and” subordinating?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Write six sentences, each using a different subordinating conjunction.

Show a sample answer

six sentences

Another one. Write five sentences using because, when, if, although and while.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can name subordinating conjunctions.
  • I can show time, reason and contrast.
  • I can build sentences with them.
  • I can punctuate correctly.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. Because shows a ___.

2. When shows ___.

3. If shows a ___.

4. Although shows ___.

5. Which is a dependent clause?

6. Which is independent?

7. Which sentence is punctuated correctly?

8. Which needs no comma?

9. Which word fits? ___ it is sunny, we will play.

10. Which word fits? ___ it was cold, we enjoyed the match.

11. Which word fits? She smiled ___ she won.

12. Why use subordinating conjunctions?

Challenge 1. Which sentence is correct?

Challenge 2. Which is a fragment?

Your result appears here after you answer every question.

10. Key takeaways

  • Choose the relationship.
  • Pick the conjunction.
  • Join the clauses.
  • Use a comma if the subordinate clause starts the sentence.

11. Next lesson

Next lesson: 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.

  1. What is a subordinating conjunction? Give two. [3 marks]
  2. What is a dependent clause? [1 mark]
  3. Join: It was cold. We played. [1 mark]
  4. When do you use a comma with a subordinate clause? [1 mark]
  5. Explain how to build a complex sentence. [3 marks]

Total: 9 marks.

Marking guide and model answers
  1. starts a dependent clause [1]; because [1]; when/if/although [1]
  2. a clause that cannot stand alone [1]
  3. Although it was cold, we played. [1]
  4. when it comes first [1]
  5. choose the relationship [1]; join the clauses with a fitting conjunction [1]; punctuate correctly [1]

Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. A word that begins a dependent clause is a ___ conjunction.
  2. A clause that cannot stand alone is a ___ clause.
  3. A clause that can stand alone is an ___ clause.
  4. What must be true for something to happen is a ___.
  5. Because it was raining shows a ___.
  6. Which word shows time?
  7. Which word shows contrast?
  8. Which word shows condition?
  9. Can “because it rained” stand alone?
  10. Is a comma used after a leading dependent clause?

Homework

Write five sentences using because, when, if, although and while.

Answer key and marking scheme

Question Expected response Marks
1. A word that begins a dependent clause is a ___ conjunction. subordinating 1
2. A clause that cannot stand alone is a ___ clause. dependent 1
3. A clause that can stand alone is an ___ clause. independent 1
4. What must be true for something to happen is a ___. condition 1
5. Because it was raining shows a ___. reason 1
6. Which word shows time? when 1
7. Which word shows contrast? although 1
8. Which word shows condition? if 1
9. Can “because it rained” stand alone? no 1
10. Is a comma used after a leading dependent clause? yes 1
Total 10

Independent practice answers. Level 1: 1 subordinating; 2 dependent; 3 independent; 4 condition; 5 reason. Level 2: 1 when; 2 although; 3 if. Level 3: 1 no; 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 Name subordinating conjunctions 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 Show time, reason and contrast 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 Build sentences with them 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 Punctuate correctly 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

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. 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: name subordinating conjunctions; show time, reason and contrast; build sentences with them; punctuate correctly.

Prerequisite knowledge. Coordinating conjunctions.

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 9-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 4 » 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.4.1 and L.3.1h; Cambridge Primary English Stage 4 (complex sentences). These sources informed the lesson.

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