Activity 3 focuses on time transition words and provides students lists of linking words (e.g., "At first," "After," "Then," "As a result") and an exercise that asks students to fill blanks using those words. Activity 4 requires students to "use transitions in her summary" and gives the example sentence "First, the family took cover in a cellar because a tornado was coming," which includes the subordinating conjunction "because."

Students read Chapter 5 aloud, which includes sentences using subordinating conjunctions (e.g., "Even if he dug all the way to China..." and "when he got there..."). Students complete sentence starters on the award ribbons that use the subordinating conjunction "because" (e.g., "Tornado is the smartest dog because _____"). These activities require students to produce sentences that use subordinating conjunctions to give reasons or describe time/conditions.

The sample persuasive paragraphs include conjunctions: Example 1 uses 'because', 'whenever', and 'but' within model sentences. Activity 2 has students record three reasons and supports and then write a persuasive letter, which gives students occasions to join ideas within sentences. The self-editing checklist asks students to review 'Grammar' and 'Choice of Words', creating an opportunity to correct sentence-level usage.

Students are taught that sentences can be combined using conjunctions and that "and" is a conjunction. Students practice identifying subjects and verbs and then rewrite short sentence pairs by connecting them with the word "and." Students practice comma usage when the second clause can stand alone (independent clause) and apply that rule in guided examples and writing prompts.

Students read texts that include subordinating conjunctions (e.g., sentences beginning with "When," such as "When Columbus first encountered the people…" and "When contact is mostly…") and coordinating conjunctions appear throughout the student activity page and discussion questions (e.g., multiple uses of "and," "but," and "or"). Students also read and listen to passages that model complex sentences containing dependent and independent clauses joined by conjunctions.

The letter template for Activity 2 includes the conditional starter "If children are not allowed to go to school then they cannot...", which models a subordinating conjunction (if). The conclusion prompt "I hope you will make changes that will allow all children to go to school and to learn." models a coordinating conjunction (and). Students are asked to write their own letter (Option 2) or complete the structured letter, so they will produce sentences that mirror these modeled conjunctions.

Students read passages that contain coordinating conjunctions (for example: "They were not allowed to hold positions of power and run for office." and "Now women have the same rights as men, but it took some very hard work..."). Students are asked to write declarative, interrogative, and exclamatory sentences and an acrostic poem, activities in which they could use conjunctions in their own writing.

Students complete a sentence prompt that reads "__________ is my hero because __________," which requires them to write a clause joined by the subordinating conjunction because. Students also write three sentences about their favorite hero and produce other written pages (cover, table of contents, short biographies) where they may produce multi-clause sentences in context.

The Facts and Definitions section defines conjunctions and lists examples (and, but, or, for, because, etc.). Activity 3 (Combining Sentences) asks students to make a list of conjunctions, write a sentence using each one, say them aloud, and combine short sentences into longer sentences. The provided sample combined sentences and answer key explicitly model coordinating conjunctions (and, but) and a subordinating conjunction (because) in student writing.

Students are prompted to use "But...So..." in the journal entry format, which encourages them to join ideas using coordinating conjunctions. The discussion directions include sentences that use subordinating conjunctions (for example, "if Mr. Ocax is not protecting the mice, they have no reason to stay" and "the mice don't leave because they are afraid"), which students are asked to discuss. Students are also reminded to answer verbal and written questions in complete sentences, which can incorporate conjunctions when combining ideas.

The paragraph rubric explicitly requires "evidence that at least three short sentences have been combined using the conjunctions 'and,' 'but,' 'or,' or 'because.'" Students are instructed to turn their organizer ideas into sentences and paragraphs (Part 2) and to use the rubric during editing (Part 3) to ensure those combined sentences are present. The organizer and drafting steps require students to produce connected sentences within paragraphs, providing opportunities to use coordinating and the subordinating conjunction 'because.'

Students are given a poem template that begins sentences with 'I like spiders because...' which requires them to produce clauses introduced by the subordinating conjunction because. Several discussion prompts (for example, 'How and why do most spiders use silk?' and the 'Why or why not?' question) prompt students to write explanatory responses that could use subordinating conjunctions. Activity headings and questions include the coordinating conjunction 'and' in prompts such as 'How and why...', exposing students to coordinating conjunctions in question form.

The Skills section explicitly instructs students to "Combine simple sentences and use conjunctions in writing." Activity 2 discusses the use of conjunctions and specifically points out the coordinating conjunctions and, or, and but, then asks students to rewrite paragraphs using conjunctions. Activity 3 asks students to write a personal paragraph and to include sentences that use conjunctions while varying sentence beginnings and lengths.

The student activity page provides sentence starters that require a subordinating conjunction: students fill in "I felt __ because __." and "We have to live under the bridge because __." The lesson text also uses the coordinating conjunction "and" in prompts (for example, "earning, saving, and spending money"), giving students exposure to a coordinating conjunction in context. Students are asked to write diary/journal entries that require combining ideas, which may lead them to use conjunctions in their writing.

Students read multiple sentences that use coordinating and subordinating conjunctions, for example: "Because the Calcet children have no money, there is not much they can do during the day." and "Armand himself is very poor, yet he finds a way to help the children." The lesson also contains coordinating conjunctions in narrative sentences such as "They are staying under the bridge but do not have money to eat" and "Some countries may celebrate the same holiday but have very different traditions." These instances expose students to both subordinating (because) and coordinating (but, yet) conjunctions in context.

The paragraph template and prompts include example conjunctions: students fill in "Three animals I would want to study and learn more about are ___, ___, and ___," which uses the coordinating conjunction "and." Another prompt uses a subordinating conjunction in context: "The relationship between a ___ and a ___ would be interesting to observe and learn about because ___." These sentence stems require students to produce writing that contains at least one coordinating and one subordinating conjunction.

The activity provides sentence starters that require subordinating conjunctions such as "I have to change because ______________," "When I was in the castle, all I could think about was ______________," "Now that I am back in the city, I ______________," and conditional "If you would have asked me two days ago, I would have said ______________." It also includes coordinating conjunctions in prompts like "Jemmy and I ______________" and "But now our relationship is ______________," which students must use when composing and performing their monologues. Students are asked to write, revise, and orally present the monologues, giving multiple opportunities to use these conjunctions in both writing and speaking.

Students encounter sentences that include subordinating conjunctions, for example the vocabulary sentence, "When driving a car at this fast rate you have to be very careful," and the personal reaction, "If my best friend moved away, I would also stop playing that game...". Students are asked to write sentences, a paragraph, and a letter (Activities 4 Option 1 and Option 2), which gives them opportunities to produce complex sentences that could use conjunctions. The Reactions Chart and journal prompts require students to write about events and causes, contexts where subordinating conjunctions (e.g., when, if, because) are naturally used.

Several student-facing sentences contain coordinating and subordinating conjunctions: e.g., the Fact/Opinion items include "Winnie and the Garbers live on Grove Street" (coordinating conjunction 'and') and "Winnie's mother did not bake brownies for the Garbers because she was not glad to have them as neighbors" (subordinating conjunction 'because'). The advanced option includes "If you have a different shade of skin, you act differently," which uses the subordinating conjunction 'if'. Scenario and activity prompts also include compound phrases using 'and' (e.g., "You and a friend of a different race...").

Students encounter subordinating conjunctions in content sentences (for example, the answer to Question #2 uses "because" in "She was playing a joke on him because he thought he knew everything"). Students see a conditional subordinating conjunction in an instructional sentence: "If you have a singular subject... add an 's' to the verb." Students also encounter a coordinating conjunction in the subject fragments list ("Winnie and Iggie").

Students read an example letter that contains coordinating and subordinating conjunctions (for example: "and," "but," and "because") and are asked to write three paragraphs with topic sentences and supporting sentences where such conjunctions could be used. The planning pages require students to compose topic sentences, supporting details, and concluding sentences, giving opportunities to join ideas within and between sentences. Editing and revising steps ask students to read for sentence-level mechanics and to revise drafts, which may lead students to adjust how ideas are connected.