The lesson contains explicit sentence examples that use a comma before a coordinating conjunction connecting two independent clauses: 'They had to be very quiet, and they could do very few things.' and 'Pa thought he was attacking a bear, but it wasn't really a bear.' These examples appear in the reading/questions sections that students read and discuss.

The lesson includes an example sentence that uses a comma before a coordinating conjunction: "Pa banged on a tree with a club, and the bear waddled off." Students are asked to write a paragraph describing the interdependence between bees and flowers (Activity 3, Option 2) and to write a creative story in "The Boy (or Girl) Who Cried...", providing opportunities to produce compound sentences in their own writing.

The text includes the sentence: "Matt needed Attean for food since he was hurt, and Attean needed to learn how to read." This sentence is a compound sentence that places a comma before the coordinating conjunction "and," providing a direct example of the target convention.

In Question #1 answer students read the compound sentence: "Matt distracted it with a rabbit, and Attean shot it with his bow and arrow," which includes a comma before the coordinating conjunction 'and.' This sentence provides an explicit model of a comma used before a coordinating conjunction in a compound sentence.

The lesson lists a skill to "Accurately use capitalization and punctuation, such as commas, in writing," and instructs students to draft and edit a persuasive letter or speech where punctuation correctness is assessed. The "Grammar and Organization" rubric asks "Do your sentences have correct punctuation?" and the final-copy activity requires students to read and make corrections to their writing. These elements require students to attend to commas and other punctuation when producing and revising sentences.

Students are asked to edit their writing for grammar and spelling during a focused editing pass and to use a rubric that explicitly checks for "correct comma usage." The skills list tells students to "use capitalization with proper nouns and punctuation, such as commas, in a series," and the rubric's Grammar and Spelling category prompts students to check punctuation. These items indicate students will practice checking and correcting commas when revising their drafts.

Students are asked in Activity 3 to write a paragraph that uses correct capitalization and punctuation and to include at least four conjunctions. Students are required to produce sentences of varied lengths, which gives them opportunities to write compound sentences that could include coordinating conjunctions. Students also practice punctuation generally when they are asked to write and verbally summarize events, reinforcing punctuation use in their own writing and speech.

One example paragraph includes the compound sentence "I like winning, but it is still fun to play even I don't win," which uses a comma before the coordinating conjunction but. The activities require students to rewrite and vary sentence beginnings, so students will read and manipulate sentences that could include compound structures.

Several sentences in the reading text use commas with coordinating conjunctions that join clauses. For example, "He asked if Lucy or Edmund was more truthful, and he assured them that Lucy was not mad." Another sentence containing commas and coordinating conjunctions is, "The door had been torn off, there were ashes all over the room, and his picture had been slashed."

Students are asked to edit for appropriate grammar, spelling, and punctuation and to check for punctuation and spelling errors during Activity 3. The rubric explicitly asks whether students used correct capitalization and punctuation, and students are instructed to write and revise three paragraphs, following the rubric criteria. Students are reminded to use appropriate ending punctuation (exclamation points and question marks) and to run spell check and proofread their final copy.

The lesson contains at least one sentence that models a comma before a coordinating conjunction in a compound sentence: "Simba, in the Lion King, doesn't actually die, but he is seen by his pride as having died and then returned from the dead." Several other sentences use commas with coordinating conjunctions in lists (for example the Harry Potter and Superman sentences), showing comma use in the text.

The activity page includes the author's sentence: "Great lumps of blue rock were scattered around, and dead trees stood everywhere like skeletons," which shows a comma before the coordinating conjunction 'and.' In Option 2 students are directed to copy the author's description verbatim, so students will reproduce that sentence (including its comma) when they write the text below the title.

The lesson text contains compound sentences that use commas before coordinating conjunctions, for example: "The giant did not see him, so the boy ran behind an old tree." and "...the boy was petrified, but this boy had great ingenuity." Students are asked to write a paragraph (Option 2) and complete a fill-in-the-blank paragraph (Option 1), which require composing sentences and could lead students to encounter or reproduce similar punctuation.

Students are asked to complete an Editing activity that directs them to correct punctuation errors in three paragraphs. The answer key shows students add commas in a sentence that links two clauses: "They were shy nervous and quiet, ... so Precious became their friend," indicating a comma appears before the coordinating conjunction so. The answer key also asks students to add commas around an appositive ("The boy, Pontsho,") and to add commas in a series (commas after "shy" and "nervous").

The lesson includes the sentence in Question #6: "She fell down at school, and her father was called," which models a comma placed before the coordinating conjunction "and" joining two independent clauses. The lesson also asks students to write a paragraph about a special ability or talent, providing an opportunity for students to produce compound sentences in their own writing.

One sentence in the writing activity uses a comma before a coordinating conjunction: "She can make one, or to make the experience more authentic, she can pick one out at the store that she thinks Sadako would like." The writing task requires students to draft and edit an eight-sentence get-well card, which gives students an opportunity to apply punctuation during revision.

Activity 2 contains a sentence that uses a comma before a coordinating conjunction: "Precious helped her new friends find their missing cow that was very important to them, and Sadako received help and support from her friends and family while she was struggling with leukemia." Activity 3 (Option 2) requires students to write an eight-sentence, first-person letter, giving students an opportunity to produce compound sentences that could include a comma before a coordinating conjunction.

The possessives activity includes example sentences that use a comma before a coordinating conjunction in a compound sentence, e.g., "The boys' days were spent digging holes, and they were always hot and tired." The lesson asks students to write possessive statements and to add correct punctuation during a game, which may lead students to encounter the example comma usage when modeling their responses.

The instructions include the sentence "When she has finished the poem, she can erase the outline, and the words will keep the shape of the poem," which places a comma before the coordinating conjunction 'and' joining two independent clauses. Students are asked to write final copies of poems and to record answers for research questions, activities that may lead them to produce compound sentences.

Students are explicitly told they can add a comma and one of the FANBOYS (for, and, nor, but, or, yet, so) to fix a run-on. Students identify sentences as run-ons or fragments on the activity page and correct them (e.g., sentences like "Sam fixed the school house for Kate it looked beautiful" that can be fixed by adding ", and"). Students rewrite a paragraph correcting run-ons, giving them contextual practice applying punctuation fixes that include inserting a comma before a coordinating conjunction.

The lesson includes the sentence "He tried to drive away very quickly, but his plan did not work," which shows a comma before the coordinating conjunction "but" joining two clauses. This sentence appears in the adverb activity/answer key that students read and are asked to work with. No other punctuation instruction is provided elsewhere in the activities or pages.

Students are asked in Activity 2 to fill in missing punctuation, specifically including commas, and the provided answer key shows commas placed before coordinating conjunctions in compound sentences (e.g., "Zero ran away from the camp and never looked back, but Stanley was too afraid to go find him." and "First Stanley and Zero finished digging their holes, and then they went to the tent for their reading lesson."). The Student Activity Page presents unpunctuated compound sentences (items 3 and 6) that require students to insert a comma before the coordinating conjunction.

One sentence models a comma before a coordinating conjunction: "Tell her that today Stanley learns more about Zero, and they get themselves into a scary predicament." The text also contains compound sentences elsewhere that use coordinating conjunctions, providing incidental examples of coordinating conjunctions in context.

The lesson includes at least one model sentence that uses a comma before a coordinating conjunction: "Tell your child that some sentences have more than one prepositional phrase, and sometimes there are two or more phrases in a row." The instructional text contains several compound or complex sentences that demonstrate comma use in context while teaching prepositional phrases and other grammar points.

Activity 5 (Using Commas, Part II) explicitly teaches that two independent clauses can be joined with a comma and a coordinating conjunction, defines an independent clause, and lists the seven coordinating conjunctions (FANBOYS). The activity gives a model sentence: "Gerda began to cry, but no one heard her except the sparrows," and the Student Activity Page asks students to insert commas in sentences where a comma is needed before the coordinating conjunction and to form compound sentences by combining independent clauses. The Wrapping Up section asks students to write a sentence that combines two independent clauses with a coordinating conjunction, reinforcing independent practice.

The Reflective Writing Rubric explicitly asks students, "Did you use commas when needed?" and includes punctuation checks such as beginning sentences with correct punctuation. Activity 3 directs students to read their organizer, make corrections, and produce a final copy, which requires them to review and apply punctuation rules. Students write multi-paragraph drafts and perform editing and revision on their own sentences using the rubric criteria.

Students read an answer to Question #1 that contains a compound sentence with a comma before the coordinating conjunction: "When the group returned to the boat, one of the natives started to make a speech, and the crew's interpreter said the natives planned to kill them." Students encounter other multi-clause sentences in the reading (e.g., sentences with "and") that show comma usage in context.

Students encounter a correctly punctuated compound sentence in the Q&A answer: "They are both leaking badly, but Columbus does not want to risk another run-in with the natives." Students are assigned the skill "Use correct punctuation and capitalization" and asked to ensure correct punctuation when writing at least five lines of dialogue on the "Instead of 'Said'" activity.

Students read instructional text that contains a clear example of a comma before a coordinating conjunction in a compound sentence ("...art supplies, or she can build a model of the new home..."). Students encounter other sentences that join clauses with coordinating conjunctions, providing incidental exposure to coordinating conjunctions in context.

The lesson text includes at least one compound sentence that uses a comma before a coordinating conjunction: the answer to Question #4 reads, "They were becoming more intelligent, and they had stopped aging." This sentence demonstrates the comma-before-conjunction pattern in context. No other activity explicitly asks students to form or punctuate compound sentences with a comma before a coordinating conjunction.

One answer sentence in the lesson contains a comma before a coordinating conjunction: "Mrs. Frisby would put sleeping powder in Dragon's bowl, and then the rats would lift her home." Several instructional sentences model complex sentence structure with commas (e.g., conditional clauses followed by main clauses). The activities ask students to write paragraphs and responses, which could produce compound sentences.

The Facts and Definitions section states the rule: "Use a comma before a conjunction, when the words on each side of the conjunction could stand alone as a sentence." The Activities include a Combining Sentences exercise that asks students to place commas where needed and to combine pairs of sentences using conjunctions, with an answer key modeling comma placement (e.g., "Nicodemus wanted to go to leave NIMH, yet he also wanted..."). The lesson also instructs students to review conjunctions (and, but, or, so, yet) and to decide whether a combined sentence needs a comma, and the Wrapping Up prompts students to describe when a comma is used before a conjunction.