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Ideas for Targeting Complex Sentences in Literacy-Based Therapy

Updated: Nov 25

We know targeting syntax is important for both receptive and expressive language development.


One area of syntax you might want to target is the use of complex sentences.


Here are eight engaging and effective ideas for targeting complex sentences in a contextualized manner using books in your speech and language therapy sessions!


complex sentences syntactic activity ideas

1️⃣ Search for and read examples of complex sentences in the text with the student.


Talk about the function of the sentence by identifying if the sentence:

✔️ adds a detail about the story

✔️ is a character speaking

✔️ references time or an order of events

✔️ explains cause and effect


Complex sentences differ from compound sentences because they contain a dependent and independent clause. Identify the dependent clause and the independent clause.


If there is a conjunction, identify it. You can also choose to focus on one specific conjunction, and search the text for examples of complex sentences utilizing the conjunction. Then prompt the student to make their own sentences about the story using the conjunction in a complex sentence.


2️⃣ Write dependent and independent clauses on strips of paper, sticky notes, index cards, or upcycled cardboard that the student can manipulate to create one complex sentence about the story.


3️⃣ Have the student draw pictures using pictography that represent the dependent and independent clauses. Match the clause strips with the pictures. Then have students combine them to create one complex sentence.


4️⃣ Retell the story or parts of the story with the target sentence pattern.


After: "After the old lady swallowed a cow, she swallowed a pig. After the old lady swallowed a pig, she swallowed a horse. After the old lady swallowed a horse, she swallowed a sheep. After the old lady swallowed a sheep, she created a petting zoo."


When: "The Little Taco Truck was surprised when Miss Falafel appeared. The Little Taco Truck looked for a new place to park when Miss Falafel parked in his spot. The Little Taco Truck was worried when he had to park at the end of the street. The Little Taco Truck was sad when even more food trucks appeared the next day."


5️⃣ Try creating sentences using the structure: when + what happened



6️⃣ Ask a question that would prompt the student to create a sentence about the story with the target sentence structure/grammar. You may want to provide a sentence starter.


Here are some starting ideas:

  • After = later on

  • Although = shows surprise or the opposite of what’s expected

  • As = at the same time or because

  • When = at a certain, the same, or later time

  • While = during, although

  • Until = a different idea, up to a certain time/event

  • Before = an earlier time

  • Because = a reason

  • If = a possibility (under this condition)

  • Since = gives a reason, from that time on

  • Unless = an exception


Here's an example targeting complex sentences using "after":

  •  SLP: What did Froggy do after he went kayaking? After kayaking, Froggy…(sentence starter)

  •  Student: After kayaking, Froggy went stargazing.


Continue with similar question types and sentence starters (as needed) to elicit the target sentence structure. For example:

  •  What did Froggy do after he got dressed? After he got dressed, Froggy...

  •  What did Froggy do after he cooked breakfast? After he cooked breakfast, Froggy...

  •  What did froggy do after he went hiking? After he went hiking, Froggy...



7️⃣ Provide students with two sentences and ask them to combine them into one amazing sentence. Let students know can be more than one way to combine them. Students can create sentences orally and/or write them down.


8️⃣ Create complex sentences using character dialogue. Look at pictures with characters and have students create sentences based on what they think the character may be stating or asking.



Hope this has been helpful! 😊


about the author Sarah. Sarah is a pediatric SLP and the creator of Speechie Adventures.

Reference:

Ukrainetz, T. A. (2006). Contextualized Language Intervention: Scaffolding Prek-12 Literacy Achievement (1st ed.). Pro Ed.


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