Grade by Grade
B. Foundations of Language · Spelling, Printing and Sentences

Describing Words and Joining Words

B3.2 B3.1About 35 minutes
Learning goals
  • I can use adjectives to describe nouns.
  • I can use adverbs to tell how something is done.
  • I can join ideas with and, but, so, or and because.
  • I can join two sentences to make one compound sentence.

Words to know

adjective
A describing word that tells about a noun: big, brown, bumpy, delicious.
adverb
A word that tells how (or when) an action happens: slowly, loudly, quickly, today.
conjunction
A joining word, like and, but, so, or, because.
compound sentence
Two complete sentences joined with a joining word like and, but or so.

Make your sentences come alive!

Read these:

  • I ate a cookie.
  • I ate a warm, gooey chocolate cookie.

Which one makes your mouth water? The second one! The extra words describe the cookie.

Adjectives describe nouns

An adjective tells more about a noun. It can tell:

  • colour: red, brown, green
  • size: big, tiny, tall
  • shape: round, square, long
  • how many: two, many, some
  • how it feels: soft, bumpy, cold, sticky
  • how it tastes or smells: sweet, salty, delicious
  • what it's like: brave, funny, kind, brilliant
NounWith adjectives
doga fluffy brown dog
snowcold, white snow
roada bumpy road
souphot, delicious soup
Adjectives paint a picture
cookie (noun)warmhow it feelsgooeyhow it feelschocolatewhat kindsweethow it tastesroundshape
Adjectives around a noun. Each one tells a little more about the cookie.

Adverbs tell how

An adverb tells about a verb (an action word). Many adverbs end with -ly and tell how something happens:

  • The turtle walks slowly. 🐢
  • The rabbit hops quickly. 🐰
  • The baby sleeps quietly.
  • The band plays loudly.

Some adverbs tell when: today, soon, later, yesterday.

Just for fun

Why are turtles the best at adverbs?

Because they do everything sooooo slowly! 🐢

Joining words (conjunctions)

Conjunctions join words and ideas:

  • and adds more: I like apples and pears.
  • but shows something different: I like apples, but I don't like pears.
  • so tells what happened next because of it: It was cold, so I wore my toque.
  • or gives a choice: Do you want milk or juice?
  • because tells why: I am happy because it is my birthday.

Compound sentences

You can join two complete sentences into one compound sentence:

It is snowing. + We will build a fort. → It is snowing, so we will build a fort.

I like soccer. + My brother likes hockey. → I like soccer, but my brother likes hockey.

We usually put a comma before and, but or so when joining two sentences.

It is snowing.We will build a fort.soIt is snowing, so we will build a fort.a comma goes before the joining word
A joining word like so turns two short sentences into one compound sentence.
Worked example

Let's add describing words

Make this sentence more interesting: The cat sat on the mat.

  1. Find the nouns: cat and mat.
  2. Add an adjective for the cat. What is it like? fat, orange cat.
  3. Add an adjective for the mat. soft mat.
  4. Add an adverb to tell how it sat: lazily.
  5. Read it: The fat, orange cat sat lazily on the soft mat.

The fat, orange cat sat lazily on the soft mat.

Worked example

Let's join two sentences

Join with the best word: I was hungry. + I ate a snack.

  1. Think: Is the second idea more, different, or what happened because of it?
  2. I ate a snack because of being hungry. That's a result, so use so.
  3. Put a comma before so.

I was hungry, so I ate a snack.

Hands-on activity

Mystery bag describing game

You need: a pillowcase or bag, and 5 small things from around the house (a mitten, a spoon, an orange, a toy car, a pinecone).

  1. A grown-up hides one thing in the bag.
  2. Reach in without looking. Use adjectives to describe what you feel: It is round, bumpy and cool.
  3. Guess what it is!
  4. Take it out and add more adjectives about how it looks and smells.
  5. Bonus: Act out an action slowly, then quickly, then quietly, then loudly. Those are adverbs!

Your turn

1

Find the adjective: The tall giraffe eats leaves.

2

Add an adjective: I have a ___ hat.

3

Find the adverb: The snail moves slowly.

4

Choose and or but: I like snow, ___ I don't like ice.

5

Choose or: Do you want a muffin ___ toast?

6

Finish with because: I wore my mitts because ...

7

Join with so: It was dark. + I turned on the light.

More practice: warm-up

1

Which word is an adjective: soft or run?

2

Name a colour adjective.

3

Which joining word adds more: and or but?

4

Find the adjective: I see a big moose.

5

Add -ly to quick.

More practice: on your own

1

Find 2 adjectives: The little dog has a fluffy tail.

2

Choose the best adverb: The baby is sleeping, so please talk ___. loudly or quietly?

3

Join with and: I have a cat. + I have a dog.

4

Which joining word tells why: so, or, because?

5

Describe an apple using 3 adjectives.

Challenge

1

Make this sentence better with 2 adjectives and 1 adverb: The dog ran.

2

Join with the best word (and, but, so): It rained. + We stayed inside.

3

Write a compound sentence about your favourite season using but.

Check your understanding

Quiz

1.

Which word is an adjective?

2.

Which word tells how the turtle walks? The turtle walks slowly.

3.

Choose the best joining word: I wanted to play, ___ it was bedtime.

4.

Which joining word gives a choice?

5.

Which is a compound sentence?

6.

Which sentence uses an adjective to tell about taste?

For parents and teachers

Big idea: Grade 1 students learn how common adjectives, adverbs and conjunctions work in sentences (B3.2) and begin building compound sentences by joining two simple sentences (B3.1).

How to help at home:

  • When your child writes or tells a sentence, ask "What did it look like? How did it feel? How did they do it?" to coax out adjectives and adverbs.
  • Play "I'm thinking of something..." with adjectives as clues: "It's yellow, round and hot." (the sun)
  • Model joining words in everyday talk: "It's raining, so we need umbrellas."

Common difficulties:

  • Using "and" to join everything ("...and then... and then..."). Encourage but, so and because to show how ideas connect.
  • Choosing the wrong joining word. Ask: "Is it more, different, or what happened because of it?"
  • Too many adjectives at once. One or two well-chosen words is better than a long list.
  • Missing commas in compound sentences. At Grade 1 this is not a major focus. Praise the joined idea first.