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Grade 8

Alabama ELA Standard: 8.LL.16.c

Explain how using simple, compound, complex, or compound-complex statements and questions signals differing relationships among ideas in a text.

Rainclouds – Mixed Up Paragraph
Rainclouds – Mixed Up Paragraph
Can you use the context clues to get these sentences about rain clouds back into the correct order?
Washington, DC – Mixed Up Paragraph
Washington, DC – Mixed Up Paragraph
These sentences about Washington, DC got scrambled. Can you put them back in order using nothing but context clues?
Changing Coordinating Conjunctions
Changing Coordinating Conjunctions
What happens when we switch out a “but” with a “so”? An “and” with a “for”? How can such tiny words make such big differences?
Fixing Shakespearean Run-Ons
Fixing Shakespearean Run-Ons
Can your students help The Bard? We’ll fix five Shakespearean run-ons in three different ways.
What’s In My Brain – Independent vs Dependent
What’s In My Brain – Independent vs Dependent
These clauses are sorted into two groups. What’s the rule? No definitions given — just examples.
Simple or Compound Sentences – What’s In My Brain?
Simple or Compound Sentences – What’s In My Brain?
Can your students spot simple sentences vs compound sentences?
Complex or Compound – What’s In My Brain
Complex or Compound – What’s In My Brain
Can your class spot the complex sentences vs compound sentences?