Name Grammar

5.1.1

Coordinating Conjunctions

The coordinating conjunctions and, but, and or join sentence parts.

We went to the aquarium, and we observed fish. adds information

Mike can study fish, or he can study aquatic plants. shows choice
I was tired, but I finished the experiment. shows contrast

Avoid starting sentences with conjunctions.

> Write the correct coordinating conjunction and, but, and or for each sentence. (1 point each)

1.    We waited for you, but you were late for the appointment.

2.    I understand math well, and I enjoy it, too.

3.    We sat at our desks, and we decided who would be the team leader.

4.    I wanted to lead, but the group chose Daniel.

5.    We could go outside at recess, or we could go to the book fair.

6.    We chose to study the next chapter, and I was happy about the choice.

7.    The team recorded our observations daily, but I missed two days of class.

8.    Our teacher said I could review the chapter, or I could write down
questions I had.

9.    There will be rides at the fair, but they are for older kids.

10.    I thought it was going to rain today, but it actually turned out to be sunny.

> Revisit a piece of your writing. Edit the draft to make sure your coordinating
conjunctions are used correctly.

Grade 6 • Coordinating and Correlative Conjunctions Printable

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Name Grammar
5.1.2

Correlative Conjunctions

Correlative conjunctions work together to connect parts of a sentence to

show how they are related.

It’s great to learn to both sing and to dance.

I’m not sure whether I’ve been here before, or if I’ve just seen pictures.
The doctor will not change the appointment, but he will have to cut
it short.

> Underline the correlative conjunctions in each sentence. (2 points each)

1. I am either too late for this lecture or too early for the next one.

2. He asked the teacher whether they would finish today or tomorrow.

3. They did not go skating but skiing instead.

4. The store had both apples and oranges.

5. The music was neither loud nor distracting.

> Revisit a piece of your writing. Edit the draft to make sure your correlative conjunctions
are used correctly.

Grade 6 • Coordinating and Correlative Conjunctions Printable

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Name Grammar
5.1.3

Writing Compound Sentences

A compound sentence is made up of two simple sentences joined by a

comma and a coordinating conjunction such as and, or, or but.

Alex talked a lot during the class, but Nora was almost silent.

> Underline the simple sentences in each compound sentence. Circle the
coordinating conjunction. (2 points each)

1. Cleo took the English test, but she didn’t finish it.

2. Alex and Sondra studied the ladybugs on the flowers in the school garden, and Jordan
took a photo for our report.

3. My mom got some poster board, and we made a huge sign.

4. We can charge a dollar for the crafts, or we can charge just 50 cents.

5. He will have to park in the lot, or he will have to park far up the street.

> Revisit a piece of your writing. Edit the draft to make sure your compound sentences and
coordinating conjunctions are used correctly.

Grade 6 • Coordinating and Correlative Conjunctions Printable

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Name Grammar
5.1.4

Review Coordinating and Correlative Conjunctions

Conjunctions connect groups of words in sentences and show how ideas

relate. Pay attention to commas when using conjunctions.

The doctor and his team set out on an adventure.

Have the sled dogs eaten, or do they need to be fed?

The team will either leave immediately, or they will wait for the doctor.

> Circle the conjunction that has the meaning shown in parentheses. Write Y if the
conjunction forms a compound sentence. (2 points each)

1. The tundra is dangerous, but the explorers are a brave group of adventurers. (shows
contrast) Y

2. This coat keeps you warm and shields you from the wind. (adds information)

3. Will the lead team carry the supplies, or will the support team carry them? (shows choice)
Y

> Combine the underlined sentences to make a compound sentence. (1 point each)

4. Our trip began in the morning. Everybody was excited.

Possible response: Our trip began in the morning, and everybody was excited.

5. The sun had not yet risen. The guides had headlamps to light their way.

The sun had not yet risen, but the guides had headlamps to light their way.

> Revisit a piece of your writing. Edit the draft to make sure your coordinating and
correlative conjunctions are used correctly.

Grade 6 • Coordinating and Correlative Conjunctions Printable

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Name Grammar
5.1.5

Connect to Writing: Using Coordinating

and Correlative Conjunctions
> Read the selection and choose the best answer to each question.
Rosita wrote a paragraph about making a sandwich. Read her paragraph and answer the questions
that follow.

(1) First I took out two slices of bread. (2) Then I took out the turkey slices.
(3) You can choose mustard for the sandwich. (4) You can choose mayonnaise for the
sandwich. (5) Don’t add too much.

1. How can Rosita combine sentences 1 and 2 to make a compound sentence using a coordinating
conjunction?

A. First I took out two slices of bread, or then I took out the turkey slices.
B. First I took out two slices of bread, but I took out the turkey slices.
C. First I took out two slices of bread, and then I took out the turkey slices.
D. First I took out two slices of bread, although I took out the turkey slices.

2. How can Jenna combine sentences 3, 4, and 5 using correlative conjunctions?

A. Y
 ou can choose either mustard or mayonnaise for the sandwich but don’t
add too much.
B. Y
 ou can choose either mustard or mayonnaise for the sandwich or don’t
add too much.
C. Y
 ou can choose neither mustard nor mayonnaise for the sandwich and don’t
add too much.
D. You can choose mustard or mayonnaise for the sandwich and don’t add too much.

> Think of something you do often and write directions for someone to follow. Check your
sentences for correct use of coordinating and correlative conjunctions.
Responses will vary.

Grade 6 • Coordinating and Correlative Conjunctions Printable

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