Compound and complex sentence IEP goals: 12 examples
By the IEP Atlas editorial teamLast updated
Short answer
A compound or complex sentence IEP goal names the joining words, the task and how sentences are scored. For example: given 10 sentence stems ending in because, but or so, the student will complete each with an ending that fits the conjunction and forms a complete sentence with at least 90% accuracy on stems on 3 of 4 weekly probes. Then measure the same structures in paragraphs.
Once a student writes complete simple sentences, the next step is joining ideas. A compound sentence joins two complete thoughts with a word such as and, but, or or so ("It rained, so the game was canceled"). A complex sentence joins a complete thought to a dependent one with a word such as because, when, although or if ("When the bell rang, we lined up"). Students who never move past simple sentences write choppy paragraphs that hide how much they understand.
The 12 goals below target joining words, commas, and use in real writing. They pick up where IEP goals for writing simple sentences leaves off. Each links to its template in the sentence construction goal bank. For the whole writing area, see the pillar guide to IEP goals for writing.
How to choose a compound or complex sentence goal
Look at two paragraphs the student wrote alone and count the sentence types.
| What the samples show | Sub-skill to target | Measure |
|---|---|---|
| Only simple sentences, or long strings joined by and | Compound sentences with and, but, so, or | Percent of stems or prompts |
| Uses because or so, but the second part does not fit | Meaning of the joining word | Percent of stems that make sense |
| Joins ideas but leaves out commas, or writes comma splices | Commas in compound and complex sentences | Percent of sentences on a probe |
| Compound sentences only, no dependent clauses | Complex sentences with when, because, although, if | Percent of conjunctions used correctly |
| Joins ideas on probes, not in paragraphs | Use in own writing | Opportunities, sentence variety rubric |
If the student also struggles to produce these structures in speech, talk with the SLP. Joining clauses is a language skill before it is a writing skill, and an oral goal such as joining two ideas with and, but or or can run alongside the written one.
Compound sentence goals
| Goal | Baseline |
|---|---|
| Complete sentence stems with because, but or so: Given 10 sentence stems that end in because, but or so on familiar topics, the student will complete each with an ending that makes sense for the conjunction and forms a complete sentence independently with at least 90% accuracy on stems, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 stems (30%) |
| Join two ideas with and, but or or in speech: Given 10 picture pairs that show two related ideas, the student will say one sentence that joins them with and, but or or independently with at least 80% accuracy on compound sentence prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each session. | 30% of prompts |
| Place a comma before the conjunction in compound sentences: Given 10 compound sentences with the comma missing, the student will add a comma before the conjunction in each and leave sentences that do not need one unchanged independently with at least 85% accuracy on compound sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 sentences (30%) |
| Fix comma splices three ways: Given 10 comma splices, the student will correct each with a period, a semicolon, or a comma plus a conjunction, choosing a fix that keeps the meaning clear, independently with at least 85% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 sentences (30%) |
Weak: "Will write compound sentences."
Measurable: "Given 10 stems ending in because, but or so, will complete at least 9 with an ending that fits the conjunction and forms a complete sentence on 3 of 4 weekly probes."
The because, but, so stem is a good first probe because it shows whether the student understands each word. "I wore a coat because it was cold" and "I wore a coat but it was cold" mean different things. A student who writes the same ending after all three has learned the pattern, not the meaning.
Complex sentence goals
| Goal | Baseline |
|---|---|
| Write a complex sentence with a given subordinating conjunction: Given 10 subordinating conjunctions, each with a topic, the student will write one complex sentence for each that uses it correctly and makes sense, with a comma when the dependent clause comes first, independently with at least 80% accuracy on conjunctions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 conjunctions (30%) |
| Describe a picture with when, while or because: Given a picture that shows two connected events and 10 minutes, the student will write three sentences that each join two connected ideas with when, while or because, earning at least 7 of 9 points on a complex sentence rubric, on 3 of 4 consecutive weekly samples, as measured by a defined scoring rubric collected weekly. | 2 of 9 points |
| Use commas after introductory phrases and dependent clauses: Given 10 sentences that begin with an introductory word, phrase or dependent clause, with the comma missing, the student will add a comma after each introductory element and leave sentences without one unchanged independently with at least 85% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 25% of sentences |
| Combine sentences using who, which, that or an appositive: Given 10 pairs of short sentences that share a noun, the student will combine each pair into one sentence using a relative clause or an appositive, with commas where needed, independently with at least 80% accuracy on sentence pairs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 2 of 10 pairs (20%) |
Weak: "Will use complex sentences."
Measurable: "Given 10 subordinating conjunctions with a topic each, will write a complex sentence that uses each conjunction correctly, with a comma when the clause comes first, for at least 8 of 10 on 3 of 4 weekly probes."
Teach the conjunctions in small groups by meaning: time (when, before, after, while), cause (because, since), contrast (although, even though) and condition (if, unless). A list of 10 mixed conjunctions makes a good probe once each group has been taught.
Joining ideas in content writing
Compound and complex sentences carry the thinking in science and social studies: causes, effects, comparisons. These goals use content from current units.
| Goal | Baseline |
|---|---|
| Join cause and effect in one sentence: Given 10 cause-and-effect pairs from a current science or social studies unit, the student will write one sentence for each that joins the cause and effect with a signal word and keeps them in a logical order independently with at least 85% accuracy on pairs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 pairs (30%) |
| Compare two things in one sentence: Given two pictures or objects to compare and a chart of features, the student will write a sentence that tells how they are alike or different using a comparison word such as both, but, while or unlike independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly. | 2 of 8 opportunities |
Weak: "Will write about causes and effects in science."
Measurable: "Given 10 cause-and-effect pairs from the current unit, will write one sentence per pair joining cause and effect with a signal word in logical order for at least 85% of pairs on 3 of 4 weekly probes."
Compound and complex sentences in own writing
Probe success matters only if it reaches paragraphs. These goals measure the structures where the student chooses them.
| Goal | Baseline |
|---|---|
| Use compound and complex sentences in paragraph writing: When writing a paragraph-length response in language arts or content classes, the student will include at least two correctly punctuated compound or complex sentences independently in at least 4 of 5 opportunities, across 3 consecutive weeks of writing samples, as measured by opportunity-by-opportunity data collected weekly. | 1 of 5 opportunities |
| Vary sentence types and lengths in a paragraph: When writing a paragraph of six or more sentences on a familiar or class topic, the student will include simple, compound and complex sentences, at least two different sentence openings, and sentences of different lengths, earning at least 8 of 12 points on a sentence variety rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks. | 3 of 12 points |
Weak: "Will vary sentence structure."
Measurable: "When writing a paragraph-length response, will include at least two correctly punctuated compound or complex sentences in at least 4 of 5 opportunities across 3 consecutive weeks."
Teaching that sits behind these goals
The What Works Clearinghouse elementary writing guide recommends teaching students to construct sentences for fluency, meaning and style.[1] Sentence combining is a common way to do it: give two or three short sentences and have the student join them in different ways, then talk about which version reads best. The core sentence combining template appears in the pillar guide; the goals on this page are narrower steps toward it.
The secondary guide recommends explicit instruction with modeling and practice and reading strong writing to study how it is built.[2] Pull compound and complex sentences from the class novel or textbook and have students sort them by joining word before writing their own.
How to measure these goals
- Probes with fixed items. Stems, conjunction lists and comma probes have 10 items each. Score each item as correct or not against a written standard (complete, makes sense for the joining word, punctuated) on the accuracy data sheet.
- Own writing. Count compound and complex sentences in each paragraph and whether each is punctuated correctly. For the variety goal, score the paragraph on a short rubric and record it on the rubric scoring data sheet.
- Speech. The SLP records correct productions out of prompts in therapy.
Keep probe topics familiar so the score reflects sentence skill, not content knowledge. Paste each goal into the goal checker before the meeting.
Objectives for sentence-joining goals
- Complete because, but and so stems with fitting endings on 90% of stems.
- Add the comma before the conjunction in compound sentences on 85% of items.
- Write complex sentences with time and cause conjunctions on 80% of items.
- Include two correctly punctuated compound or complex sentences in 4 of 5 paragraphs.
Adapting by grade
Targets are illustrations, not norms.
| Grade band | Typical target | Typical task |
|---|---|---|
| Grades 1 to 2 | And, but and because in speech and short written sentences | Picture pairs, oral rehearsal |
| Grades 3 to 4 | Because, but, so stems; comma before the conjunction | Stems, sentence pairs |
| Grades 5 to 6 | Subordinating conjunctions by meaning; introductory commas; content sentences | Conjunction lists, unit content |
| Grades 7 to 12 | Relative clauses, appositives, comma splices, sentence variety in essays | Combining tasks, own writing, rubrics |
For the paragraphs these sentences go into, see paragraph writing IEP goals. Comma goals beyond sentence structure are in IEP goals for capitalization and punctuation.
Frequently asked questions
What is the difference between a compound and a complex sentence?
A compound sentence joins two complete sentences with a word such as and, but, or or so. A complex sentence joins a complete sentence to a part that cannot stand alone, using a word such as because, when, although or if. Goals often target compound sentences first.
Should I count run-on sentences joined by and as compound sentences?
No. A string of clauses joined by and, and then, and so on shows the student is joining ideas, but not choosing the joining word for its meaning. Count a compound sentence when the joining word fits and the sentence is punctuated correctly.
Who should write a complex sentence goal, the SLP or the teacher?
If the student does not use these structures in speech, the SLP often writes an oral language goal. If speech is fine and only writing is affected, the teacher writes a writing goal. Shared objectives let both providers report on the same skill.
Use it in IEP Atlas
- Sentence construction goals (writing)
- Written expression goals (writing)
- Written expression in the IEP glossary
- Syntax in the IEP glossary
- IEP goal checker
Related guides
- IEP goals for writing: written expression, spelling and mechanics
- IEP goals for writing simple sentences
- Paragraph writing IEP goals: 20 examples by sub-skill
- IEP goals for capitalization and punctuation: 16 examples
- Sentence combining as a writing intervention
Sources
- Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
- Teaching Secondary Students to Write Effectively, What Works Clearinghouse, Institute of Education Sciences
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.