Patterns of Power By: Jeff Anderson with Whitney La Rocca Ashli Newman and Kristen Festa Sunnyside School, Shelton

“We know that foundational attitudes about the wonder of language and all its power are formed in elementary school.”

Learning Targets for Patterns of Power I can explain the invitation process as outlined in Patterns of Power by Jeff Anderson. I can connect the Dynamic Language Learning Progressions (DLLP) to the invitation process. I can actively participate in a lesson focused on the invitation process.

Progression For Sentence Structure

Purpose of Patterns of Power “ The grammar bridge activates meaning and purpose, which operate between the acts of reading and writing.”

What does Patterns of Power look like? Traditional Grammar Instruction Active participant Only right or wrong answers Exploration with language Rote memorization Student facilitated Teacher or worksheet directed Notice and connect patterns No connection, isolated skills Use of mentor text, digestible chunk of text Incorrect sentence; edit for grammar rules

What Is The Invitation Process? Invitation to Notice Invitation to Compare and Contrast Invitation to Imitate (shared, interactive, paired, independent) Invitation to Celebrate Invitation to Apply Invitation to Edit Instructional routine- can be applied in many formats (whole, small, etc)

Invitation to Notice A sentence from literature is displayed to model a pattern of power. Ask students- What do you notice? Fifteen seconds of wait time before calling on students. Teacher records responses.

Invitation to Notice How does a teacher respond when students are curious about other patterns of power? Teachers have two options- address at another time or address now. “Teaching is always a gamble, but you are likely to win when kids are curious.” What’s the function? Ask students- What does _____ do when we read it aloud? What does ___ do when we read it with our eyes? Focus phrase displayed after they discover the pattern.

Invitation to Notice 3rd Grade Sunnyside

Invitation to Compare and Contrast Display the original sentence and compare it with an imitation sentence. Ask students- How are these sentence alike and different? In pairs, they analyze the two sentences orally or in writing. Repeat focus phrase. The goal is to participate in conversations about language. Conversations deepen understandings of structure and the choices that go into them.

Invitation to Compare and Contrast 3rd Grade Sunnyside

Invitation to Imitate in Action Students apply the convention by creating their own sentence You have several option for imitating the model sentence: Shared writing-teacher holds the pen, class creates imitation sentence Interactive writing- student holds the pen, class creates imitation sentence Paired writing Independent writing Allow students to imitate in multiple ways. High level of scaffolding Low level of scaffolding Image of four ways to imitate most teacher support to least teacher support (page 33)

Invitation to Imitate 3rd Grade Sunnyside

Invitation to Celebrate and Connect in Action We make time to share student’ imitations with an audience and celebrate their efforts. Student reads imitation sentence twice. On the first listen, students hear the ideas; on the second listen, students hear how those ideas fit into the pattern of power. Celebration can be continued by displaying student work, sharing with other classes, and create a book of new learning.

Invitation to Celebrate 3rd Grade Sunnyside

Invitation to Edit in Action Editing is part of the writing process. Students notice changes in three given sentences. Students discuss the effect of the change to the reader- What changed? What is the effect of the change?

Invitation to Edit 3rd Grade Sunnyside

Invitation to Apply Students begin to apply their understanding of the pattern into their daily reading and writing work. Use the convention within a written response. Connect to content areas-summarize science lab, field trip. Generating a collection of where you see the pattern (books, environment, lessons). Revise or edit your own writing. Reading/Writing Conferences Shared Editing Checklist

Imitate with Interactive or Sharing Writing Imitate Independently Possible Schedule Day Invitation to….. 1 Notice 2 Compare and Contrast 3 Imitate with Interactive or Sharing Writing 4 Imitate as a Pair 5 Celebrate 6 Imitate Independently 7 8 Edit

Third Grade Schedule Day Invitation to….. 1 Notice 2 Compare and Contrast 3 Imitate with Shared Writing Celebrate Imitate with a Pair (orally) 4 Imitate independently/pair 5 Edit

Layout of Patterns of Power Book Getting Started with the Patterns-of-Power Process Chapter 1- Planning Chapter 2- Invitation Process Chapter 3- Application Process

Into the Pattern-of-Power Lesson Sets The Power of Sentences: Why do Writers and Readers Use sentences? The Power of Pairs: Why do Writers Use Pairs? The Power of Details: How do Writers Add Detail to their Sentences? The Power of Combining: Why do Writers Combine and Connect Words and Sentences?

Questions

How this relates back to DLLP? High Leverage Language Features Sophistication of Verb Forms- varied and precise verb use, including the use of complex verb forms. Explanation of Word Groups- adverbs, adjectives, clauses, prepositional phrases Sentence-dimension- simple sentences and complex sentences The high leverage language features -progressively increase in sophistication across the DLLP.