 You will incorporate both simulated and integrated practice into the student activity of creating effective sentences.  Practice simulated and integrated writing, by participating in a model lesson using a mentor text.  You’ll reflect on one way that you can use simulated and integrated writing practice to write effective sentences in the next week.

 Warm-up: The Big Idea  Research  Simulated practice- imitating mentor text construction  Integrated Practice- Writing about the Big Idea using compound sentences linked with one of the big 4 conjunctions.  Reflection

You were handed a sentence as you walked in the door. Write a two minute response to this sentence. Be prepared to share your thinking with a partner. “… so one day my mother sat me down and explained that I couldn’t become an explorer because everything in the world had already been discovered.” (Riggs, p.9)

 Judith Langer- when students get instruction that is both simulated and integrated, they are more likely to perform better on state exams than students in similar schools where this doesn’t happen(Gallagher, p. 212).

 Principle 3: Teach students skills for writing effective sentences in order to create coherent texts. › Students need practice on the sentence level (simulated). › They need to integrate what they’ve learned into their writing.

 Look at the sentences in front of you.  Take two minutes and write about the things you notice concerning these sentences.  Be ready to share with a partner.

 Two Independent Clauses(sentences) joined by a coordinating conjunction.  Coordinating Conjunctions are: › FANBOYS For, And, Nor, But, Or, Yet, So Today we are only focusing on the four most commonly used coordinating conjunctions; So, Or, But, and And.

What we think it means.An example of it in a sentence What the dictionary saysOur visual representation

 Write four simple sentences. › 2 sentences about something you would like to learn about or discover › 1 sentence about what you will have to do in order to achieve this new learning or discovery › 1 sentence about something that might keep you from this new learning or discovery. › REMEMBER, SIMPLE Sentences have a subject and a verb. They are not joined together by anything.

 With your partner, create at least two compound sentences using two of the coordinating conjunctions.  Be ready to justify the conjunction that you used by talking about the relationship that it creates between the two simple sentences.

Take ten minutes to write about something new that you really want to learn about or discover. Try to just let yourself write.

 Take the four sentences that you wrote when we were practicing on sentence structure. Did you use them in your drafting? If not, then think about a way you can add at least two compound sentences using one of our big four SOBA coordinating conjunctions to your next draft.  When you turn this in, I will ask you to show that you used these sentences in your final draft.

 What did you notice as you participated in the simulated and integrated practice? How did the two types of work balance one another?  What steps/strategies were used in order to get you to think about creating effective sentences?

How will you use what we’ve done here today in your classroom? What type of simulated practice are you currently doing? Integrated? How can you make the two work together to teach about effective sentences in the next week?

 Gallagher, K.(2011):Write like this: teaching real-world writing through modeling and mentor texts. Stenhouse, Portland, Maine.  Riggs, R.(2011). Miss Peregrine’s Home for Peculiar Children. Quirk Books, Philadelphia, PA.