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

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

3. 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.

4. Progression For Sentence Structure

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

6. 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

7. 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)

8. 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.

9. 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.

10. Invitation to Notice 3rd Grade Sunnyside

11. 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.

12. Invitation to Compare and Contrast 3rd Grade Sunnyside

13. 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)

14. Invitation to Imitate 3rd Grade Sunnyside

15. 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.

16. Invitation to Celebrate 3rd Grade Sunnyside

17. 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?

18. Invitation to Edit 3rd Grade Sunnyside

19. 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

20. 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

21. 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

22. 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

23. 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?

24. Questions

25. 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.