1. Session 4 Sentence Combining Adolescent Research and Development Team

3.  Provides a recommended framework  Targets increased student learning & achievement  Responds to state and federal legislation  Is based on research that shows how professional development results in student achievement gains

4.  Full implementation of the model has the capacity to: ◦ increase learning and achievement for everyone ◦ focus on specific needs of subgroups of students

5. Purpose  Combine sentences to vary sentence length and increase the reader’s interest  Build writing fluency  Build word choice

6.  Advanced step in generative writing  Advanced level to use with Grades 4-8 to scaffold learning.

7.  Objective: To compose written messages based on given words.  Activity: Given specific parameters, students use their understanding of syntax and sentence structure to construct meaningful texts.  Level of Support: Moderate at the beginning working to small group and then independent activities.  Format: Whole class, small group, or individual student. Fisher, D. & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a Gradual-Release Framework. New York: Scholastic.

8.  Adheres to conventions generally established in spelling, punctuation, grammar, usage, syntax, and style  Uses writing as a tool for learning  Engages in the information literacy process: accesses, evaluates, and communicates information and ideas  Is able to write on demand  Communicates in a variety of genres Iowa Department of Education. (2009, February). Iowa Core Curriculum. Des Moines, IA: Author.

9. Objective Students will be able to combine sentences to:  vary sentence length  increase the reader’s interest  reduce unnecessary verbiage

10.  Use Gradual Release of Instruction Model  Sentence Combining may be difficult for students who lack strong syntactical knowledge  Needs to be taught throughout the year  Use books read in the classroom as models Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

11.  Students are taught to combine short sentences by using:  conjunctions,  phrase modifiers  compound verbs  compound subjects Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

12. Whole Class  Focus lesson modeling teacher thinking Small Group  Focus lesson modeling deficit writing skills  Guided practice to combine sentences  Generative writing from letter placing or word limiting levels to help reluctant writers begin writing Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

13. Example A Teacher’s directions: “Use a proper noun in a sentence.” Student writes: Manuel is writing a letter to his family.

14. Example B “ Write a sentence with the word embassy and an adjective describing the target word.” Student writes : The French Embassy is on Cathedral Street.

15. Example C “Write a sentence that asks a question using the word mineral.” Student writes: How would a scientist identify the mineral found in this rock?

16. Adapted from Doug Fisher Better Learning Through Structured Teaching

17. Video clip of a Generative Writing Sentence Combining Guided Lesson – Gradual Release of Responsibility Model-Guided Instruction

18. Complete the Sentence Combining Video Response Sheet as you view the video.

19. Group Discussion of the Sentence Combining Video Response Sheet

20. Let’s Try It!

21.  Small Group Explicit Instruction ◦ Use generative writing in small groups to work on missing skills in writing for your students. ◦ Tape record instructions of generative writing for students to complete in small group with a leader in charge of the recording. ◦ Revise and expand generative writing during Writer’s Workshop. (ie. Word families or drawing pictures and writing sentences to show word meaning)

22. Pair Share Activity ◦ Think of how you could implement this into your classroom setting. (How often, how much time needed, preparation, would this work for you?) ◦ Share with 1 -2 people at your table. ◦ Volunteers to share with whole group.

23. Questions?