1. Session 3 Sentence Patterning 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  Generate sentences from given words.  Build writing fluency  Build word choice

6.  Advanced step in generative writing  Advanced level for Grades K-3.  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 write a sentence when given parameters for a chosen word, part of speech, punctuation, or element of style.

10. Parts of Speech  Begin a sentence with a noun.  Use a proper noun in a sentence.  Use a noun and a pronoun in a sentence.  Include an adjective with a target word.  Use an adverb in the third position in the sentence.  Include a preposition in your sentence.  Use ___ as a gerund.  Use a noun infinitive to make an interesting sentence. Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

11. Punctuation  Write a sentence that ends with an exclamation mark.  Ask a question using the word.  Write a sentence with an independent clause and a semicolon.  Use a colon with a list.  Include a parenthetical expression in a sentence. Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

12. Elements of Style  Write an imperative using the word.  Create a sentence with a prepositional phrase.  Use a possessive with the target word.  Begin a sentence with a dependent clause.  Write a sentence that uses alliteration.  Use as a simile.  Include an appositive in a sentence with the word __. 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 7 th Grade Middle School Classroom Sentence Patterning (Punctuation & Parts of Speech) or 7 th Grade Special Education Small Group Generative Writing Sentence Patterning Guided Lesson – Gradual Release of Responsibility Model-Guided Instruction

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

19. Group Discussion of the Sentence Patterning 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?