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Session 3 Sentence Patterning Adolescent Research and Development Team
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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
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Full implementation of the model has the capacity to: ◦ increase learning and achievement for everyone ◦ focus on specific needs of subgroups of students
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Purpose Generate sentences from given words. Build writing fluency Build word choice
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Advanced step in generative writing Advanced level for Grades K-3. Advanced level to use with Grades 4-8 to scaffold learning.
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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.
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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.
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Objective Students will be able to write a sentence when given parameters for a chosen word, part of speech, punctuation, or element of style.
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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.
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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.
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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.
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Example A Teacher’s directions: “Use a proper noun in a sentence.” Student writes: Manuel is writing a letter to his family.
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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.
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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?
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Adapted from Doug Fisher Better Learning Through Structured Teaching
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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
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Complete the Sentence Patterning Video Response Sheet as you view the video.
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Group Discussion of the Sentence Patterning Video Response Sheet
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Let’s Try It!
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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)
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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.
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Questions?
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