Step 1    Step 2   Step 3   Step 4    Step 5  Step 6   Step 7    Step 9  Step 10

8. Class generates, reads, classifies and improves sentence

Each student has the opportunity to contribute a descriptive sentence to the class set. The teacher is encouraged to elicit proper grammar and a variety of sentence starters. Writing each sentence in a different or alternating colour models that sentences vary in length and can be more than one line long. Some teachers like to write each sentence on an individual sentence strip while others prefer to write them all out on chart paper.

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Give students plenty of opportunity to read the sentences as a group and alone. Choral reading in a variety of voices develops fluency and engagement by reading grade appropriate material in context. Students will naturally classify by structure and mechanics (Starts with The, They, # of words in the sentence, capitals,) but it is very important that they begin to categorize the sentences by content because these categories are necessary for generating good paragraphs.

Have students substitute a word in the sentence several times.

E.g. The elephant is walking on the grass.

The elephant is walking on the beach.

The elephant is walking on the cement.

 Ask them to illustrate their favourite one of the 3.

Have them share their illustration and sentences with a partner. The partner must figure out which of the 3 sentences was illustrated.

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Create sentence cubes (I use a math black-line master) for the students to roll out different sentences, allowing them to play with sentences starters content and descriptions. The first block is a variety of sentence starters. The second block is nouns from the photo.The third block is linking verbs-is-are-was…) The fourth block is verbs ending in ing and the final verb is a location in the photo.

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 Assessing sentences is essential in this step of the model. What do students know about sentences? Do they know the difference between letters/words/ sentences? What high frequency words are they incorporating into their PWIM sentences? Are sentences starting and ending in a variety of ways? How long are the sentences?

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Use your sentences for running records and repetitive reading to build fluency and check accuracy.

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