Download - Generative Writing
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Session 3
Sentence Patterning
Adolescent Research and Development Team
Generative Writing
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Iowa Professional Development Model Iowa Professional Development Model:
Student Learning at the Center ofSchool Improvement/Staff Development
Operating Principles
Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)
Simultaneity Leadership
Goal Setting andStudent Learning
Selecting Contentand Providers
Designing Processfor Professional
Development
ProgramEvaluation
(Summative)
Collecting/AnalyzingStudent Data
Ongoing Data Collection(Formative Evaluation)
Training/LearningOpportunities
Collaboration/Implementation
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The Iowa Professional Development Model
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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What Can the IPDM do for students? 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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PurposeGenerate sentences from given words.
Build writing fluencyBuild word choice
Generative Writing: Sentence Patterning
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Advanced step in generative writingAdvanced 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.
Generative Writing: Sentence Patterning
Correlation to Iowa Core Curriculum
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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.
Generative Writing: Sentence Patterning
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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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A Structure for Successful InstructionGradual Release of Responsibility
Adapted from Doug FisherBetter Learning Through Structured Teaching
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Video clip of a 7th Grade Middle School Classroom Sentence Patterning (Punctuation & Parts of Speech)or
7th 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?
Generative Writing: Sentence Patterning