Session 4

Sentence Combining

Adolescent Research and Development Team

Generative Writing

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

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

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

PurposeCombine sentences to vary sentence length and increase the reader’s interest

Build writing fluencyBuild word choice

Generative Writing: Sentence Combining

Advanced step in generative writingAdvanced level to use with Grades 4-8 to scaffold learning.

Generative Writing: Sentence Combining

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.

Generative Writing: Sentence Combining

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 Combining

Correlation to Iowa Core Curriculum

Objective

Students will be able to combine sentences to:

vary sentence length increase the reader’s interest reduce unnecessary verbiage

Generative Writing: Sentence Combining

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.

Generative Writing: Sentence Combining

Students are taught to combine short sentences by using:conjunctions,phrase modifierscompound verbscompound subjects

Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

Generative Writing: Sentence Combining

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.

Generative Writing: Sentence Combining

Example A

Teacher’s directions:“Use a proper noun in a

sentence.”

Student writes: Manuel is writing a letter to his family.

Generative Writing:Sentence Combining

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.

Generative Writing: Sentence Combining

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?

Generative Writing: Sentence Combining

A Structure for Successful InstructionGradual Release of Responsibility

Adapted from Doug FisherBetter Learning Through Structured Teaching

Video clip of a

Generative Writing Sentence Combining Guided Lesson – Gradual Release of Responsibility Model-Guided Instruction

Generative Writing: Sentence Combining

Complete the Sentence Combining Video Response

Sheet as you view the video.

Generative Writing: Sentence Combining

Group Discussion of the Sentence Combining

Video Response Sheet

Generative Writing: Sentence Combining

Let’s Try It!

Generative Writing: Sentence Combining

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)

Generative Writing:Sentence Combining

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.

Generative Writing: Sentence Combining

Questions?

Generative Writing: Sentence Combining