Using Sentence Frames to Jumpstart Writing - Grades 3-5, ELA, ELL

Going through my district's website and looking for more classroom ideas, I run into this great short quick little video on sentence frames. I know I have posted several comments and videos on the subject, but it is truly a great strategy to be shared with anybody that teaches English Language Learners. 

 

To access this video (that is below!), I had to create an account and that only took me a few seconds. There are hundreds of videos on www.teachingchannel.org. Share your favorite!!

 

Questions to Consider while watching this short video:

• Why does Ms. Brewer give students the option of using sentence frames?

• How can you create a sentence frame that encourages varied responses?

• What makes sentence frames an effective strategy for English Language Learners?

Print- Rich Environment

         Look around a teacher's desk; what do you see? Often we find pictures of family and friends, evidence of favorite sport teams or hobbies. We display and make public what is important to us. In the classroom, we hold high regard for literacy and the academic language of our subject areas. It is important, therefore, that we display the language of our content areas for students to access while reading, writing, speaking and listening about the content we are teaching.

       A print-rich environment is one in which the walls in the classroom are "dripping" with language. Everywhere we look, we see the language and images related to the topics being studied. Upon entry into the classroom, it is obvious to students, other teachers, administrators and parents what is being studied as the evidence is everywhere. Teacher-made and teacher-student co-created charts are visibly displayed, word-walls and images are posted around the room, and a classroom library with books and other text resources are prominently displayed. 

Walls "dripping" with language.

Student work proudly displayed on classroom walls.

TECHNIQUES AND EXAMPLES

1. Word walls
   Many teachers are familiar with having a word wall in the classroom. Word walls are an effective technique to highlight vocabulary, including content specific words, functional words and phrases, and general academic terms. However, word walls quickly become wallpaper if students are not referring to them throughout the day. Teachers get creative about making word walls interactive: some teachers have students add pictures or sketches to serve as a reminder of the meaning. Other teachers challenge the students and tally the number of times words from the word wall are used accurately in speech.

   A first grade word wall.

   A high school classroom word wall.

   A bilingual math word wall (English and Spanish).

   
   
2. Signal-word posters
   Signal words and phrases indicate the purpose and function of the text such as comparison, expressing cause and effect, proposition and support, sequencing, transitioning, summarizing, or other language functions. Posters may also indicate alternatives to commonly used words that students use. Students should be explicitly taught how to increase their level of language usage in speech and writing. For example, few students will incorporate the word “whereas” in their speech or writing without the explicit expectation from their teacher. Signal word posters can also help students during text analysis to determine author’s purpose.
3. Posted sentence frames
   Sentence frames help students incorporate more sophisticated sentence structures into their speech and writing. Sentence frames can be coupled with the signal words as an additional scaffold for students. Encourage students to speak or write in complete sentences using the sentence frames, while they incorporate the content specific vocabulary.
4. Graphic organizers
   Make large copies of graphic organizers that are used in a textbook series to fill out whole group. For example, a transparency on making inferences can be made into a chart, filled in whole group, and then referred back to whenever students are practicing the skill. Other graphic organizers include timelines, maps, bubble maps, story maps, or the water cycle or rock cycle. The charts should include and highlight high levels of academic language.

COMMON CHALLENGES

1. Length of time for display
   Materials should be displayed as you are teaching (built with the students) and as the topics arise. When you are finished with the topic, and new posters/materials are developed, staple the new materials over the old, thereby having a record that can be referred to again and again as needed. Charts, graphs, posters, and word cards can also be raffled off to students at the end of the unit.
2. Challenges of room size, configuration and wall space
   Often there are challenges to posting materials in the room. Be creative! Some ideas for challenging classroom environments include – hanging materials from the ceiling using hooks/paper clips, stringing a wire across the ceiling/wall, using the blinds to raise charts on windows, cutting charts that are posted on cabinets, or using dry-erase markers on windows. Easels or garment racks can be used as a mobile display device for charts.
3. Size of print
   Print should be highly visible from anywhere in the room so that at any given time students can access the words and text, images, etc.

The key to maximizing student use of interaction through a print-rich classroom begins with explicit instruction in academic language, including the vocabulary of the content area and process and function words. Throughout our instruction, we must also model the incorporation of academic language in our own speech and interactions with students. We must also make clear to students the expectation that they incorporate the vocabulary and academic language around them into their speech and writing.

Make sure that the materials have been presented in a comprehensible manner to students, and review academic language with students often. Whenever possible, point out to students the way the current topic or content relates to the topics and words on the walls.

Adapted from http://www.multibriefs.com/briefs/exclusive/facilitating_student_academic_language.html#.UU42DjdvCSq

More sentence frames

AUTHOR’S VIEWPOINT

1.)       The author believes/thinks/argues that __________________.

2.)     The author believes/thinks/argues that __________________ because ________________.

3.)     To support his/her belief/argument/opinion that _______________, the author says/states that ________________.

4.)      The author supports his/her belief/argument/opinion that ________,             is (stating the fact/pointing our) that _____________.

CAUSE & EFFECT

 

1.)        _____________is __________.

2.)      ____________ came to __________, so ______________ went to __________. He/she ____________, because.

3.)      Since/Because ____________ is ______________, ____________ decides to ____________.If ______________, then ____________________.

4.)      Since/Because _______________ is ________________, _____________.

5.)      Due to the fact that ______________, _________________ decided to  ____________. If _________________, then ______________ would have __________.

6.)     Due to the fact that ____________________. If __________ would have  _____, then ______

 

CLASSIFYING & CATEGORIZING

 

1.)        There are __________types of ________.  _________ and _____________ are ___________.  A category is _____________.  The categories are _________.

 

2.)      __________, ____________, and ___________ all have __________. _____________, __________ and ___________are all examples of ________.

3.)      Both __________ and ___________ could be classified as ___________. I should classify ______, _______ and __________ in the category of ________.

4.)      Given the  _________ of ____________, we should categorize them as _______. Since ____________ have __________, I should classify _______ in this category

 

KNOWLEDGE

 

KNOWLEDGE:  I can recall or recognize information, ideas, and principles in the

                         approximate form in which they are learned.

·      How is (are) _____?

·      How would you define _____?

·      How would you identify _____?

·      How would you recognize _____?

·      What do you remember about _____?

·      What is (are) _____?

·      When did _____?

·      Where did _____?

·      Where is (are) _____?

·      Which one ______?

·      Who was ______?

·      Who were _____?

·      Why did ______?

·       You can tell that _____?

COMPREHENSION

COMPREHENSION:  I can understand the main idea of material heard, viewed,

or read.  I am able to interpret or summarize the ideas in my own words. 

·      How can you describe _____?

·      How would you generalize ____?

·      How would you clarify the meaning _____?

·      How would you compare _____?  Contrast?

·      How would you distinguish the type of ____?

·      How would you express _____?

·      How would you identify _____?

·      What can you infer from _____?

·      What can you predict about _____?

·      What did _____ look like?

·      What did you observe _____?

·      What facts or ideas demonstrate _____?

·      Which statements explain _____?

·       Will you restate _____?  Elaborate? 

 

APPLICATION 

APPLICATION:  I am able to apply an abstract idea in a concrete situation to solve

                           a problem or relate it to prior experience.

·       How could you apply what you read to construct___?

·       How could you develop _____?

·       How could you dramatize ____ after reading___?

·       How could you illustrate ____ after writing___?

·       How would you change _____?

·       How would you demonstrate _____?

·       How would you develop ____ to present___?

·       How would you gain control of _____ to adapt___?

·       How would you present ____?

·       How would you use the facts to investigate ___?

·       What actions would you take to perform _____?

·       What other action would you use to ______?

·       What other way would you choose to ______?

·       What would the result be if ______?

·       How would you alter _____ to ______?

·       How would you manipulate ______ to ______?

ANALYSIS

ANALYSIS:  I can break down a concept or idea into parts and show relationships

                     among the parts. 

·       How can you classify _____ according to _____?

·       How can you compare the different parts _____?

·       How can you sort the parts _____?

·       How can you distinguish the parts of _____?

·       How is ______ connected to _____?

·       How would you explain _____?

·       How would you monitor _____?

·       What can you infer ____?

·       What can you point out about _____?

·       What conclusions can you deduce _____?

·       What evidence can you list for _____?

·       What explanation do you have for ____?

·       What ideas validate ______?

·       What is the reason _____?

·       What is the relationship between _____?

·       What is your analysis of _____?

·       Why do you think _____?

 

SYNTHESIS

SYNTHESIS:  I can brings together parts (elements, compounds) of knowledge to

                        form a whole and build relationships for new situations.

 

·       How could you improve the plan for _____?

·       How could you write (publish) a story about _____?

·       How would you combine ____to create a different ____?

·       How would you compile the facts for _____?

·       How would you design a model that would change _____?

·       How would you explain the reason _____?

·       How would you formulate ______?

·       How would you generate a plan to _____?

·       How would you portray _____?

·       Predict the outcome if ______?

·       What alternative would you suggest for _____?

·       What changes would you make to revise _____?

·       What could be combined to improved (modify) _____?

·       What could be done to integrate _____?

·       What could you invent _____?

·       What facts can you gather _____?

·       What theory can you develop about ____?

·       What would happen if _____?

Evaluate

EVALUATION:  Makes informed judgments about the value of ideas or materials.

                          Uses standards and criteria to support opinions and views.

·     How could you verify? Perceive? Decide _____?

·     How would you assess the _____?

·     How would you critique the ideas _____?

·     How would you determine the facts _____?

·     How would you prove?  Disprove _____?

·     What choice would you have made _____?

·     What data was used to evaluate _____?

·     What information would you use to prioritize the facts?

·       What is your opinion of__? 

·       What would you choose _____? 

 

 

 

 

 

Making Inferences and Predictions

Making Inferences and Predictions from Building Reading Comprehension Habits in Grades 6–12: A Toolkit of Classroom Activities (2nd Edition) by Jeff Zwiers.
Copyright 2010 International Reading Association.