Specialized instruction in Written Expression: Grammar1ObjectivesParticipants will orally explain the best practice instructional strategies for the development of grammar skills to improve writing development in children using academic language after a review of grammar researchpractice in using the grammar instructional strategies.

Writing Next Meta Analysis Grammar Key Elements of Effective Adolescent Writing InstructionWriting Strategies, which involves teaching students strategies for planning, revising, and editing their compositions

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Teaching how to plan, revise, and edit (Flower and Hayes steps)

Writing Next Summarization, which involves explicitly and systematically teaching students how to summarize texts ES 0.82Collaborative Writing, which uses instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions ES 0.75Specific Product Goals, which assigns students specific, reachable goals for the writing they are to complete ES 0.70Word Processing, which uses computers and word processors as instructional supports for writing assignments ES 0.55Prewriting, which engages students in activities designed to help them generate or organize ideas for their composition ES 0.32Inquiry Activities, which engages students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task ES 0.32Process Writing Approach, which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing ES 0.32Study of Models, which provides students with opportunities to read, analyze, and emulate models of good writing ES 0.25Writing for Content Learning, which uses writing as a tool for learning content material ES 0.23

And the issue of GRAMMARTraditional grammar lessons are not likely to improve the quality of students writing ability.

Teaching students to focus on the function and practical application of grammar within the context of writing produces strong, positive effects!!!

Sentence-Combining ES 0.50 Sentence-combining is an alternative approach to more traditional grammar instruction. Sentence-combining instruction involves teaching students to construct more complex and sophisticated sentences through exercises in which two or more basic sentences are combined into a single sentence.Sentence-Combining In one approach, students at higher and lower writing levels are paired to receive six lessons that teach (a) combining smaller related sentences into a compound sentence using the connectors and, but, and because; (b) embedding an adjective or adverb from one sentence into another; (c) creating complex sentences by embedding an adverbial and adjectival clause from one sentence into another; and (d) making multiple embeddings involving adjectives, adverbs, adverbial clauses, and adjectival clauses. The instructor provides support and modeling and the student pairs work collaboratively to apply the skills taught.Traditional Grammar Studies

Traditional Grammar

Parts of speech instruction: Manipulative Visual LanguageGrammar InstructionTo teach grammar in context they still need to know basic grammar concepts -parts of speech-subject predicate relationships-Sentence Types

The nounThe Noun is represented by a black triangle. The triangle stands for the pyramid, one of the first human structures, and black is for carbon, believed to be the first mineral discovered by humans.Noun lesson The adjective, article and pronoun The Adjective (small dark blue triangle), Article (smaller light blue triangle), and Pronoun (large purple triangle) are part of The Noun Family and so use the triangular shape with different colors.Article LessonLabel simple noun phrases the doga shoean airplane Adjective Lesson Label simple noun phrases the black doga red shoean white airplane The Verb The Verb is a circle, to represent the shape of the sun which gives life. The red color also symbolizes life (blood). The verb gives life to the sentence.Verb Lesson -give the students a red ball-ask them to lift, show, push, kick, etc the ball-write those words on a paper-explain that these are actions-put a red circle above the verbs

Label simple noun phrase plus verb the black dog rana red shoe fellan white airplane crashed The adverb The Adverb is a smaller circle and is often pictured orbiting the verb like a planet; it depends on the verb for existence. Adverb lesson -give the students a command like Walk-have them walk quickly slowly proudly tiredly-label these words on paper with the word walk-give them a small orange ball

Label simple noun phrase plus verb the black dog ran quicklya red shoe fell slowlyan amber airplane crashed splendidly The conjunctionThe Conjunction is a small pink bar which represents a link in a chainLabel simple noun phrase plus verb and adverb the black dog ran quicklyand a red shoe fell slowlyThe preposition the Preposition is a green crescent to symbolize a bridge.Preposition the black dog ran quicklyand a red shoe fell slowlyover the hillThe interjectionThe Interjection is a gold triangle with a circle on top; it combines the symbols of the noun and the verb together. Interjections function as both noun and verb in a sentence; it may have been the first word spoken by humans (ow!). It is gold because they are the king of all words. Interjection!The black dog ran quicklyover the hill.Oh, no!Instruction for phrases and clauses Whats the Difference?PhrasesAny group of words that are part of a sentence and work together.

noun phrase the old ladyverb phrase spoke softlyprepositional phrase to her care-giver

Phrases do not include both a subject and a predicate ClausesDependent: A group of words that contains a subject and a predicate but does not express a complete thought.

Independent: A group of words that contains a subject and a predicate that does express a complete thought.p. 3934Review the differences between phrases and clauses. These are important to know in order to identify difficult sentence constructions.Note that phrases do not contain a subject and a predicate; clauses do.

Examples of Phrases and ClausesPhrasesDependent ClausesIndependent Clausesin the atmospherethrough the hazethe red cargalloped quicklybetween the two slices of breadon the peninsulainside the fire stationafter the children left the roomunless the boat docks on timewhenever the two meetif we get there in timewhile she was preoccupiedMost teenagers have a curfew.Slowly the balloon descended.Jim studied for hours.It was challenging to meet the deadline.p. 3835Explain to participants that these are the pieces we can break a longer sentence into in order to understand it, and to compose it in writing.Sorting Phrases and ClausesSort into three columns:We will check our answers on the following slides.PhrasesDependent ClausesIndependent Clauses36Pass out examples of phrases and clauses, copied and prepared from a template in the Presenters Materials folder.Provide one copy per approximately four participants.Ask participants to sort the phrases and clauses, using the cards on their tables. Remind participants that phrases do not have a subject and a predicate; clauses do.If cards are not available, participants can work from the following two slides.

Sorting Phrases and Clausesafter we finish lunchunderneath the front seatas we parked in the drivewaybeside the couch when Mark ran into the roombefore the principal appearedthroughout the daywhenever it snowsacross the amusement parkunder the stairswhile you are awaybecause he had work to dothough I love visiting the museumif I have time todaybetween the rows of cornunless you can be here at 9:00 a.m.37Use this slide and the following, if you do not have these copied from the Presenters Materials folder.Hide this slide if you are having participants sort at their tables.Sorting Phrases and Clausessince she had a relapseyet there was hesitationregardless of the timein order for the package to arrivenext the dancers appearedhowever you approach itso that we are all in agreementas long as neededagainst all oddsby the banks of the soundwithout any fear as soon as the sun setsuntil the traffic clearsthroughout his lifewhenever he agreesin all situations38Use if doing this activity as a whole group. Hide slide if you are sorting these phrases and clauses in small groups.Sorting Phrases and Clauses After we finish lunchUnderneath the front seatBeside the couchThroughout the dayAcross the amusement parkUnder the stairsBetween the rows of cornRegardless of the time

In order for the package to arriveAs long as neededAgainst all oddsBy the banks of the soundWithout any fearThroughout his lifeIn all situations

p. 115Phrases39Answers can also be found in the Answer Key, page 115, of the LETRS Module 6 participants manual.Have participants check their answers, clarifying any confusion that may exist.Ask:Why is this sorting useful? Answer: We want students to recognize phrases and clauses within sentences. In doing so, they are going to be more efficient at finding the essential information in a longer, more complex sentence.Tell participants that these are the pieces that we can break a longer sentence into in order to understand it, and, in order to compose in writing.Sorting Phrases and Clauses As we parked in the drivewayWhen Mark ran into the roomBefore the principal appearedWhenever it snowsWhile you are awayBecause he had work to doThough I love visiting the museumIf I have time todayUnless you can be here at 9:00 a.m.Since she had a relapseHowever you approach itSo that we are all in agreementAs soon as the sun setsUntil the traffic clearsWhenever he agreesp. 115Dependent Clauses40Answers can also be found in the Answer Key at the back of the LETRS Module 6 participants manual.Check participants responses, clarifying any confusion that may occur.Sorting Phrases and Clauses Yet, there was hesitation. Next the dancers appeared. Independent Clausesp. 11541Answers can also be found in the Answer Key, page 115, of the LETRS Module 6 participants manual.Check participants responses, clarifying any confusion that may occur.Instruction for Teaching Sentences Simple Sentence one single, independent clause with a subject and predicate.

Examples with single subjects and predicates:The girl loved her lizard.Wolves howl at the moon.Dogs are descended from wolves.p. 4043Three sentence types, and their variations, will be reviewed within this and the following six slides.Tell participants to begin teaching with simple sentences, the easiest for students to comprehend. These examples include one simple subject and one simple predicate. The following slide includes simple sentences that are not quite as simple! They include simple sentences with compound subjects and compound predicates.Simple, Compound, and Complex Sentence StructuresExamples with compound (more than one) subjects, objects, and predicates:SIMPLE SENTENCESCompound subjectOur hero and his friends trudged on.Compound predicateJerry hung up his coat, strode down the hall, and marched boldly into the room.Compound objectThere he found some ink, a pen, some paper, and directions for filling out the form.Elaborated subjectOur bold, intrepid hero trudged on.Elaborated predicateJerry strode down the hall, into the room, and up to the platform where he began to give his speech.AppositiveStuart, a shy character, spoke quietly.p. 4044Review examples of these simple sentences, examining how they are not as easy to comprehend as the previous examples. The big idea? Students who have named and/or manipulated these sentence parts are more likely to process longer sentences efficiently and to compose them well. They are also more likely to understand the function of punctuation in showing meaningful relationships within a sentence. The structure of the sentence should be demystified.Compound Sentence two or more independent clauses linked by a coordinating conjunction.ConjunctionCausationReversal or ContradictionTime SequenceConditionalityandbecause, of, or,in order that, sobut, or, although, however, nevertheless, even though, yet, regardless ofthen, now, next, finally, as soon as, before, since, until, whenever, while, wheneitherorifthenunlesssincep. 4145This important chart suggests that there are easier, and more difficult, coordinating conjunctions. These, too, must be directly taught once students have mastered simple sentences.Compound SentencesEasier compound sentence:

Michaela wrote a strong college application essay and many institutions offered her scholarships.

More difficult compound sentence:

Either the show will be produced by the cast or the community must provide financial support.p. 3946Review these examples of compound sentences, noting how different coordinating conjunctions make the sentences easier or more difficult.Simple, Compound, and Complex Sentence Structures dependent clause(s) is attached to an independent clause.COMPLEX SENTENCESSubordinate clauseWhen I was home alone, I locked all the doors to the house.Participial phraseKnowing that he was right all along, the candidate stuck to his position.Relative clauseThe residents who welcomed new neighbors were friendly.Infinitive phraseTo feel as if one cannot keep up produces anxiety.Adjectives or participlesExhausted and bleeding, the soldier pleaded for help.p. 4047Complex sentences are the most difficult of all.Reading aloud to students in the early years allows them to hear and become informally familiar with these difficult sentence typessentences we use less often in our daily speech.Directly teaching complex sentence structures in both reading and written language helps support a students understanding of the propositions, or idea units, included within such sentences.Question WordsHow words express meaningWhat questions can be askedperson, place, thing (noun)what or whosubstitutes for a noun (pronoun)what or whoaction word (verb)is doing whatdescribing word (adjective)what kind, how manyhow an action is done (adverb)in what wayrelationship of a substantive word to a verb, adjective, or noun (preposition)How, when, wherejoins dependent and independent clauses (conjunction)why, whereforep. 4248Remind participants that our goal is to ask questions that will help students get the meanings in the surface code and the text base.Take three index cards on your table.

Label one SimpleLabel one CompoundLabel one Complex

Hold up the appropriate card for the type of sentence I read to you from the following slide.49Ask participants to write the words simple, compound, and complex individually on three self-stick notes or three 3 x 5 cards.Advance to the following slide as you provide practice in identifying different sentence types.Types of SentencesEach morning, cows are released into the field. Simple They know its important to rest because tomorrow will be another day. Compound As she rode her bicycle down the street, Mrs. Brown was chased by a terrier. Complex Hippos can close their mouths and hold their breath for about ten minutes. Simple In deep water, they like to sink to the bottom. Simple That way, a hippo can still breathe, see, and hear when most of its head is hidden under the water. Complex 50Sentences and answers are animated to appear individually as you discuss each example.Advance to each sentence and have participants hold up the appropriate label for the sentence type. Advance to show the correct answers, clarifying as needed.Sentence CompletionBurt, the giant troll, _________________.

____________________ buried the worms.

The mountain climber, arms outstretched, ________.

_____________ flew over the hayfields.Who or What SubjectIs/Was Doing?Predicate51Explain that sentence completion is a helpful way to aid student understanding of sentence structure. This activity helps students become aware that a sentence has a subject and a predicate. The triangle reminds students that the first word of a sentence begins with a capital letter. Popular Mad Libs are examples of fun ways to support student knowledge with this skill.

Code the SentencesThe first restaurant served big fat rich crab cakes.(Find the complete subject and underline it once.)The first restaurant served big fat rich crab cakes. (Box the subject.)The first restaurant served big fat rich crab cakes.(Find the predicate and underline it twice.)The first restaurant served big fat rich crab cakes.(Put a wavy line under the main verb.)The first restaurant served big fat rich crab cakes.p. 44Example:p. 4452Here is an example of sentence coding. Ask participants to use the symbols on the two sentences given after the example.Code the SentencesWe enjoyed a leisurely meal by the waterfront dock.

After we drove home, my husband asked for a fizzy antacid drink.

We will check our work on the following slide.

53Have participants try to code these two sentences, found on page 44 in their LETRS Module 6 participants manuals. Advance to the next slide for answers.Code the SentencesWe enjoyed a leisurely meal by the waterfront dock.

After we drove home, my husband asked for a fizzy antacid drink.

Answers:p. 11654Have participants check their responses with your answers here. Sentence AnagramsWhat sentence can you make from these words?

odds win I spite will all of in

In spite of all odds, I will win.I will win in spite of all odds.I will, in spite of all odds, win. p. 4455The use of sentence anagrams supports reading comprehension and is fun. Never skip this activity. Ask participants to organize these words into a sentence.Three possible answers are animated and will appear as you advance your PowerPoint presentation.

Solid research- had a positive effect size in a scientific research paper take out of their reading but dont have to

Why teach this? Big IdeaLength and structure matters With scaffolding, they can learn the different sentence types Helps to focus on predicate and subjectWord Choice Background knowledge is important Arrangement

Sentence AnagramsCreate a secret sentence.

Put each word from your sentence on a separate piece of self-stick note paper.

Scramble the words at your table.

With a partner, move around the room and solve as many scrambled sentences as you can.56Have participants create a sentence anagram at their seats, following instructions on this slide.Ask people to leave their anagram in scrambled order on the table and move about the room, trying at least 10 other participants anagrams. At the end, ask them to talk about the mental processes at work, such as looking for the subject and main verb, putting phrases together, remembering that some words have several grammatical roles.

Sentence AnagramsAnswer the following questions:

Which sentences are most difficult to sequence?

Why might this type of practice cause reading comprehension to improve?

p. 4457Debrief by asking participants the questions on this slide. Sentence Anagrams for Your ClassroomCreate a sentence anagram that is appropriate for your students. Consider choosing a sentence from your text.

Put each word on a piece of self-stick note paper.

File this example in your teachers edition wherever you plan to use it in the future.58Allow teachers time to dig into their own texts to find sentences to use for this activity. Punctuation Matters!How do these two sentences differ?

Ive finally decided to cheer up, everybody!Ive finally decided to cheer up everybody!orSlow, children crossing.Slow children crossing.59Read these sets of sentences with prosody, allowing participants to hear the differences in meaning between the two. Systematic Sentence ElaborationElaborate a kernel sentence, step-by-step.

Masterpiece Sentences technique from the LANGUAGE! curriculumBegin with the kernel subject and predicate.Paint the predicate.Move clauses. Paint the subject.Substitute words.Polish the sentence.(Greene, 2000)60Explain to participants that this step-by-step process of sentence elaboration is a centerpiece of the LANGUAGE! curriculum (Greene, 2000).Advance to the following slide to illustrate a specific example of this sentence elaboration activity.Walk participants through the steps several times, if necessary. Refer to the Handout folder in the LETRS Module 6 Presenters Kit for an optional activity to use with small groups.

Greene, J. (2000). LANGUAGE! 2nd Edition. Longmont, CO: Sopris West Educational Services.Systematic Sentence ElaborationThe monkey spat.1.Kernel sentence.STEPSEXAMPLES2.Paint the predicate.3.Move the predicate painters.4.Paint the subject.5.Substitute words and add detail.The monkey spat with enthusiasm during his meal at the visitors.The monkey spat at the visitors with enthusiasm during his meal.During his meal, the lone, grumpy, red-haired monkey spat at the visitors with enthusiasm.During his dinner, the solitary, grumpy, rusty-haired orangutan spat at his visitors with vigor.61This slide is animated to illustrate the steps to take when elaborating a simple sentence. As you press the forward arrow, an example of each step will appear individually on the right.

Sentence Deconstruction and ParaphraseI pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

I promise loyalty to the United States.I also pledge loyalty to the Republic that the flag stands for.The Republic, the United States, is one country that cannot be divided into several countries.62Long, complicated sentences can be broken into manageable paraphrases.Sentence Deconstruction and ParaphraseFind a complex, lengthy sentence in your student textbook.

Deconstruct it into its major parts on strips of paper.

How might you explain the meaning of this sentence to your students?63Provide this practical classroom application if time allows.Sentence CombiningHow might you combine these ideas?Small fish provide an essential service.They are specialized for cleaning others.They feed on parasites.They clean the gills and fins of larger fish.

Can this work?Small fish that are specialized for cleaning others feed on parasites that live in the gills and fins of larger fish and thereby provide an essential ocean-cleaning service.64Sentence combining facilitates growth in reading comprehension as well as growth in written expression.SUTW Mastering Sentences What does it take to write a good sentence?66Spiral pg 91Spiral pg 100Spiral pg 91

Explicit, systematic, direct instruction in how to write a sentence!66Note all the components that go into a well-developed sentences. The ability to write like this doesnt just happen, it takes Explicit, systematic, direct instruction in how to write a sentence! (click to have shape fly in )

In order to master sentences children must be able toTell the difference between a complete sentence and a fragmented sentence.Identify the different types of sentences.Identify the parts of speech, sentence diagrams, and rules of grammar.Play with language.Write for different audiences and purposes.67Section One:Learning Sentence WritingFragments vs. SentencesParts of a sentence68Lets walk through the Spiral teachers guide to see how this unit of study is laid out. Section 3 in your teachers guides.

The first section is focused on Learning Sentence Writing There are two major instructional areas of focus in this section:

Fragments vs. SentencesParts of a sentence

68Students practice identifying the difference between a complete sentence and a fragmented sentence.69

The Sentence Mastering unit begins with students practicing the skill of identifying the difference between a complete sentence and a fragmented sentence.69Learning the Parts of a Sentence70

There are various ways students begin learning to write sentences. One way is by learning that a sentence has a who , an action and a who.

Post the Writing Great Sentences Poster and have your participants all write 2 or three good sentences to share out. (handout packet)Assignment: Take your first handout (p.3-2a). At the top write a sentence to go with the who, action, who template. Then using the same main idea, write a new sentence using the bottom template.70AdvancedLearning the Parts of a Sentence 71

As students move along, they are exposed to the more complex sentence structures that include Who, What, Where, When, Action, How. The order might vary. 71

Section Two:Practicing Sentence WritingStudents practice improving their simple sentences.Take one of the sentences you wrote and see if you can make it better!72The second area of instructional focus in this unit of study deals with Practicing Sentence Writing.

What do you think theyve done to make the sentence The band played a song better?

Assignment: Take the sentence you already wrote and make it better.72Different Kinds of Sentences73

Students will also learn how to recognize different kinds of sentences.

Go to your tools. Turn to pg. 3-7A in your red book. You can also find it in your green book.

Have participants practice writing their own sentences on pg. 2 of their packet. Assign sentence types by groups.

Share out.In addition to 3 sentence structures, we have 4 kinds of sentences. Declarative = StatementImperative = CommandExclamatory = when you want to emphasize or show emotionInterrogative = questionAssign groups to write sentences.73

Combining Concepts

74Students are then asked to synthesize their learning by combining all the concepts together

Have participants work with a partner to practice writing their own sentences to fill into each box. (handout packet)74Section Three:Mastering Sentence Writing75NounsVerbsPronounsAdjectivesConjunctionThe final section focuses on Mastering Sentence writing. It begins with recognizing parts of speech Be sure to click on Mastering Sentence Writing and a fun video plays

Have people work in teams to match up the parts of speech with their definitions. Take a self quiz and do this activity where you will match up sentences with definitions. (baggies) When you are finished check out the tool kit section 3-13 and see how well you did. No cheating!75Diagramming Sentences76

Students will also practice diagramming sentences during this section of the unit. We wont do this now, but you can teach diagramming. If youre a secondary teacher, this may come up for you. 76Playing with Language77

The lessons that follow parts of speech and diagramming teach children how to use the knowledge they have developed thus far to play with language Here is a chart that lists definitions of grammatical conven

Go over several examples77Analyzing Sentences in ContextPlease use the sentence grid while I do your dictation.Who, what, where, when, action, how

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The final lessons in the Mastering Sentence Writing Section focuses on having student analyze sentences in context. A great resource for you can be your Wilson or Language materials.

You can give kids sentences on paper, and then have them insert the sentence in parts onto a grid . You would start with a simple 3 part (who action - what) grid for example. As kids become proficient at this level, you could add more boxes, including more of the ws(who, where, what, why, when, how).As kids become good at this, they might not need the boxed, and they would label the boxes, as well as putting in the sentence parts.

Assignment: Work with a partner. One person writes at least a four part sentence. The other person must identify the ws and h of the sentence and put the sentence parts in the boxes.

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