Generative Writing

transcript

Session 3

Sentence Patterning

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

PurposeGenerate sentences from given words.

Build writing fluencyBuild word choice

Generative Writing: Sentence Patterning

Advanced step in generative writingAdvanced level for Grades K-3.

Advanced level to use with Grades 4-8 to scaffold learning.

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.

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.

Correlation to Iowa Core Curriculum

Objective

Students will be able to write a sentence when given parameters for a chosen word, part of speech, punctuation, or element of style.

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.

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.

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 __.

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 Patterning

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.

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?

A Structure for Successful InstructionGradual Release of Responsibility

Adapted from Doug FisherBetter Learning Through Structured Teaching

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

Complete the Sentence Patterning Video Response Sheet as you

view the video.

Group Discussion of the Sentence Patterning

Video Response Sheet

Let’s Try It!

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 Patterning

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.

Questions?

Generative Writing

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