Generative_Sentences

Session 4 - [|Generative Writing Planning Guide.Sentence Combining.doc2.doc] Session 4 -[|Inductive Planning guide final for sestina.doc] [|Session 4 Generative Writing Sentence Combining.pptx] [|Session 4 Generative Writing Sentence Combining Overview.docx] [|Generative Writing.unit.final.doc]

[|Session 1 Generative Writing Letter Placing Overview.docx] [|Session 1 Generative Writing Letter Placing.pptx] [|Session 1 - ELL Letter Placing Planning Guide.doc] [|Session 1 Video Response Sheet.docx] [|Session 2.Overview.final.doc] [|Session 2 Generative Writing.Generative Sentences and Word Limiting.pptx] [|Session 2.Generative Sentences Grades 3-4.doc] [|Session Two Generative Sentences Planning Guide grades 8and 9.doc] [|Session 3 Generative Writing Sentence Patterning Overview.docx] [|Session 3 Generative Writing Sentence Patterning.pptx] [|Session 3 Sentence Patterning Parts of Speech-Punctuation Planning Guide 7th Grade.doc] [|Session 3 Sentence Patterning Parts of Speech Planning Guide Middle School.docx] [|Session 3 Sentence Patterning Elements of Style Planning Guide HS Science.doc] [|Session 3 - Video Response Sheet.doc]

[|Prompts for Generative SentenceActivities (pg. 94).doc] [|Components of Lesson Template from the Iowa Core Curriculum.docx] [|Blank Generative Writing Planning Guide.doc] [|ELL LP Word that contains 1.doc] [|Generative Planning Guide.doc] [|Feb 16 PW and Gen Sentences.pptx] [|Power Writing and Generative Writing Handouts.docx]

Generative Writing I. Introduction to the Unit
 * A. Purpose and Rationale **

Definition Ø At the Sentence Level ü Providing a word to be used ü Defining the word’s position in the sentence ü Specifying the number of words in a sentence ü Limiting the number of words in a sentence ü Stating the sentence pattern (syntax) Ø At the Paragraph Level ü Sentence Combining
 * Generative Writing is a term used to describe instructional strategies that provide students with parameters for their writing. These factors define boundaries for writing at the sentence and paragraph levels.

ü Designed to promote a consolidation of the syntactic(grammar) and semantic(meaning) knowledge of the writer in developing individual sentences ü Given specific parameters, students use their understanding of syntax and sentence structure to construct meaningful text; teacher provides a prompt to serve as the criteria for the sentence ü Level of Support: Modest ü Instructional Format: use with whole class, small groups, or individual students
 * Objective: To compose written messages based on given words and phrases

Ø Supports students’ fluency development Ø Encourages students to delve into concentrated writing of short texts with the purpose of improving sentence structure and syntax Ø Allows students to create sentences that are increasingly sophisticated Ø It provides students with a way to expand their sentences and be able to use the language and mechanics necessary to convey information Ø Helps teacher’s assess whether or not students can produce meaningful units that are grammatically correct Ø Use generative writing to focus whole-class discussions on the craft of writing rather than relying on daily oral language activities
 * Rationale

ü Applies writing skills and strategies to effectively communicate in a variety of genres with various audiences ü Uses writing as a tool for learning ü Engages in the information literacy process: accesses, evaluates. And communicates information and ideas ü Is able to write on demand ü Adheres to convention generally established in spelling, punctuation, grammar, usage, syntax, and style
 * Correlates to the Iowa Core Curriculum


 * Theory and Research Base **


 * **//__ Scaffolded Writing Instruction: Teaching with a Gradual-Release Framework __//** by Douglas Fisher and Nancy Frey Scholastic copyright 104-5
 * http://www.iowadereading.info/SWRT/elem/pwim_PD/0810_lrgGrp/27_EffectSizes.pdf links to the Department of Education's website. This link provides information on the effect sizes on differing strategies on student writing, of particular interest is the effect size of sentence combining (.35).

Ø Build sentence fluency Ø Build word choice Ø Deepen understanding of content Ø Deepen understanding of vocabulary Ø Use writing as a tool for learning Ø Write in a variety of genres
 * Effects **
 * Why Teach Generative Writing?


 * Examples of Teacher Use or Lessons **

Ø ELL Newcomers Middle School Ø 7th grade Language Arts block General Ed Ø Reading grades 3-4th grade Ø Language Arts 6-7th grade Ø Social Studies 8-9th grade Ø ELL Newcomers Middle School Ø 7th grade Language Arts Ø 7th grade Special Ed small groups
 * Written
 * Videotaped


 * Assessment **
 * “Authentic student writing provides great examples for highlighting variations of generative writing, display student examples errors serve as teachable moments to improve their skills.” pg. 93
 * As Diane and James Flood (2003) note, “Because of the range of literacy skills that will exist among students at any grade, it is very important that teachers continually observe and assess student performance, identify strengths, diagnose needs, and plan instruction.” Page 28 Generative writing allows the teacher to make informed instructional decisions based upon the assessments i


 * Use examples of generative writing as cloze passages with every fifth word removed and replaced with a blank. Students read and fill in the blanks using their knowledge of context and syntax of the language. The teacher analyzes the results to determine the type of errors students make and makes instructional decisions based upon areas of need.

Ø Global Praise at paragraph level ( well-written paragraph with a strong beginning, colorful details, and a thoughtful concluding sentence) Ø Sentence Edits at the sentence, and paragraph level (students give feedback about conventions) Ø Word edits at the word/sentence/paragraph levels (students give feedback about spelling and usage of words)
 * Types of Peer Response for Generative Writing (page 50-51)

Ø The intent of the writing conference is to analyze the generative writing based on the learning goal
 * Teacher/Student Generative Writing Conferences

Ø FOCUS LESSON (Learning Goal: Modeling of “I do it”) Ø GUIDED INSTRUCTION (Learning Goal: “We do it”) Ø COLLABORATIVE Practice (Learning Goal: “You do it together”) Ø INDEPENDENT PRACTICE (Learning Goal: “You do it alone”)
 * Tips for Using Generative Writing **
 * Use of the Gradual Release Model

Ø Teach sentence combining by using conjunctions, phrase modifiers, compound verbs & subjects to make complex sentences Ø Sentence combining needs to be taught throughout the year Ø Books read in class a good source of examples
 * Start at the word level to first learn the routine
 * Deepen knowledge of vocabulary in content areas through generative writing
 * Alternative to published DOL programs. Use generative sentences in small groups to work on missing skills in writing.
 * Revise and expand generative sentences during Writer’s Workshop
 * Builds Sentence Fluency through sentence combining – at the paragraph level – “it is an important skill that good writers use to vary sentence length and increase the reader’s interest while reducing unnecessary verbiage.” Page 96


 * Teaching Writing Conventions - you can actually teach skills through sentence patterning, parts of speech, and punctuation

Prompts for Generative Sentence Activities

(Parts of Speech) || * ** Begin a sentence with a noun. ** (Punctuation) || * ** Write a sentence that ends with an exclamation mark. ** (Elements of Style) || * ** Write an imperative using the word. **
 * Letter Placing || * ** Word that begin with . **
 * ** Word that contain __.__ **
 * ** Word that contains _ in the _ position. ** ||
 * Generative Sentences || * ** Begin a sentence with . **
 * ** End a sentence with _. **
 * ** Create a sentence with _ in the __position.__ ** ||
 * Word Limiting || * ** Provide a range (e.g., eight to ten words in length) **
 * ** Provide a minimum (e.g., at least five words in length) **
 * ** Provide a maximum (e.g., no more than 11 words in length) **
 * ** Provide a specific length (e.g., exactly eight words in length ** ||
 * Sentence Patterning
 * ** 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. ** ||
 * Sentence Patterning
 * ** 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. ** ||
 * Sentence Patterning
 * ** 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 ___.__ ** ||


 * Further Reading **


 * Fisher, D. & Frey, N. (2007). //Scaffolded Writing Instruction: Teaching with a Gradual-Release Framework.// New York//:// Scholastic.
 * Fisher, D. & Frey, N. (2008). //Better Learning through Structured Teaching: A Framewqork for the Gradual Release of Responsibility.// Association for Supervision and Curriculum Development.
 * Weaver, C. (1979). //Grammar forTeachers: Perspectives and Definitions.// NCTE.
 * Strong, W. (1973). //Sentence Combining:A Composing Book.// Random House, Inc.