Grammar: Patterns of Power

GRAMMAR INSTRUCTION

The Patterns of Power process:

Patterns of Power

Includes "Invitations"

NHA's grammar curriculum is inspired by Jeff Anderson's Patterns of Power, which encourages students to be active participants as they explore language through noticing and connecting patterns and examining mentor texts in digestible chunks.

Entwines the reading-writing-speaking connection

Uses effective models

Click each button to learn more about the research behind Patterns of Power.

Promotes conversations

• Grammatical terms are introduced with clear examples and patterns to aid understanding.
• New grammar features are explicitly linked to improving writing.
• Students are encouraged to imitate model sentence patterns and adapt them in their own writing.
• Activities promote discussion about language and its effects.
• Teaching materials include authentic texts for analysis and practice.
• Students engage in tasks that foster choice-making and writing design.
• Language play and experimentation are actively encouraged.

The Patterns of Power process is a set of six invitations: Invitation to Notice, Invitation to Compare and Contrast, Invitation to Imitate, Invitation to Celebrate, Invitation to Apply, and Invitation to Edit.

Click to see what the research says about effective grammar instruction!

Myhill, Debra, Helen Lines, and Annabel Watson. Making Meaning with Grammar: A Repertoire of Possibilities. University of Exeter, UK.

The Patterns of Power process uses effective models to build strong writers through curiosity rather than memorization of abstract terminology. Students explore author’s purpose and craft for meaning and effect rather than labeling parts of speech or diagramming sentences.

• Grammar instruction can enhance young writers’ understanding of how meaning is constructed.
• Exploring authorial techniques in published texts helps students see grammar as a creative tool.
• This approach empowers students to take ownership of their writing.
• Writers learn to make intentional choices to express their voice and meet rhetorical goals.

Click to see what the research says about using models and exemplars!

Myhill, Debra, Helen Lines, and Annabel Watson. Making Meaning with Grammar: A Repertoire of Possibilities. University of Exeter, UK.

The Patterns of Power process promotes conversations that build our conscious awareness of the world around us. The Patterns of Power structure uses this natural, brain-based process to drive effective grammar instruction.

• A developmental approach views student responses as reflections of current understanding, not simply right or wrong.
• Teachers should encourage student questions and peer dialogue to deepen learning.
• Creating meaningful, interactive classroom experiences supports student development.
• Classroom discussion is highly effective, surpassing even direct instruction.

Click to see what the research says about grammar invitations!

Fisher, Douglas, Nancy Frey, and John Hattie. Teaching Literacy in the Visible Learning Classroom. Thousand Oaks, CA: Corwin, 2017.

The Patterns of Power grammar invitations encourage students to focus on analyzing the meaning created through the grammar concept, linking writing to reading and speaking.

• Reading and writing are interconnected acts of communication.
• Skilled readers notice textual features like structure, pacing, and themes—not just content.
• These observations engage metacognitive skills, helping readers understand the writer’s intent.
• Effective writing requires consideration of the reader’s perspective and needs.

Click to see what the research says about the reading-writing-speaking connection!

Rosa, Rona dela. 2021. “The Reading-Writing Connection Is Much Stronger in One Direction Than the Other.” Psychreg. www.psychreg.org/reading-writing-connection.