M9L3_slide

equal

Sentence Anagrams

Two

to

three.

plus

is

one

Write words on cards and put them in random order. Ask students to arrange the words into a complete sentence.

Yesterday,

we

the zoo

after

lunch.

went to

Sentence Anagrams

Example sentences:

• I can be a good friend by sharing my pens.
• I can be a good friend by listening to my classmates.
• My dog is wet because it was raining.
• My dog is happy because he got some food.

If you have a complex sentence, show how to first identify the verb, candidates for the subject, and then grouping words into phrases.

Sentence Elaboration

• Who: An albatross
• What kind of albatross: A parent albatross
• What about it: A parent albatross might fly thousands of kilometers.
• Why: To find food for its young.
• When: Every day

Start with a simple subject, and prompt students to elaborate on it with a series of questions, using six question words (i.e., who, what, why, when, where, how).

A parent albatross might fly thousands of kilometers to find food for its young every day.

Sentence Combining

• Iguanas are cold-blooded.
• Turtles are cold-blooded.

Both iguanas and turtles are cold-blooded.

Start with combining two short and simple sentences. Ask students to explain their decisions to foster metalinguistic awareness*.

• I am looking for my umbrella.
• It is raining outside.

I am looking for my umbrella because it is raining outside.

*being able to use and describe linguistic rules and patterns

Sentence Combining

• Does information overload make an employee more or less efficient?
• Researchers are trying to determine this.

Researchers are trying to determine if information overload makes an employee more or less efficient.

Start with combining two short and simple sentences. Ask students to explain their decisions to foster metalinguistic awareness*.

Good job! Can you tell me why you added 'if' to start the second part of the sentence?

*being able to use and describe linguistic rules and patterns

Sentence Transform-ations

• We are going outside for recess.

Are we going outside for recess?

• Could we have done it differently?

We could have done it differently.

Have students practice generating questions from statements and vice versa. Be sure to model and show examples.

• We are going to listen with our mouths closed and ears open.

How are we going to listen?

Conjunctions & Signal Words

• Jake woke up late today, so_____
• Jake woke up late today, but ____

• While a solid is a matter that has its own shape, a liquid _____

After discussing conjunctions and signal words (e.g., because, but, so, while), have students complete a part of a sentence to show how phrases or clauses are joined.

• We should do our very best even if it's _______.

Conjunctions & Signal Words

Look at the following information about Sophia's likes ( ) and dislikes ( ). Read the sentences that follow.

Music: rap music ( ), classical music ( )Sport: baseball ( ), soccer ( ) Food: Indian food ( ), Mexican food ( )

1. Give students key information that needs to be included in a sentence.
2. Show how the information can be combined using and and but.
3. Ask students to write similar sentences about themselves.

She likes rap music but does not like classical music. She likes soccer but does not like baseball. She likes Indian food and Mexican food.

Your turn! Write similar sentences about what music, sport, and food you like. Use and and but.

What can we do to ensure that these activities are motivating and meaningful to students?

After discussing conjunctions (e.g., because, but, so), have students complete a part of a sentence to show how phrases or clauses are joined.

Two

Tips for Sentence Anagrams

• Start with a few words (3 to 4) and gradually expand the number of words and the complexity of the sentence structure.
• Scaffold the task by capitalizing the first word of the sentence and including punctuation after the last word.

to

three.

equal

is

one

plus

Sedita (2020)

What can we do to ensure that these activities are motivating and meaningful to students?

After discussing conjunctions (e.g., because, but, so), have students complete a part of a sentence to show how phrases or clauses are joined.

Tips for Sentence & Word Selection: Use...

• Sentences from text used for reading or read-aloud
• Sentences related to everyday classroom experiences (e.g., morning message: I can be a good friend by...)
• Words from recent phonics or spelling lessons (e.g.,Ted was mad.)
• Newly learned vocabulary terms or concepts (e.g., Two plus one is equal to three, Turtles are cold-blooded.)

Sedita (2020)