Sentence Stems and Word Banks

Description

What is it?

A Sentence Stem is a strategy where the student is provided a part of a sentence and then provides a written or spoken response to complete the sentence. An example might be, “This reminds me of _____.” or “I agree that _____, because ____.”

Word Banks are lists of words generated by the class and related to the topic students are studying. Teachers can add any pertinent new vocabulary to the list as well if students do not produce those words

Why use it?

Sentence stems give students a place to start when responding to a question or participating in a discussion. Not only do sentence stems support students in developing a complete response, they also allow students to hear academic vocabulary used in context, not only by the teacher, but also by their peers. The use of sentence stems in all content areas enhances overall literacy skills.

Word Banks allow students to share all the vocabulary they know about a topic while the teacher adds new vocabulary related to the topic as students learn it. When posted as a reference, a word bank encourages students to review past knowledge and use the words listed to integrate academic vocabulary and topic content in their discussions and writing. Keeping the word bank available is also helpful for assisting students who needed more individualized instruction or who have been absent .

Quick Tips

  • Checklist:

    • Create a list of sentence stems that are appropriate to the discussion, debate or written task you are setting the students. Be sure to provide stems that use academic language or sentence structure that is difficult for the students.

    • Model for students thinking out loud how to respond with the sentence stem

    • Practice and remind students the sentence stem if they respond without using it

  • When should sentence stems be used?

    • Before introducing new material to tap into prior knowledge (Example stems: I understand that ….; I already know that…)

    • When trying to work through a problem. (Examples: It would be easier if….; First, I…)

    • After reading a short text to begin a discussion (Examples: The main points were….; I read that…)

    • Responding to a peer discussion (Examples: My partner pointed out ….; I agree because…)

    • When re-enforcing the use of academic language (Example: The text structure is ….; I use the denominator of …)

  • Practice using sentence stems with a Sentence Stem Roundtable

    • Prepare a list of unfinished sentences and give one copy to each student in class. Allow 10 minutes or so for students to complete the sentences in writing, using true facts from material they’ve read or learned about recently. Students then partner up and share responses. Ask them to rotate after a set amount of time and share with a new partner.

Resources

Did you know?

  • The AISD MET Department also recommends using sentence stems when questioning during warmups or to begin a discussion after reading a short text?

  • Sentence Stems used during discussions, rather than written task, are often also referred to as Academic Language Scripts or Sentence Frames

  • Sentence Stems are utilized throughout all WICOR strategies to guide writing to learn, inquiry, collaboration, cognitive organization and reading to learn.

  • A similar strategy is "I used to think...Now I know..." In this strategy, students divide their paper into two columns with the headings, "I Used to Think..." and "Now I Know..." Before the lesson begins, share the topic of the lesson with students and allow them time to write their thoughts on the topic. After instruction, have students reflect on the topic or concept again, completing the right side of their paper using the stem "Now I know..." This strategy uses sentence stems to help students document their prior learning and compare it to new learning.