Model Sentence Work
Written by Ruby Lee Simon | ruby.leesimon@uamaker.nyc
Embedded Files
Problem of Practice
This year, I’ve noticed an extremely wide range when it comes to student writing, and mechanics in particular. Some students struggle with basic sentence structure, while others are ready to experiment with more sophisticated syntax. In a class of 30, it’s difficult to teach mechanics in a way that provides every student with an appropriate challenge.
Hypothesis
If students are provided with exemplar sentences and explicit instruction about how these sentences are structured, then we will see an increase in engagement and writing sophistication , as measured by completion of the Do-Now, observed transference to larger writing projects, and student reflections.
Target group
I chose to target my Band B group, and focused on students who are either struggling to produce well-structured writing on the spot, or are ready for extensions to push their writing to the next level. This captures the wide range of student needs that sometimes leads to disengagement and stagnation in their writing.
Student Work
Student Work
Sample Do-Now:
(student annotates the model sentence and then creates their own)
Examples of students trying out the structure in their own writing:
Student A
Student B
Student C
Reflection
How I measured success:
I analyzed the sentences students created, and found that they were able to use more sophisticated structures and grammatical concepts when given sentence frames and explicit instruction. I also noticed that some (but not all) students transferred these concepts when writing independently..
To what extent were students able to adhere to the structure when producing sentences on their own?
Were students thinking more deeply about punctuation/ syntax/style/technique, as evidenced by their noticings and discussion during the activity?
Were students able to transfer new structures to their other writing? Did these new structures show up on other writing tasks? How can I create more opportunities for transference?
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Pick a sentence with a structure you want students to emulate
This choice could be based on something you notice students struggling with, a new structure you’d like to expose them to, or something you wish they were doing/using more in their writing
Project it on the board, have students copy it and annotate for punctuation and any patterns they notice
Teach a super quick mini lesson on how the sentence is structured, define any key grammatical concepts
Have students create their own sentences (provide differentiated options)
🔥 Use the frame to create your own sentence
🔥🔥 Create your own sentence from scratch, following the same structure as the exemplar
🔥🔥🔥 Create a sentence related to course content
Give students opportunities to practice this structure in other contexts (incorporate into BM/PT checklists), ask to use the same structure to display content knowledge (write in the voice of a character, etc.)
Reach out to Ruby Lee Simon if you have any questions, or want support adapting this practice to your classroom!
Email: ruby.leesimon@uamaker.nyc
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