Juicy Sentences

More documents

Recommendations

Info

The conversations • Each begins with the selection and study of the text that will serve as the basis of a conversation (ca. 15-‐20 minutes per day)! • Ideally, the excerpt is a sentence (or two) that gets to the heart of things, and is so crammed with information-‐-‐-‐that it begs fordiscussion. • The first step is for teachers to take a close, close look at the parts of the sentence or two. What are the parts, and what does each contribute to meaning? (This is instructional preparation).36
What do teachers need to know about language ? • They need to be aware of phrase and clause boundaries, but they don’t necessarily need to know the grammatical terminology to talk about them.• They should be able to find the subject of a sentence (which is often a complex NP with many parts) and its predicate (again with its various necessary parts).• They should be able to look at each part of a sentence and determine what that part communicates, and be able to say what it does. 37
Page 1 and 2: Supporting Access to the Languag
Page 3 and 4: Instructional support for ELs &
Page 5 and 6: The approach• Something that e
Page 7 and 8: So what help is needed?• I’
Page 9 and 10: Support for language learning•
Page 11 and 12: Instructional conversations work
Page 13: Want to see what it looks lik
Page 16 and 17: Attention to languageacross the
Page 18 and 19: Compelling & complex texts• Ins
Page 21 and 22: Words in phrases are more mean
Page 23 and 24: Another video--The class has be
Page 25 and 26: When a moth is resting, it fo
Page 27 and 28: From I. Kelly’s “A Butterfl
Page 30 and 31: BTW, not only were the kids ki
Page 32 and 33: Questions• What professional de
Page 34 and 35: Recap

Juicy Sentences

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?