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Sentence Fluency and Variety

Sentence Fluency and Variety. MPS Comprehensive Literacy Framework. COMPREHENSIVE LITERACY FRAMEWORK Area = Writing Context = School Audience = Teachers. Components of Effective Writing. Ideas Organization Voice Word Choice

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Sentence Fluency and Variety

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  1. Sentence Fluency and Variety

  2. MPS Comprehensive Literacy Framework

  3. COMPREHENSIVE LITERACY FRAMEWORKArea = Writing Context = School Audience = Teachers

  4. Components of Effective Writing Ideas Organization Voice Word Choice Sentence Fluency and Variety Conventions Presentation

  5. MILWAUKEE PUBLIC SCHOOLSDivision of Teaching and Learning Notice: Writing Rubric *The six components of the MPS Writing Rubric are the same six areas found in the Six Trait Writing Model. PROFICIENT Main idea communicated Ideas sufficiently organized and developed Evidence of author’s response to the writing task Appropriate word choice and usage Adequate sentence sense and minimal sentence errors Occasional errors in capitalization, punctuation and spelling

  6. Definition: Sentence fluency and variety is the purposeful use of sentence components.

  7. Elements of Sentence Fluency • The sentences are well constructed; they are complete and correct. • The sentences vary in length, structure, and complexity. • The sentences have varied beginnings. • The sentences include creative and appropriate connectives. • The writing has rhythm and cadence. • The sentences showcase the meaning.

  8. The concept of sentence fluency…

  9. Some sentences should be short and choppy.

  10. Some sentences should be longer, flowing, and smooth; they should highlight the meaning of the text.

  11. What to look and listen for... • Rhythm, flow, natural cadence • Smooth pacing • Well-built sentences • Sentence length enhances the meaning • Varied sentence beginnings * Each of these elements could be content for mini/teachable lessons.

  12. Teach students how to craft different types of sentences. Explain why this skill is important.

  13. For Example: We went to the baseball game. We had fun. It was raining hard. We got soaked. Vary the beginnings and combine sentences : Despite being soaked from the driving rain, we had fun at the baseball game.

  14. More practice with sentence combining: • 1.I live in a house. • 2. The house is made of brick. 3. The brick is red. • 4. The house has a garage. • 5. The garage is brown. • 6. The garage is made of wood 7. There is a fence. 8. The fence is high. 9. The fence goes around the house • I like the backyard. • The backyard has trees. *Adapted from the work of Dr. Beverly Chin • How might you combine some of these sentences? • What effect do sentences of various lengths and types have on the reader?

  15. To clarify meaning, instead of: “At this point in time, we feel we are ready to begin to learn.” Say: “Now, we’re ready to learn.” When revising for sentence fluency, encourage students to read their work out loud.

  16. Reading Out Loud Quality literature is meant to be heard. Learners of all ages like to be read to. By reading out loud we not only share the richness of the language, but we model how purposeful use of sentence fluency can help enhance or impair the message.

  17. Fluency One of the hardest tasks of the writer is to read what is on the page, not what the writer hoped would be on the page. -Donald Murray

  18. Take a closer look at effective communication. Point out the effect quality sentence fluency and variety has when used in environmental print: • Advertisements • Jingles • Childhood rhymes • Raps • Podcasts • Memorable quotations • Well-written passages in books

  19. Fluency Key Questions: • Can you FEEL the words and phrases flow together as you read it aloud? • Is the flow of writing rightfor the purpose and audience?

  20. Literature to use to highlight sentence fluency and variety: The Shakespeare Can Be Fun! Series by Lois Burdett

  21. Literature to use to highlight sentence fluency and variety:

  22. Literature to use to highlight sentence fluency and variety: “Basketball is my thing. I can hoop. Case closed. I’m six four and I got the moves, the eye, and the heart. You can take my game to the bank and wait for interest. With me it’s not like playing a game, it’s like the only time I’m being for real. Bringing the ball down the court makes me feel like a bird that just learned to fly. I see my guys moving down in from of me and everything looks right. Patterns come up and a small buzz comes into my head that starts to build up and I know it won’t end until the ball swishes through the net.” Myers also wrote HOOPS, another good book for sentence fluency and variety.

  23. Literature to use to highlight sentence fluency and variety: Use poetry to demonstrate sentence fluency! Rhythm and Rhyme

  24. Listen to the rhythm… Tap to the beat… Include Choral Readings and Readers’ Theatre in Your Lessons

  25. Here’s What You Can Do: • Sentence combining • Scrambled sentences • Story re-writes • Sentence beginnings • Cut the extra words • Sentence building Other lessons for Sentence Fluency and Variety

  26. Cut the extra words: Example: The stadium has enough parking space for fans’ automobiles and other vehicles. The stadium has ample parking space.

  27. Use Student Sample Papers A. Review the criteria and expectations of the rubric B. Read and assess the student work • Craft effective feedback that students can use to improve future performances.

  28. To reinforce sentence fluency, You could say: * You created sentences that sound rhythmic when read aloud. This keeps the flow moving! * It is obvious you know how to compose a complete sentence; this helps the reader attend to the message. * You have a long sentence, then a short one. Very effective! The pace of your writing matches its meaning. *The sentences in your first paragraph begin in different ways; this makes the writing more interesting to read. How might you add that same effect to the rest of your work? * The way you chose to organize your phrases fits the story. The order helps the reader understand when things happened.

  29. Do you: • Frequently read aloud to students? • Read from a variety of sources(all genres)? • Encourage students to read their own work? • Check beginning sentences for variety? • Show students how to vary sentence length? • Then you’re already teaching aspects of sentence fluency and variety! • Now, make certain (be explicit!) students understand the component (trait) and elements they are working with as they revise.

  30. Reflect • In what ways are you currently teaching Sentence Fluency and Variety? • How might you enhance Sentence Fluency and Variety in your teaching?

  31. Remember:

  32. MILWAUKEE PUBLIC SCHOOLS Our Goal: Sentence Fluency and Variety All students have the knowledge and skills needed to hit the target!

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