qwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqw Sentence Frames ertyuiopasdfghjklzxcvbnmqwer The Teaching Writing Series tyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuio pasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasd fghjklzxcvbnmqwertyuiopasdfg

hjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcv bnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnm qwertyuiopasdfghjklzxcvbnmrt yuiopasdfghjklzxcvbnmqwertyu iopasdfghjklzxcvbnmqwertyuio
Nipisihkopahk Education Authority Ryan E. Anderson

Table of Contents

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What are Sentence Frames?

In terms of language acquisition, sentence frames have been used as an effective tool for English Language Learners when it comes to grammatical structure and vocabulary development. Sentence frames can also help beginning writers learn to write more quickly and further develop effective writing structure and format. The basic premise of sentence frames consists of teachers providing their students with the fundamental structure of a sentence while leaving key components of the sentence blank so that students can fill in their own words and ultimately complete the sentence or personalize it for the task at hand. According to Language Acquisition and Family Literacy (2014), sentence frames can facilitate the learning of "names of colors or foods, and use the sentence frame with the new vocabulary words." Even though sentence frames have traditionally been used with early literacy development at the primary level of K-12 education, as well as the instruction of English as a second language for people of all ages, the concept of sentence frames can also apply to students who are learning at higher levels of functioning. Hermann (2014) suggests that "academic language is much more than just the vocabulary of the subject area being taught. It includes understanding and being able to produce complex sentences utilizing the key vocabulary of the subject area as well as functional words and phrases that show comparison, sequencing, description, cause and effect, and more." As such, sentence frames can be used to "incorporate higher levels of academic language into their speech and writing" so that students can reach higher levels of language proficiency. Henmann continues by stating that "sentence frames provide an opportunity for student to use key vocabulary while providing a structure that may be higher than what they could produce on their own." When it comes to the provision and completion of sentence frames by the teacher and students, examples can take on a variety of forms; however, the most common forms for classroom use are the traditional sentence frame and the sentence starter.

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The Traditional Sentence Frame The traditional sentence frame is designed to remove the subject and the object of the basic sentence so that students can take the simple structure, put in their own words, and create a meaningful sentence for the teacher. Given that this strategy has often been used to help young or lower functioning students, this becomes something that teachers can use to get quick evidence of student understanding in the written form. Example: __________ are / are not __________. __________ are / are not __________ because __________. Sentence Starters Sentence starters, like the traditional sentence frame, provide students with a structure and starting point for their writing. The primary difference between the two, however, is that sentence starters provide the students with the beginning of the sentence and students are then required to complete it using their own words and information. Example: The story is about __________. I think we should __________ because __________. There are number of different ways that sentence frames and sentence starters can be incorporated into classroom instruction for the purpose of helping students learn how to write. The rest of this chapter will break down the many different ways that they can be used - providing a description of the strategy, examples of the strategy, and a mini lesson of how it can be easily incorporated into instructional practice.

Making Predictions
Making predictions means that students describe what they think will happen next in a given text or story based on cues that are taken from the title, illustrations, and possibly from textual cues. One of the most appropriate times for students to make predictions is during the prereading phase of studying a text. According to Reading 4|Page

Strategies for the Journey North Teacher (2014), "predictions help students to set expectations for reading, use the text to aid their comprehension, and to compare their ideas with what the author writes." Sentence frames can be an effective way to help students engage in the pre-reading activity of making predictions. It is also an effective way for students to bring prior learning into the mix and use what they know to come to their own conclusions in a meaningful way. Examples: Because the character __________, I predict he/she will __________. At first I thought __________, but now I believe __________. I think __________ will __________ because __________ usually __________. Since __________, I can assume that __________ will __________.

Making Predictions Mini Lesson Objective Students will demonstrate the ability to make predictions using sentence frames as a pre-reading activity. Learner Outcomes Potential outcomes from the Grade 3 English Language Arts Program of Studies: 1.2 2.3 experiment with arranging and recording ideas and information in a variety of ways describe the main characters in terms of who they are, their actions in the story and their relations with other characters use text features, such as titles, pictures, headings, labels, diagrams and dictionary guide words, to access information

3.2

Materials 1. Student copies of story that has both text and illustrations 2. Student handout of sentence frames to make predictions 5|Page

Examples: Because the character is __________, I think that he/she will __________. Before I looked at the illustrations I thought __________, but now I think _____________. I think that __________ will happen in the story because __________. Activity 1. Have students access the story that will be covered in the lesson through handouts or turning to a certain page in their books. 2. Have the students look only at the illustrations of the story and talk amongst themselves about what they think the story will be about, taking not of details in the illustrations. 3. Hand out the sheet that contains the sentences frames that will be used to make predictions. 4. Have a teacher directed discussion about what it means to make predictions. 5. Have a teacher directed discussion about what sentences frames are and how they will be used to make predictions. 6. Complete one of the sentences frames together as a class to demonstrate how to use a sentence frame to make a prediction. 7. Have students complete the remainder of the sentences frames as a pre-reading activity prior to reading the story.

Summarizing
Summarizing is one of the key skills that students need to learn as they read. We summarize, both explicitly and implicitly, all the time when we read. When it comes to understanding what summarizing is, Chowdhury (2004) suggests that "summarizing is a process in which a reader synthesizes the important ideas in a text. Teaching students to summarize help them generate main ideas, connect central ideas, eliminate redundant and unnecessary information, and remember what they read." In its most basic sense, "summarizing is how we take larger selections of text and reduce them to their bare essentials; the gist, the key ideas, the main points that are worth noting or remembering" (Reading Quest, 2014). 6|Page

The problem with this, however, is that "teaching summarizing is no small undertaking. It's one of the hardest strategies for students to grasp, and one of the hardest strategies for you to teach. You have to repeatedly model it and give your students ample time and opportunities to practice it." One way to approach the concept of summarizing is through the use of sentence frames. The following are some examples of sentence frames that can be used to help students summarize information from what they read. Examples: __________ is __________. __________ is __________, and the result is __________. The main idea of __________ is __________. Three main points of __________ are __________, __________, and __________. In summary, __________. The story is about __________. In addition, __________. Consequently, _________.

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Summarizing Mini Lesson Objective Students will demonstrate an understanding of how to summarize key information and communicate that in the written form using sentence frames. Learner Outcomes Potential outcomes from the Grade 3 English Language Arts Program of Studies: 1.2 1.2 experiment with arranging and recording ideas and information in a variety of ways use talk, writing, and representing to examine, clarify and assess understanding of ideas, information and experiences identify the main idea or topic and supporting details in simple narrative and expository passages use headings, paragraphs, punctuation and quotation marks to assist with constructing and confirming meaning summarize the main idea of individual oral, print and other media texts include events, setting and characters when summarizing or retelling oral, print or other media texts experiment with ways of generating and organizing ideas prior to creating oral, print and other media texts identify facts and opinions, main ideas and details in oral, print and other media texts ask topic-appropriate questions to identify information needs

2.1 2.1

2.2 2.3

2.4

3.1 3.1

Materials 1. Student handout of the story of Danny and the Dinosaur 2. Student handout of Summarizing Danny and the Dinosaur using Sentence Frames 3. Student handout of illustration and summary organizer Activity 1. Have a teacher directed discussion about summarizing. 2. Have a teacher directed discussion about using sentence frames. 3. Hand out a copy of the story excerpt to the students and showcase it on the Smart board. 4. Read the story together as a class.

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5. 6. 7. 8. 9. 10.

Discuss what the main/salient points are of the story. Hand out the Summarizing Danny and the Dinosaur using Sentence Frames sheet. Do the first sentence frame together to ensure that students understand the concept. Have students complete the remainder of the sentence frames for the story. Discuss the sentence frames and what the students came up with. Have them apply the sentence frames into a meaningful exercise of drawing an illustration and writing a complete sentence or series of sentences that summarize the illustration that the students drew that relate to one of the sentence frames they have already completed.

Danny and the Dinosaur By Syd Hoff One day Danny went to the museum. He wanted to see what was inside. He saw Indians. He saw bears. He saw Eskimos. He saw guns. He saw swords. And he saw... Dinosaurs! Danny loved dinosaurs. He wished he had one. "I'm sorry they are not real," said Danny. "It would be nice to play with a dinosaur." "And I think it would be nice to play with you," said a voice. "Can you?" said Danny. "Yes," said the dinosaur. "Oh, good," said Danny. "What can we do?" "I can take your for a ride," said the dinosaur. He put his head down so Danny could get on him. "Let's go!" said Danny. A policeman stared at them. He had never seen a dinosaur stop for a red light. The dinosaur was so tall Danny had to help up the ropes for him.

Summarizing Danny and the Dinosaur using Sentence Frames Danny is __________. 9|Page

The dinosaur is __________. In the story, Danny went to the __________ where he saw __________. The story is really about __________.

Making Judgements
Similar to the previous skills already discussed here, learning to make judgements is a process that can be facilitated through the use of sentence frames. According to Ask.com (2014), judgement is the ability to make and form a decision, or form an opinion objectively, authoritatively, and wisely, especially in matters affecting action, discretion or good sense. So when it comes to helping students make sound judgements, it is important that teachers break the process down and make sense of it on a very basic level. Making judgements can also be a way of helping students learn the difference between right and wrong. It is assumed that much of this instruction happens in the home and students therefore come to school with an ingrained value system. However, that may no longer be the case in our current social climate and school system; and as such, we need to engage students in the discussion of what is right and wrong. An effective way to do this is through the use of literature and sentence frames. From there, students can more easily identify what is right and wrong based on the experiences and perspective of characters in novels and stories. Examples: I think __________ is right/wrong because __________. I think __________ did the right/wrong thing because __________. I think __________ did the right/wrong thing, but __________. I think __________ did the right/wrong thing, but __________ should have __________.

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Making Judgements Mini Lesson Objective Students will demonstrate their understanding of making judgements and demonstrating it through completing a series of sentence frames. Learner Outcomes Potential outcomes from the Grade 3 English Language Arts Program of Studies: 1.2 2.1 experiment with arranging and recording ideas and information in a variety of ways apply a variety of strategies, such as setting a purpose, confirming predictions, making inferences and drawing conclusions connect own experiences with the experiences of individuals portrayed in oral, print and other media texts, using textual references express feelings related to words, visuals and sound in oral, print and other media texts describe the main characters in terms of who they are, their actions in the story and their relations with other characters experiment with ways of generating and organizing ideas prior to creating oral, print and other media texts

2.2

2.2 2.3

2.4

Materials 1. Smart Board or white board 2. Student handout of Making Judgements Sentence Frames

Activity 1. Have a teacher directed discussion about making judgements. 2. Have a teacher directed discussion about using sentence frames. 3. Display and discuss the paragraph about Lorenzo. 4. Hand out and discuss the use of sentence frames to make judgements related to the paragraph. Complete the first sentence frame together to ensure understanding. 5. Have students complete the remainder of the sentence frames on their own.

Lorenzo Paragraph Lorenzo was sent to the store by his mother. His mother said to hurry so she could prepare supper on time. 11 | P a g e

Lorenzo knew a shortcut across a nearby empty lot, but he also knew a new building was being constructed there. It was a dangerous place to cross. He decided to walk fast and shop quickly but not to take the shortcut.

Lorenzo Paragraph Sentence Frames I think the right thing to do in Lorenzos situation was to __________. I think Lorenzo did the right/wrong thing because __________. I think Lorenzo did the right/wrong thing, but __________.

Compare and Contrast

Comparing and contrasting information is common approach to having students think critically about things that they are learning. Often times, teachers will have their students use Venn Diagrams in order to complete a compare and contrast activity; however, it is possible to simply the comparing and contrasting of two different things by using sentence frames. Before getting into how sentence frames can be used in this way, it is important to determine just exactly what compare and contrast actually mean. According to Ask.com (2014), "compare means to look at something critically and see what they have in common or their similarities. Contrast is to note down the differences between the two objects and what difference they have." When it comes to comparing and contrasting two things it "means to find the similarities and the differences between two or more places or things that are in question... With compare and contrast, you are simply studying and comparing at least two different things, and noting their similar characteristics, along with the things that they don't have in common." Examples: Compare = Same Contrast = Different __________ and __________ are __________. Both __________ and __________ have __________. 12 | P a g e

__________ and __________ are both similar because they both __________. There are several major differences between __________ and __________. The most notable is __________.

Compare and Contrast Mini Lesson Objective Students will demonstrate the ability to compare and contrast two different things by completing a series of sentence frames. Learner Outcomes Potential outcomes from the Grade 3 English Language Arts Program of Studies: 1.2 2.2 2.3 2.4 experiment with arranging and recording ideas and information in a variety of ways identify how authors use comparisons, and explain how they create mental images identify distinguishing features of a variety of oral, print and other media texts experiment with ways of generating and organizing ideas prior to creating oral, print and other media texts explain relationships among words and concepts associated with topics of study describe similarities between experiences and traditions encountered in daily life and those portrayed in oral, print and other media texts identify and discuss similar ideas or topics within stories from oral, print and other media texts from various communities

4.1 5.1

5.1

Materials 1. Student handout of A Fishy Tale 2. Student handout of A Fishy Tale Compare and Contrast Sentence Frames Activity 1. Have a teacher directed discussion about Compare and Contrast. 2. Have a teacher directed discussion about how to use sentence frames and explain that you will be using them to complete a compare and contrast activity related to a story called A Fishy Tale.

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3.

4. 5.

6.

Hand out a copy of the story A Fishy Tale. Aslo, display this on the Smart Board for all to see as well. That way, you can help your students follow along and you can point things out as they read the story and complete the compare and contrast activity. Read the story A Fishy Tale together as a class. Complete the first sentence frame together as a class so that they know how to make a compare and contrast. Have students complete the remainder of the sentences frames on their own.

A Fishy Tale By Loren Jones Our school doesn't have many parties, but this year Ms. Cipriano said we could have a masquerade party. The fourth grade wanted the theme to be "Under the Sea," but the fifth grade wanted it to be "Outer Space." After much debate, it was decided the theme would be "Under the Sea." Everyone had to be on a team, and everyone had to help. My team was in charge of special effects. Gary came up with a great idea. He got two big, old fishing nets from his father, which we used to cover the ceiling of the cafeteria. Gary, Jemma, and I used rope to tie the nets to the pillars, and it looked really great. Then we cut out fish shapes from colored paper and stuck them on the net. Everyone seemed to dress in one of three costumes: some kind of fish, a mermaid, or Neptune--the "King of the Sea." Gary came as an electric eel, Jemma was a goldfish, and Carmen and I arrived as mermaids. The cafeteria looked great. Jemma's father had put up colored lights for us. They made a wavy pattern like rippling water on the floor as they shone through the fishing nets. We were admiring our work when disaster struck. The netting fell down. We were all caught in the fish nets. We were laughing so hard we couldn't get up. We truly felt as if we were "under the sea." Jemma's father turned on the regular lights while we got untangled. This wasn't the effect we imagined, but it sure was special!

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Gary and Jemma are __________ because __________. The themes "Under the Sea" and "Outer Space" are __________ because __________. Gary and Jemma are both similar because they both __________. Carmen and I (the main character) are both similar because we both ____________. There are several major differences between the cafeteria before and after the setup of the party. The most notable is __________.

Making Inferences
Making inferences is taking the information provided and drawing logical conclusions. According to Cuesta College (2003), "inference is just a big word that means a conclusion or judgement. If you infer that something has happened, you do not see, hear, feel, smell, or taste the actual event." Making inferences or drawing conclusions can be a challenging process for students of all ages and ability levels. This is because "writers often tell you more than what they say directly. They give hints or clues that help you 'read between the lines.'" The following are a series of examples of how inferences can be achieved through the use of sentence frames and sentence starters. Examples: Using clues to figure out what is really happening in the story. Reading "between the lines" __________ are / are not __________. __________ are / are not __________ because __________. Based on __________, I infer that __________. Based on __________, I infer that __________, because __________.

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Making Inferences Mini Lesson Objective Students will demonstrate an understanding of inference and how to draw conclusions using sentence frames. Learning Outcomes Potential outcomes from the Grade 3 English Language Arts Program of Studies: 1.2 2.1 experiment with arranging and recording ideas and information in a variety of ways apply a variety of strategies, such as setting a purpose, confirming predictions, making inferences and drawing conclusions make inferences about a character's actions or feelings discuss ways that visual images convey meaning in print or other media texts

2.2 2.3

Materials 1. A picture of bullying that can be displayed for all to see (such as on the Smart Board) 2. Handout sheet with picture displayed on the board and corresponding sentence frames Examples:

The bully in the picture is __________.

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The bully in the picture is __________ because __________. The victim in the picture is __________. The victim in the picture is __________ because __________. Based on __________, I infer that __________. Based on __________, I infer that ______ because__________.

Activity 1. Teacher directed discussion about drawing conclusions or making inferences 2. Teacher directed discussion about what sentence frames are and how to use them 3. Display the image on the board and hand out the sheet with the image and the sentence frames 4. Have the students talk about what is going on in the picture. 5. Complete on of the sentence frames as a class to show the students how to draw a conclusion based on the picture. 6. Have students complete the remainder of the sentences frames by making their own inferences.

Examples of Student Work

Once the preliminary arrangements of these activities were completed, they were shared with grade three teachers throughout the district to experiment with and then provide feedback on how it went. The initial problem with the initial arrangement was the order of the activities. It had Making Inferences as the first activity in the set; so naturally, teachers chose that as the first activity to practice with their students. Unfortunately, making inferences is a challenging activity and the experiments did not go as smoothly as anticipated. An important lesson was learned though, because it was a chance for teachers to realize that there is a process of introducing sentence frames and using them in a teacher directed way.

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From the initial attempts at Making Inferences, teachers transitioned to Making Predictions. This proved to be far more productive for them and their students. They even went as far as to manipulate the concept of sentence frames and make it work for the current units they were doing in their language arts classes. The examples of student work that will be presented here will be a reflection of the process that these teachers went through as they began experimenting with sentence frames in their classrooms. There will be an obvious reliance on the teacher as the class progressed through a teacher directed activity because of the fact that many of the student responses will be giving similar responses in their work. However, once the teachers began working with Making Predictions as it related to stories that they were already reading in their classrooms, the nature of the student responses change and are therefore more indicative of the type of work that would be expected from students at this level. Student Sample 1 The first student sample is a replica example of the activity presented in this work. As stated previously, this activity was the first sentence frame activity that the students engaged in. As such, the quality of samples was not necessarily a reflection of what you would hope to see from a normal situation and a normal sample; however, it is good to see the result of a first attempt and how the students did with it. These examples of student work will also be discussed in the assessment section to provide teachers with an example of how to apply the sentence frame rubric when assessing student work.

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Student Sample 2 In this second example, the student work is more reflective of independent student responses. The activity is much the same as the one outlined in this work, but the picture was switched out for one that the teacher felt would work better with her students. As such, the students were able to better connect with the photo and then come up with better response. Note that the overall quality of student responses is much like the first sample. It depicts a range of student abilities as demonstrated through the response, and will also be analysed in the assessment section later on.

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Student Sample 3 This sample comes from a unit study where students were learning about The Three Little Pigs as it is retold by Annette Smith. It is an example of how the teacher chose to adapt the concept of sentence frames to meet her teaching needs and to meet the learning needs of her students. In essence, this is what is hoped for in producing this guide. The aforementioned activities and mini lessons are provided to give teachers something to work with; however, ultimately, the hope would be that teachers can take these strategies and personalize them so that it can become part of their own instructional practice. The student work here is different in nature from the previous examples in that it doesnt specifically mirror one of the activities outline in this book. It also doesnt relate to making inferences. In fact, this sample is of Making Predictions, which is where the teachers went to after they realized their students werent necessarily ready for Making Inferences. As such, the nature of the activity is different, and in many ways more accessible for the students. The level of complexity is less intense, which brings out the creativity of the students. So, in the end, the activity seems easier, but also produces better student work. Like the previous examples, the following will examined in the assessment section so that teachers can get a better understanding of how the rubric can be applied to any number of sentence frame activities.

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Assessment of Students Using Sentence Frames

When it comes to teaching, assessment plays a significant role in what teachers decide to do with their students. Each teacher is unique, not only in their teaching style, but also in how they think about assessment. Over the last number of years, however, there have been some significant gains made in teacher understanding of quality assessment. Most of this discussion revolves around the concepts of Assessment for Learning, Assessment of Learning, and the Assessment as Learning. Additionally, the verbiage of formative and summative assessment has also worked its way into the mainstream vernacular of teachers. Regardless of teachers approaches to assessment, there needs be a way for teachers to assess the activities outlined in this guide; because if teachers could not somehow assess these approaches meaningfully, they would certainly be less likely to experiment with them and make them part of their regular instructional practice. How student samples will be assessed The following approach to assessment will consist of taking individual pieces of student work and applying the rubric to them. A chart will be provided that shows how each student compared to the bullets in the rubric. By so doing, teachers will be exposed to two things: 1) how to apply the rubric to student work, and 2) see how there are subtle differences in student work, that even though they are subjective, they are evident. Both of these things will help teachers see and understand how to successfully apply assessment to the strategy of using sentence frames.

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Sentence Frame Rubric

Meets the standard of excellence 5

Student demonstrates excellent understanding of ideas, issues, and information Student uses critical thinking to select information with a high degree of effectiveness Student communicates ideas, issues, and information with a high degree of clarity in both written and visual form Student demonstrates considerable understanding of ideas, issues, and information Student uses critical thinking to select information with considerable effectiveness Student communicates ideas, issues, and information with considerable clarity in both written and visual form Student demonstrates some understanding of ideas, issues, and information Student uses critical thinking to select information with some effectiveness Student communicates ideas, issues, and information with some clarity in both written and visual form Student demonstrates limited understanding of ideas, issues, and information Student uses critical thinking to select information with limited effectiveness Student communicates ideas, issues, and information with limited clarity in both written and visual form Student demonstrates little to no understanding of ideas, issues, and information Student uses critical thinking to select information with little to no effectiveness

Approaches the standard of excellence 4

Clearly meets the acceptable standard 3

Does not clearly meet the acceptable standard 2

Clearly below the acceptable standard 1

Insufficient INS 0

Student communicates ideas, issues, and information with little to no clarity in both written and visual form The sentence frames have been awarded an INS for lack of completeness

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Student Sample 1.1

Clearly meets the Acceptable Standard 3

Reporting Category Student demonstrates some understanding of ideas, issues, and information by ensuring that all of the blanks were filled out in an appropriate manner Student uses critical thinking to select information with some effectiveness by stating The victim is scared because the bullys about to throw the ball. Student communicates ideas, issues, and information with some clarity in both written and visual form because the text is filled out legibly and because additional space was extended in a logical way so that the information could be understood.

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Student Sample 1.2

Does not clearly meet the Acceptable Standard 2

Reporting Category Student demonstrates limited understanding of ideas, issues, and information by stating The bully in the picture is mean because mad. Student uses critical thinking to select information with limited effectiveness by stating, The victim in the picture is scared, but then does not continue to elaborate on that thought. Student communicates ideas, issues, and information with limited clarity in both written and visual form because of the fact that the writing is not overly legible and a number of key spaces were left blank, leaving the teacher unable to completely assess the student.

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Student Sample 1.3

Clearly below the Acceptable Standard 1

Reporting Category Student demonstrates little to no understanding of ideas, issues, and information because the only thought that was provided was, The bully in this picture is bad. Student uses critical thinking to select information with little to no effectiveness because many of the spaces were left blank and did not communicate any critical thinking beyond stating, The bully in this picture is bad. Student communicates ideas, issues, and information with little to no clarity in both written and visual form by only writing the word bad. Had more words been provided, more assessment could have been done in regards to communication.

Student Sample 2.1

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Clearly meets the Acceptable Standard 3

Reporting Category Student demonstrates some understanding of ideas, issues, and information by being able to differentiate the bully from the victim in stating, The bully in the picture is the one in blue... The victim in the picture is the boy in black. Student uses critical thinking to select information with some effectiveness by stating, the bully in the picture is laughing because he is mean. Student communicates ideas, issues, and information with some clarity in both written and visual form because the work is legible enough for the teacher to read even though there are errors such as poting instead of pointing.

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Student Sample 2.2

Does not clearly meet the Acceptable Standard 2

Reporting Category Student demonstrates limited understanding of ideas, issues, and information by stating The bully in the picture the one in bleu. Student uses critical thinking to select information with limited effectiveness by stating, The bully in the picture is the one the bleu because... but then does not finish the thought. Student communicates ideas, issues, and information with limited clarity in both written and visual form because of the fact that the words that are written are barely legible, spelled in correctly, and the ones at the bottom about the inference are entirely illegible.

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Student Sample 2.3

Clearly below the Acceptable Standard 1

Reporting Category Student demonstrates little to no understanding of ideas, issues, and information because the only thought that was provided was, The bully in this picture is kid in blue. Student uses critical thinking to select information with little to no effectiveness because many of the spaces were left blank and did not communicate any critical thinking beyond stating, The bully in this picture is kid in blue. Student communicates ideas, issues, and information with little to no clarity in both written and visual form by only writing the words kid in blue and sah.

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Student Sample 3.1

Meets the Standard of Excellence 5

Reporting Category Student demonstrates excellent understanding of ideas, issues, and information because the character is a pig, it will then dump the wolf into hot water. Student uses critical thinking to select information with a high degree of effectiveness because of the creativity of deciding to have the pigs dump the wolf into hot water. Student communicates ideas, issues, and information with considerable clarity in both written and visual form in the lines indicating steam and that the water is hot even though the characters are depicted as stick figures and unable to be identified as pigs and a wolf.

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Student Sample 3.2

Approaches the Standard of Excellence 4

Reporting Category Student demonstrates considerable understanding of ideas, issues, and information by stating that the pig will trick the wolf, which has been a common theme discussed in class. Student uses critical thinking to select information with considerable effectiveness because of the fact that tricking the wolf was based on previous lessons and discussions. Student communicates ideas, issues, and information with some clarity because the illustration does not clearly identify what the trick is. There is a splash, but no indication what that splash is.

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Student Sample 3.3

Clearly meets the Acceptable Standard 3

Reporting Category Student demonstrates some understanding of ideas, issues, and information by choosing the character as the wolf and that they will generally eat the pig. Student uses critical thinking to select information with some effectiveness by having a logical conclusion in that the wolf will eat the pig, but not one that is considered, creative, and/or imaginative. Student communicates ideas, issues, and information with considerable clarity because of the fact that the illustration clearly shows a wolf eating a pig.

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Student Sample 3.4

Does not clearly meet the Acceptable Standard 2

Reporting Category Student demonstrates limited understanding of ideas, issues, and information by choosing the character to be a pig, and that the pig will cuck him, but not identifying who him is. Student uses critical thinking to select information with limited effectiveness because the student uses the verb to cuck, but that is not actually a verb or a word. Student communicates ideas, issues, and information with limited clarity in both written and visual form because it is not clear what is going on and it is not clear as to what cucking is.

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References
Alberta Education. (2000). English Language Arts (K-9). Retrieved on Tuesday February 4, 2014 from http://education.alberta.ca/media/450519/elak-9.pdf. Ask.com. (2014). What Does Compare and Contrast Mean? Retrieved on Thursday February 6, 2014 from http://www.ask.com/question/what-does-compare-andcontrast-mean. Ask.com. (2014). What Does Judgement Mean? Retrieved on Thursday February 6, 2014 from http://www.ask.com/question/what-does-judgement-mean. Chowdhury, S. (2004). What is summarizing? Retrieved on Thursday February 6, 2014 from http://www.proz.com/kudoz/English/general_conversation_gr eetings_letters/860428-what_is_summarizing.html. Dspsweb. (2003). Making Inferences and Drawing Conclusions. Cuesta College: San Luis Obispo County Community College District. Retrieved on Thursday February 6, 2014 from http://academic.cuesta.edu/acasupp/as/309.HTM. Herrmann, E. (2014). Using sentence frames, sentence starters and signal words in to improve language. Multi Briefs. Retrieved on Wednesday February 5, 2014 from http://www.mltibriefs.com/briefs/exclusive/using_sentence _frames.html#.UvJ9zWJdVHU. Hoff, S. (1958). Danny and the Dinosaur. Harper Collins Inc. Retrieved on Friday February 7, 2014 from http://www.harpercollins.com/browseinside/index/aspx? isbn13=9780060224653. Hultenius, G. (2014). Sentence Frames. Retrieved on Tuesday February 4, 2014 from http://teachersites.schoolworld.com/webpages/hultenius/se ntence.cfm. Jones, L. (2014). A Fishy Tale. Scholastic Literacy Place. Retrieved on Friday February 7, 2014 from http://teacher.scholastic.com/lessonrepro/reproducibles/l itplace/r970818d.htm. Journey North. (2014). Make and Refine Predictions. Reading Strategies for the Journey North Teacher.

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Retrieved on Thursday February 6, 2014 from http://www.learner.org/jnorth/tm/ReadStrat13.html. K12 Reader. (2013). What Do You See? Retrieved on Tuesday February 4, 2014 from www.k12reader.com. Language Acquisition and Family Literacy. (2014). Sentence Frames. Retrieved on Wednesday February 5, 2014 from https://sites.google.com/a/appletreeinstitute.org/lafl/ho me/language-acquisition/ell-support/sentence-frames. McGraw-Hill. (2014). Making Judgements. Retrieved on Thursday February 6, 2014 from http://treasures.macmillanmh.com/nevadea/families/buildin g-reading-writing-skills/addtional-comprehension-lessonsfor-florida/make-judgements. Reading Quest Strategies. (2012). Strategies for Reading Comprehension: Summarizing. Retrieved on Thursday February 6, 2014 from http://www.readingquest.org/strat/summarize.html. Spirit School District. (2014). Sentence Frames. Retrieved on Wednesday February 5, 2014 from http://www.spiritsd.ca/wblrd2/sentence_frames.htm.

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Reproducibles
Inasmuch as this guide is designed for teacher use, a series of reproducible activities are provided so that teachers can use what has been shared in these pages. Remember, however, that the intent is to take the concept of teaching and using sentence frames and make it part of regular practice. Nevertheless, this is a starting point for teachers; and if they need something to get going, here they are.

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Making Inferences Reproducible Instructions Complete the following sentence frames by making the proper inferences and writing them in the spaces provided below.

The bully in the picture is _________________________________________________ _________________________________________________ ________________________________________________.

The bully in the picture is _____________________ because ________________________________________.

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The victim in the picture is ___________________.

The victim in the picture is ____________________ because ________________________________________.

Based on _______________________________________, I infer that ___________________________________.

Based on _______________________________________, I infer that ____________________________________ because_________________________________________.

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Compare and Contrast Reproducible

A Fishy Tale By Loren Jones Our school doesn't have many parties, but this year Ms. Cipriano said we could have a masquerade party. The fourth grade wanted the theme to be "Under the Sea," but the fifth grade wanted it to be "Outer Space." After much debate, it was decided the theme would be "Under the Sea." Everyone had to be on a team, and everyone had to help. My team was in charge of special effects. Gary came up with a great idea. He got two big, old fishing nets from his father, which we used to cover the ceiling of the cafeteria. Gary, Jemma, and I used rope to tie the nets to the pillars, and it looked really great. Then we cut out fish shapes from colored paper and stuck them on the net. Everyone seemed to dress in one of three costumes: some kind of fish, a mermaid, or Neptune--the "King of the Sea." Gary came as an electric eel, Jemma was a goldfish, and Carmen and I arrived as mermaids. The cafeteria looked great. Jemma's father had put up colored lights for us. They made a wavy pattern like rippling water on the floor as they shone through the fishing nets. We were admiring our work when disaster struck. The netting fell down. We were all caught in the fish nets. We were laughing so hard we couldn't get up. We truly felt as if we were "under the sea." Jemma's father turned on the regular lights while we got untangled. This wasn't the effect we imagined, but it sure was special!

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A Fishy Tale: Compare and Contrast Sentence Frames Instructions Complete the following sentence frames by comparing and contrasting elements of A Fishy Tale and by writing them in the spaces provided below.

Gary and Jemma are ______________________________ because ________________________________________.

The themes "Under the Sea" and "Outer Space" are _________________________________________________ because ________________________________________.

Gary and Jemma are both similar because they both ________________________________________________.

Carmen and I (the main character) are both similar because we both ________________________.

There are several major differences between the cafeteria before and after the setup of the party. The most notable is ________________________________________________.

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Summarizing Reproducible

Danny and the Dinosaur By Syd Hoff One day Danny went to the museum. He wanted to see what was inside. He saw Indians. He saw bears. He saw Eskimos. He saw guns. He saw swords. And he saw... Dinosaurs! Danny loved dinosaurs. He wished he had one. "I'm sorry they are not real," said Danny. "It would be nice to play with a dinosaur." "And I think it would be nice to play with you," said a voice. "Can you?" said Danny. "Yes," said the dinosaur. "Oh, good," said Danny. "What can we do?" "I can take your for a ride," said the dinosaur. He put his head down so Danny could get on him. "Let's go!" said Danny. A policeman stared at them. He had never seen a dinosaur stop for a red light. The dinosaur was so tall Danny had to help up the ropes for him.

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Summarizing Danny and the Dinosaur using Sentence Frames Instructions Complete the following sentence frames by summarizing the necessary elements of the story Danny and the Dinosaur and writing them in the spaces provided below.

Danny is _______________________________________.

The dinosaur is ________________________________.

In the story, Danny went to the _________________ where he saw ___________________________________.

The story is really about ______________________.

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Making Judgements Reproducible

Lorenzo Paragraph Lorenzo was sent to the store by his mother. His mother said to hurry so she could prepare supper on time. Lorenzo knew a shortcut across a nearby empty lot, but he also knew a new building was being constructed there. It was a dangerous place to cross. He decided to walk fast and shop quickly but not to take the shortcut.

Lorenzo Paragraph Sentence Frames Instructions Complete the following sentence frames by making the appropriate judgments about Lorenzo and writing them in the spaces provided below.

I think the right thing to do in Lorenzos situation was to _______________________________.

I think Lorenzo did the right/wrong thing because ________________________________________________.

I think Lorenzo did the right/wrong thing, but ________________________________________________.

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Sentence Frame Rubric Reproducible

Approaches the standard of excellence 4

Meets the standard of excellence 5

Clearly meets the acceptable standard 3

Student demonstrates excellent understanding of ideas, issues, and information Student uses critical thinking to select information with a high degree of effectiveness Student communicates ideas, issues, and information with a high degree of clarity in both written and visual form Student demonstrates considerable understanding of ideas, issues, and information Student uses critical thinking to select information with considerable effectiveness Student communicates ideas, issues, and information with considerable clarity in both written and visual form Student demonstrates some understanding of ideas, issues, and information Student uses critical thinking to select information with some effectiveness Student communicates ideas, issues, and information with some clarity in both written and visual form

Does not clearly meet the acceptable standard 2

Clearly below the acceptable standard 1

Insufficient INS 0

Student demonstrates limited understanding of ideas, issues, and information Student uses critical thinking to select information with limited effectiveness Student communicates ideas, issues, and information with limited clarity in both written and visual form Student demonstrates little to no understanding of ideas, issues, and information Student uses critical thinking to select information with little to no effectiveness Student communicates ideas, issues, and information with little to no clarity in both written and visual form The sentence frames have been awarded an INS for lack of completeness

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