MS3+Solution

// Group 3: Middle School: Becky Powell, Cindi Thomas, Laurie Sellmeyer, Nancy Skelton // //**Guiding Question **////: // //**How can we strengthen instructional strategies to improve student writing competency that focuses on sentence fluency and conventions **//**? **** (KCK 10R070209, Sentence Fluency, Vary sentence structure and lengths, Checkpoint assessment and performance based assessment) (KCK 10R070210, Sentence Fluency, avoid fragments) (KCK 10R070216, Conventions, Checkpoint assessment and performance based assessment) **


 * Activities and Instructional Strategies ****: ** 
 * Objective: Improve student writing in sentence fluency and conventions by implementing critical thinking and problem solving skills, communication and collaboration skills, and creativity. **

Begin by frontloading integrated grammar using a form of "Socratic Discussion". **
 * Activity 1
 * (Introduces sentence fluency and conventions, uses critical thinking skills and collaborative learning) **
 * **Divide the class into groups of 3 or 4 students **
 * **Assign one student the task of leading the discussion, one to record responses, and one to report to the class **
 * **Students are given a set time to think about, then talk about higher level questions regarding sentences and grammar. **
 * **Sample questions might include: (1) How do we learn language and at what age do we begin learning it? (2) What language mistakes might a young child make and why? (3) How can a person who cannot speak communicate with others? (4) How might this affect him or her? (5) Does the order of words in a sentence affect its meaning? Ex: //Help my dog eat. Help eat my dog.// **

Vary sentence structures and lengths, such as simple sentences and compound sentences that use coordinating conjunctions, conjunctive adverbs, and transitional phrases in narrative, expository, and persuasive writing to make the reading pleasant and natural (CK, PB) (W7.1.1.11, W7.1.1.12, W7.1.2.15, W7.1.2.16, W7.1.4.14, W7.1.4.15, ACT) Use correct mechanics, punctuation, and grammar to easily guide the reader through the text in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.16, W7.1.1.17, W7.1.2.19, W7.1.2.20, W7.1.3.15, W7.1.3.16, W7.1.4.18, W7.1.4.19, ACT) ** Activity 2 ****. **
 * KCK10R070209 **
 * SENTENCE FLUENCY: **
 * KCK10R070216 **
 * CONVENTIONS: **

// For this lesson, we are going to assume students have been taught the difference between simple and compound sentences. We will also assume they know the definition of a coordinating conjunction (for example: and, or) and conjunctive adverbs, and finally, transitional phrases. **This lesson supports the 21st Century literacy objectives by collaborating, using creativity and critical thinking.** //

In groups, students collaborate using the “Wordle” to make as many simple sentences as they can.* CHALLENGE: See how many compound sentences they can make using coordinating conjunctions, conjunctive adverbs and transitional phrases.*
 * __ Student directions __**
 * You will have to add punctuation and enough words to make the sentence correct.

The dog chased the cat. The cat screeched as it ran away. Wow, look at that! I love dogs, but cats make great pets also. Go catch that dog. Which is your favorite pet?
 * WORDLE WORDS**


 * Activity 3 **

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 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Epals Editing **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

Epals is a website that can be used to have both public and private "conversations". If you access the page listed above, you will see an assignment and a fictitious final draft of a a student paper. When you log in as a student, you will be able to see the original draft of the paper as well as editing suggestions from three other "students". The idea is that once a student has received peer editing comments, they use these to revise their work. The teacher has the control over posting over comments and may choose not to post controversial text.