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S3 反思：成功-挑战-期望

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Sentence expanding is the process of adding one or more words, phrases, or clauses to the main clause (or independent clause) to do just that: expand your sentences.

Sentence-expanding exercises are often used in conjunction with sentence-combining and sentence-imitation exercises: Together, these activities may serve as a supplement or an alternative to more traditional methods of grammar and writing instruction.

The primary purpose of using sentence-expanding exercises in composition is to enrich a student's thinking and attention to detail in storytelling while heightening his or her awareness of the variety of available sentence structures. All together, it gives students the ability to paint a more vivid picture and express a more complex thought.

Sentence-Expanding Possibilities

The frameworks for sentence expanding are as rich and varied as are the grammatical structures offered to us by the English language:

Examples and Exercises

Sentence-Murdering and Sentence-Expanding.English teacher and author Sally Burkhardt offers the following exercise: "In a sentence-murdering activity, [you] butcher a selected sentence, usually turning it into a series of run-ons and comma splices, common errors beginning writers often make. In sentence-expanding, [you] give students a phrase from the selected sentence for them to expand into as long a sentence as possible without using correlative conjunctions or committing any syntactical errors. Copying well-written sentences daily gives students a tacit knowledge of how to write complex sentences without learning technical grammatical descriptions."

Expanding Texts: Effective language-teaching practitioners Penny Ur and Andrew Wright offer the following exercise for forming grammatical sentences by adding words or phrases: "Write a single simple verb in the center of the board. Invite students to add one, two or three words to it. For example, if the word was 'go,' they might suggest 'I go,' or 'Go to bed!' They go on suggesting additions of a maximum of three consecutive words each time, making a longer and longer text, until you, or they, have had enough."

In Stanley Fish's Sentence-Expanding Exercise, "You start small, with three-word sentences, and after you've advanced to the point where you can rattle off their structure on demand, you go on to the next step and another exercise. Take a little sentence ('Bob collects coins' or 'John hit the ball'), whose ensemble of relationships you are now able to explain in your sleep, and expand it, first into a sentence of fifteen words and then into a sentence of thirty words, and finally, into a sentence of one-hundred words ... And then-here comes the hard part again-tag every added component with an account of how it functions to extend and maintain the set of relationships that holds the sentence, however mammoth or unwieldy it becomes, together."

Burkhardt, Sally E. Using the Brain to Spell: Effective Strategies for All Levels. Rowman & Littlefield Education, 2011.

Davis, Paul, and Mario Rinvolucri. Dictation: New Methods, New Possibilities. Cambridge University Press, 1989.

Fish, Stanley Eugene. How to Write a Sentence: And How to Read One. Harper, 2012.

Ur, Penny, and Andrew Wright. Five-Minute Activities: A Resource Book of Short Activities. Cambridge University Press, 1994.

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Sentence expanding is the process of adding one or more words, phrases, or clauses to the main clause (or independent clause) to do just that: expand your sentences. Sentence-expanding exercises are often used in conjunction with sentence-combining and sentence-imitation exercises: Together, these activities may serve as a supplement or an alternative to more traditional methods of grammar and writing instruction.

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Serving Multilingual Learners of All Ages

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"A picture is worth a thousand words"...Yes, so how we get those words out? Picture Word Inductive Model (PWIM) first developed by Emily Calhoun (1999) to the rescue!

What is PWIM and how do I use it to help my students with listening, speaking, reading, and writing?

You may be thinking that pictures are for primary students or for Beginner level ELs. But that's not the case. Though PWIM does benefit primary students and Beginner ELs, even intermediate and Advanced ELs gain valuable insights from this method across all content areas.

Here's how I've used it in a modified version.

Step 1: The teacher begins by

selecting a picture relevant to the unit of current study. If you teach science you might select a picture about the water cycle, life cycle of a butterfly, the Grand Canyon, etc. A social studies teacher might choose a picture from history such as The Boston Tea Party, Amelia Earhart next to her plane, the Constitution, or a map, graph, chart or timeline, etc. A language arts teacher may present a picture that exemplifies character traits or feelings, a picture that relates to a theme that is being showcased, etc. Even math teachers can use PWIM by selecting pictures such as pictures with shapes, graphs, clocks, money, etc.

Step 2: Share the image with students either in whole group or in a small group setting. (Day 1)

Label the picture together. Tell students that you will "shake out" all the words from this picture. Sometimes I let students brainstorm words on their own first and then share with a partner before we label the picture. As I label words, I spell them out or focus on phonics depending on the grade level and students' needs. We stop to read the words frequently, reading chorally or echo reading. (Day 1) Step 3:

Put the words into categories. Ask students to categories the words either by spelling or by parts of speech. (Day 1 or 2 depending on time)

Ask students to brainstorm possible titles for the picture. Once many have been generated, discuss them. What makes a strong title? If needed, share examples from picture books or chapter books.

Step 6: Give students time to discuss the picture in cooperative groups and then orally compose sentences. Provide students with sentence stems, starters or language frames to support complete sentences as needed. This step allows students to access their own background knowledge as well as tap into one another's knowledge. It builds on prior knowledge by supporting what they already know about a particular topic. For example, if you give students a picture of a tee-pee, and students share in their groups, some might say they see a house, while others would say it's a home or dwelling. (Day 2)

: Next, record the sentences either on a chart or below the picture. Guide students in choral or echo reading the sentences after you write them. This reading practice supports language development. Not everyone will need the support of the teacher's example sentences. The students who can independently write their own sentences using the labels can work on their own while the teacher pulls a small group to model using the label to compose sentences. Consider asking the group the 5 Ws-Who, When, Where Why, What to help vary the sentences and create a strong understanding of the visual. (Day 3)

Step 8: Give students the opportunity to use the labels to write their own sentences. Provide students scaffolds as needed. Some will need sentence frames or starters. Beginner ELs may need to copy your sentences. To push students who are at the Advanced level up a notch, give them the stems: Additionally, Furthermore, For Example. Teach them to use those stems in their writing. (Day 3)

There are many ways to vary PWIM to meet your own classroom and students' needs. There is no right or wrong way to do them as long as you are using pictures to develop language: thinking, listening, speaking, reading and writing. PWIM doesn't have to take long. They are not 45 minute lessons. And they are not solely for language arts classrooms. Pictures of historical events, cycles (water, life, etc.), geography, scientific experiments, math problems lend themselves beautifully to PWIM activities. Pictures are engaging, thought provoking, and help to make content comprehensible for students. The steps above are just suggestions. Make this model fit your students' specific needs. Try out a PWIM lesson and see where it takes you. This language rich learning strategy requires students to think, listen, speak, read and write in the content area of instruction. That's why I love it!

Below are examples of a primary PWIM. The unit was on predators and prey. The teacher used the owl picture first to discuss one type of predator. After the Picture Talk cycle, the teacher modeled how to use the picture to support writing. Some students were able to write about a different predator or prey while Beginners and struggling learners wrote about the owl.
​

Resources used: . San Francisco: Jossey-Bass.
Ferlazzo, L., & Sypnieski, K. H. (2012). The ESL/ELL teacher's survival guide. ready-to-use strategies, tools, and activities for teaching English language learners of all levels
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Calhoun, E. (1999). Teaching beginning reading and writing with the picture word inductive model. Alexandria: ASCD.
Meredith Alvaro
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A Picture is Worth a Thousand Words...but how do we get those words out?

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"A picture is worth a thousand words"...Yes, so how we get those words out? Picture Word Inductive Model (PWIM) first developed by Emily Calhoun (1999) to the rescue! What is PWIM and how do I use it to help my students with listening, speaking, reading, and writing?

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面对我们正在培育的作家，我们愿给予怎么样的承诺？

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面对我们正在培育的作家，我们愿给予怎么样的承诺？

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Yuri Liu, Ed.D.
Email: yuri.yuan.liu@gmail.com

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Yuri has worked in the USA, China and Singapore as a researcher, teacher, instructional coach, and program director in PreK-G16 since 2006. Prior to her journey in Singapore, she was director of the Chinese immersion program at a K-G8 public school in Portland, Oregon. For many years, she directed the STARTALK language programs funded by US Federal grants and developed teacher training programs for PreK-G12 Chinese teachers in the USA. She also speaks at international conferences and consults with schools around Asia on implementing engaging, responsive reading and writing instruction. Yuri holds a Bachelor of Arts in Teaching Chinese as a Foreign Language from East China Normal University, and two Masters from the University of Oregon - Master of Science in Educational Methodology, Policy and Leadership and Master of Arts in Applied Linguistics. She has attained her Doctor of Education at the University of Southern California, with a specific research focus on the application of culturally relevant pedagogy in Chinese language immersion education. She believes in a holistic and interdisciplinary approach to education. Her primary interests are data-informed instruction, curriculum design/implementation, program development, and organizational change. Yuri calls both Shanghai and Portland home indefinitely. Her personal interests are travel, reading, hiking, biking, swimming, and culinary tasting. She is also enjoy the outdoors, and can be found at a local rock climbing gym, on her yoga mat, or an island on the Pacific or Indian Ocean.

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Yuri Liu, Ed.D. - Grade-Level PLC Lead; Chinese Immersion Teacher - Singapore American School | LinkedIn

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Yuri has worked in the USA, China and Singapore as a researcher, teacher, instructional coach, and program director in PreK-G16 since 2006. Prior to her journey in Singapore, she was director of the Chinese immersion program at a K-G8 public school in Portland, Oregon.

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S1反思：联系.延展.挑战. - Google Jamboard

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S1反思：联系.延展.挑战.

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写作不是为了任务而完成，而是兴趣

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写作不是为了任务而完成，而是兴趣

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学会寻找写作资源面对写作瓶颈的时

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学会寻找写作资源
面对写作瓶颈的时候，找到方法思如泉涌。

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Always set a goal with student, let them check their goal timely. 

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Always set a goal with student, let them check their goal timely. 

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写自己想写的

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承诺给孩子们创造自由写作的机会，引导孩子们写出他们脑海中各种天马行空的想象，在低年龄阶段，不用写作框架去限制他们。

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I really appreciate the idea that bilingualism and biliteracy can be seen as assets. It inspires me to make use of students' prior knowledge and personal strengths to give them more confidence in language learning. Also, we can encourage transnational practices to create a more comfortable learning environment for our language learners.
I hope that we can have more examples of pedagogical practices like the spider story we discussed today. They would be very helpful and instructional as they help us relate the theories to classroom practices.

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I appreciate the "asset-based thinking" and "literacy balanced" idea. We are teaching the writers not writing. Can I say we are teaching the writers and writing? We respect different writers, we also respect every piece of different level writing they are carrying out. 

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I appreciate the "asset-based thinking" and "literacy balanced" idea. We are teaching the writers not writing. Can I say we are teaching the writers and writing? We respect different writers, we also respect every piece of different level writing they are carrying out. 

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I want to learn more inquiry-based teaching in writing. 

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I want to learn more inquiry-based teaching in writing. 

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I was impressed by the strategy that teachers confirm and honor what students already been doing, and lead questions to encourage them to add more details in their writing.

I would like to learn more about how we can help students understand the structure in different genres and stretch their sentences in writing.

Thank you.

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I would like to learn more about if students lack of ideas in writing class. How do we guild them?

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I would like to learn more about if students lack of ideas in writing class. How do we guild them?

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Thank you for sharing the idea with us. I really appreciate the idea of bilingualism. Through this process, students can use their own language to share ideas and will be more confident to do their writings. Meanwhile, teachers can get know more about students’ thinking. 

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Thank you for sharing the idea with us. I really appreciate the idea of bilingualism. Through this process, students can use their own language to share ideas and will be more confident to do their writings. Meanwhile, teachers can get know more about students’ thinking. 

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The new question-of-the-week is:
What is the single most effective instructional strategy you have used to teach English-language learners?
This series is part of a longer series of questions and answers inviting educators from various disciplines to share their "single most effective instructional strategy."

There are many more to come!

Today, Valentina Gonzalez, Denita Harris, Cindy Garcia, and Deedy Camarena offer their responses.

Before we get to today's guest, I'd like to share my own answer.

Two that contributors to this series don't mention and are ones I like to use often are the Language Experience Approach (LEA) and Total Physical Response (TPR).

Two particularly useful posts that have not yet made it into that summary collection (I update them every summer) are Thirteen Instructional Strategies for Supporting ELL Newcomers and Ten Strategies for Teaching English-Language Learners Online.

Now, to responses from today's guests:

Picture Word Inductive Model
Valentina Gonzalez is a former classroom teacher with over 20 years in education serving also as a district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. Her work can be found on Seidlitz Education and on MiddleWeb. You can reach her through her website or on Twitter @ValentinaESL:
Shifting the way we approach teaching English-learners can have a positive effect on their success in our schools. When we see our English-learners' assets first, we recognize everything they come with and value not only their culture but also the content and literacy they bring to the table.

I've found the Picture Word Inductive Model (Calhoun, 1998) to be one of the most effective instructional techniques in my experience teaching ELs. The benefits of using PWIM with English-learners are many. This literacy technique is quite flexible and can be used cross-curricularly no matter the grade level, language level, or content. PWIM leverages students' funds of knowledge and builds upon them. Through the PWIM, ELs are engaged in thinking and in all language domains: listening, speaking, reading, and writing with scaffolds and supports such as visuals and sentence stems or frames. This method can be used in all grade levels and cross-curricularly.

These are the steps I use to implement an adapted version of PWIM with English-learners and how each step benefits ELs:

This engaging instructional strategy helps to lower students' anxiety levels, which increases participation. After using the PWIM with numerous student groups, these are some tips I can offer to educators who haven't tried it before:

Carefully select images that are compelling to your age group of students.

Try color coding or chunking labeled words (ex.: all verbs in orange, adjectives in blue, etc.).

Keep in mind students' language-proficiency levels when creating sentence stems and frames. Students with advanced English proficiency will benefit from more sophisticated sentence structures.

Don't stress about doing it all in one day. Gage your students and make adjustments as needed.

On a subsequent day, use the generated words as a sorting activity. Ask students to work with a partner to put the words in groups and label the groups.

Co-create a sentence-patterning chart with the class. Some groups of students may need this level of support during Step 7.

Below is an example of a PWIM and sentence-patterning chart mash up. Combining these two techniques enhances ELs' listening, speaking, reading, and writing in English.

Sentence Frames
Denita Harris is a curriculum coordinator for the MSD of Wayne Township, Indianapolis. She has over 20 years of experience as a teacher, assistant principal, and district-level administrator. Harris is the recipient of the 2019 INTESOL (Indiana Teacher of English to Speakers of Other Languages) Best of the Best in K-12 Education, and the 2017 and 2020 African American Excellence in Education Award. Find her on Twitter @HarrisLeads:
The single most effective strategy I have used and would highly recommend when teaching English-language learners is the use of sentence frames for writing and speaking, the productive skills, accompanied with a word bank, word phrases, and/or pictures.

English-languagelearners possess a wealth of knowledge, and it is our obligation, as educators, to tap into their knowledge and continue to build upon what our students already know and can do. We must remember our students are in the process of learning a new language and are not in the process of learning a language; therefore, we can provide the words and the grammatical structures of the new language to help guide them in speaking and writing.

Here is an analogy to consider. English-language learners have the tools (vocabulary in their native language). They come to us with these tools; however, while learning English, they may not yet know the names of all the tools or how to use them properly to accomplish a task completely (speaking or writing in English). Our responsibility is to provide our students with the names of each tool (vocabulary in English) and demonstrate to them, through sentence frames, how they might utilize these tools to accomplish a complete task (express a complete thought or sentence in English). A sentence frame can be made up of only one sentence or several sentences to assist students in structuring paragraphs.

The use of sentence frames for writing and speaking not only give English-language learners a framework to communicate through both oral and written language, sentence frames also help build students' self-efficacy. When students have the language to contribute to classroom discussions and are able to express their thoughts on paper, they begin to feel a part of the classroom community, and that makes all the difference.

Comprehensible Input
Cindy Garcia has been a bilingual educator for 14 years and is currently a district instructional specialist for PK-6 bilingual/ESL mathematics. She is active onTwitter @CindyGarciaTX and on her blog:
The single most effective strategy that I used to teach English-language learners is comprehensible input. Comprehensible input means that the teacher speaks in such a way that students are able to understand what is being said even when they do not know or understand all of the words being stated. Below are some strategies to make input comprehensible:

Slow down rate of speech and enunciate clearly. As students are listening, they are also working to process what is being said and how that fits with what they already know. At the same time, ELLs are translanguaging and making sense of teachers' academic language. ELLs are developing their English language, and it is very important that they hear those initial and ending sounds of words in order to add them to their vocabulary. Sometimes when we speak too quickly, we drop important sounds such as "ing".

Avoid figurative language and idioms. While these phrases might make sense to you and emphasize a point, to ELLs they might break down their comprehension. Students will probably end up with a literal translation that makes no sense. For example, saying it was a piece of cake will be translated to it was a portion of a dessert, not it was easy! Not only that, but ELLs might stop listening as they try to figure what that idiom means.

Use gestures and total physical response (TPR). Language can sometimes be abstract and not precise. There can also be words that exist in English that do not exist in other languages. For example, toes do not have a Spanish equivalent. In Spanish, we have hand fingers and feet fingers. Using exaggerated gestures can help make the meaning of new vocabulary more clear to students. Using TPR, students also learn to associate a movement with a word, and that will make it more likely that they internalize that new vocabulary.

Collaborative Summarizing
Deedy Camarena is the coordinator for English-language development (ELD), dual and world languages, at the Santa Clara County Office of Education in California:
Second, students find one partner to dialogue with and " create a negotiated list that reflects their combined agreement on the three to six most important ideas." Once students have discussed the most important ideas, they turn them into one, collaborative 15-word summary. Teachers can strategically pair up students, or students can choose. Students must first determine the negotiating rules they will follow. For example, act respectively, cite evidence to prove your opinion, or use academic-language sentence frames, such as Kate Kinsella's, for discussing and collaboration. Students use these sentence frames to support the function of negotiating and intentionally use academically language correctly. The purpose of negotiating with their partner is to "identify who or what is the most important in the section, [and] identify what the subject is doing,"( English Learner Toolkit of Strategies).

Third, have each pair meet with another pair. One student from each pair reads their summary. Then, they dive in and renegotiate a common summary for their new group of four and add it to their graphic organizer.

Fourth, each group of four chooses another group of four to repeat the renegotiating process. Once again, the group will add this new summary to their graphic organizer.

Fifth, ask groups to edit their summaries for meaning, language, and word choice. As the focus of Collaborative Summarizing is utilizing purposeful dialogue to practice oracy, this could be an optional step.

Sixth, chose one student from the group to present the summary to the class. As ELLs have varying comfort levels of reading in front of a class, give the students time to practice in their group. Once a sufficient amount of time has passed, bring the class together to listen to the summaries.

Thanks to Valentina, Denita, Cindy, and Deedy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below. I am also creating a Twitter list including all contributors to this column.

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The Six Most Effective Instructional Strategies for ELLs-According to Teachers (Opinion)

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Teachers share their "go-to" strategies for teaching English-language learners, including sentence starters and Total Physical Response.

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What impressed me most is balanced Literacy. I'll plan lessons that highlight multiple ways of knowing.
I want to know how to successfully communicate with difficult kids when he or she is being very frustrated.

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Thanks for clarifying how the feedback that a teacher give is effective. I will start making my feedback more clear, specific with developmental focus.

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我很喜欢老师今天分享的可视化支持框架，用

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我很喜欢老师今天分享的可视化支持框架，用实际操作的方式让我们大家一起参与其中，更能加深我的印象。老师提供的这种方式更加步骤化，由浅到深地引导学生，比如先label，接着引导学生对已label的词加上更多的细节，再给出一些句式帮助他们把这些词组变成句子。我喜欢这种和学生一起合作一步步把他们脑袋中的想法变成语言的感觉。

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Because, But, and So Sentence Expansion Activity

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This exercise will introduce you to sentence combining-that is, organizing sets of short, choppy sentences into longer, more effective ones. However, the goal of sentence combining is not to produce longer sentences but rather to develop more effective sentences--and to help you become a more versatile writer.

Sentence combining calls on you to experiment with different methods of putting words together. Because there are countless ways to build sentences, your goal is not to find the one "correct" combination but to consider different arrangements before you decide which one is the most effective.

Let's consider an example. Start by looking at this list of eight short (and repetitive) sentences:

She was our Latin teacher.

We were in high school.

She was tiny.

She was a birdlike woman.

She was swarthy.

She had dark eyes.

Her eyes were sparkling.

Her hair was graying.

Now try combining those sentences into three, two, or even just one clear and coherent sentence: in the process of combining, omit repetitive words and phrases (such as "She was") but keep all of the original details.

Have you succeeded in combining the sentences? If so, compare your work with these sample combinations:

Our Latin teacher in high school was a tiny woman. She was swarthy and birdlike. She had dark, sparkling eyes and graying hair.

When we were in high school, our Latin teacher was a tiny woman. She was swarthy and birdlike, with dark, sparkling eyes and graying hair.

Our high school Latin teacher was a swarthy, birdlike woman. She was tiny, with dark, sparkling eyes and graying hair.

Our Latin teacher in high school was a birdlike woman, tiny and swarthy, with graying hair and dark, sparkling eyes.

Remember, there's no single correct combination. In fact, there are usually several ways to combine sentences in these exercises. After a little practice, however, you'll discover that some combinations are clearer and more effective than others.

If you're curious, here is the sentence that served as the original model for this little combining exercise:

Our high school Latin teacher was a tiny, birdlike woman, swarthy, with sparkling dark eyes, graying hair.
(Charles W. Morton, It Has Its Charm)

An unusual combination, you might say. Is it the best version possible? As we'll see in later exercises, that question can't be answered until we look at the combination in the context of the sentences that precede and follow it. Nevertheless, certain guidelines are worth keeping in mind as we evaluate our work in these exercises.

After combining a set of sentences in a variety of ways, you should take the time to evaluate your work and decide which combinations you like and which ones you don't. You may do this evaluation on your own or in a group in which you will have a chance to compare your new sentences with those of others. In either case, read your sentences out loud as you evaluate them: how they sound to you can be just as revealing as for how they look.

Here are six basic qualities to consider when you evaluate your new sentences:

1. Meaning. As far as you can determine, have you conveyed the idea intended by the original author?

2. Clarity. Is the sentence clear? Can it be understood on the first reading?

3. Coherence. Do the various parts of the sentence fit together logically and smoothly?

4. Emphasis. Are keywords and phrases put in emphatic positions (usually at the very end or at the very beginning of the sentence)?

5. Conciseness. Does the sentence clearly express an idea without wasting words?

6. Rhythm. Does the sentence flow, or is it marked by awkward interruptions? Do the interruptions help to emphasize key points (an effective technique), or do they merely distract (an ineffective technique)?

These six qualities are so closely related that one can't be easily separated from another. The significance of the various qualities-and their interrelationship-should become clearer to you as you continue to work on this skill.

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Introduction to Sentence Combining Exercises - Example Combinations

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This exercise will introduce you to sentence combining-that is, organizing sets of short, choppy sentences into longer, more effective ones. However, the goal of sentence combining is not to produce longer sentences but rather to develop more effective sentences--and to help you become a more versatile writer.

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From this session, I get to learn how I help students to expand their sentences in writing. Basically, they either expand sentence by putting words, phrases or clauses or do sentences combination with conjunction words. The purpose of expanding sentences is to enrich student's thinking and highlight various sentence structures, and by doing so, the sentences is more detail with vivid pictures and it helps students express a more complex thought.