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The article focuses a lot on assessing students' syntactical knowledge/proficiency through their writing. That is the clearest way to see how students understand and use syntax. This connects to how the CCSS treat syntax--primarily in the Writing standards. No doubt the CCSS authors thought deeply about syntax, and they chose to put this in the Writing standards rather than focus on it in the Reading standards, likely based on the research they found supporting this approach. This is something to think more about since we do not currently assess writing. 

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The article focuses a lot on assessing students' syntactical knowledge/proficiency through their writing. That is the clearest way to see how students understand and use syntax. This connects to how the CCSS treat syntax--primarily in the Writing standards. No doubt the CCSS authors thought deeply about syntax, and they chose to put this in the Writing standards rather than focus on it in the Reading standards, likely based on the research they found supporting this approach. This is something to think more about since we do not currently assess writing. 

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Should you only do it in service of comprehension of a complete text?

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How much context do you need to be able to parse a sentence? the sentence alone? the sentence in the context of the paragraph?

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Is SL work too intrusive in the context of reading? It takes a long time to do!

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Challenging students to find a "juicy sentence" for instruction/to dig into after reading.

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For all students, or for struggling students only? For k-2 (or too hard)? 3-5? 6-8?

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Should we do it in instruction, in service of supporting reading comprehension, and/or in assessment, to identify specific reading challenges? Or to support students' writing?

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assess sentence recall, sentence combining, and recognizing sentence paraphrases

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assess sentence recall, sentence combining, and recognizing sentence paraphrases

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If students and even writers/editors don't know the grammatical terms, what prereqs do they need in order to make instruction valuable?

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A lot of verbs—count the verbs, a quick way to gauge complexity

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The article discussed sentence combining...But that almost felt backwards to me, and maybe more relevant to writing than reading. There is also the practice of sentence destructing--breaking a complex sentence into multiple simple sentences.

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noun phrases and subordination affect sentence length & complexity. Impt to recognize for writers of commissioned texts

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Unexpected, "non-traditional" word order (English being an SVO—subject, verb, object) language, which is why passive tense is so hard

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I like the idea of having questions that are directed at the sentence comprehension for each article. I could see that be part of a formative assessment.

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Quote: "Because students must bring to bear multiple processes, skills, and knowledge as they meet academic challenges, it can be puzzling to sort out language problems at the sentence level from those more related to other aspects of language, such as vocabulary (especially multiple meaning words and, of course, unfamiliar words and concepts), problems related to general knowledge (as when comprehension depends in part on prior experience with content), problems drawing inferences, decoding (misunderstanding when words are skipped or misread), or fluency (as when reading takes so long a student does not remember the content well)."

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When main clause, subject/verb is delayed, embedded in a sentence (coming after an introductory clause)

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"Sentence-Level" is a more meaningful category than Grammar, Mechanics, and Usage--but it could cover the same material in meaningful ways (unlike the current Language Handbook).

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"Sentence-Level" is a more meaningful category than Grammar, Mechanics, and Usage--but it could cover the same material in meaningful ways (unlike the current Language Handbook).

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teaching noun phrases as a whole, a succinct unit

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teaching noun phrases as a whole, a succinct unit

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How important is dipping into students understanding of an entire passage is it. For assessment, could we just have standalone items with, say, a paragraph as the text to unpack.

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In our product, how important is it to identify which students are struggling with SL comp? In other words, is there harm in asking questions like this up-front, even though some students may not have had difficulty comprehending the sentence?

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Students who (when writing) use a lot of simple sentences, or simple compounds (using conjunction "and" only, not e.g. coordinating conjunctions).

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Sentence combining and paraphrasing might be interesting for assessment too. (As in, which restatement of the complex sentence retains its meaning?)
?

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How can we identify which students struggle with language processing/sentence level complexity to target the right population?

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Think about the order of the types of questions asked (sentence-level before larger comprehension).

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How do we get this to transfer? How can we get students to set up a routine? How can we activate students' metacognition about SL comp?

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How to identify: pause in a passage to ask sentence-level comprehension questions

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How to identify: pause in a passage to ask sentence-level comprehension questions

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Although this attention to sentences is encouraging, it is another matter entirely to translate this information into principles and practices that influence what educators, clinicians, and special educators actually do.

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Although this attention to sentences is encouraging, it is another matter entirely to translate this information into principles and practices that influence what educators, clinicians, and special educators actually do.

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The article made a link between students oral language ability and their ability to comprehend complex sentences. I remember an oral language assessment that was used in a k-2 program that I worked on and wonder about something like that at the younger grades.

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How important is it to teach grammatical terms (parts of speech, etc)? Is it helpful, or could it be a hindrance?

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The prevalence of noun phrases in science articles is an interesting thing we might even explicitly tell students about at a certain point (G4 or 5?)

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strategic placement of comprehension questions after complex, later-developing sentence types (instead of after reading)

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asking a student to paraphrase periodically

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it can be puzzling to sort out language problems at the sentence level from those more related to other aspects of language, such as vocabulary, problems related to general knowledge, problems drawing inferences, decoding, or fluency (This is similar to the quote in the third column, "complexity of the issue")

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Students with a history of language disorders will be among the most likely to experience syntactic problems in reading and writing

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a reliable way to tell how many clauses are in a sentence is to count the verbs,

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Nouns can have modifiers that come before (or premodify) them in the NP, such as adjectives, as in “I heard a new song.” Nouns can also have modifiers that follow them (or postmodify), as in “The song playing on the radio is new.”

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grammatical terms beyond baiscs (noun, verb) can be so intimidating & confusing. Which terms do we want to use? When can we forego terms in favor of just giving tasks (paraphrase, recombine) or asking questions?