# data[].attributes.attachment_link.readable_text
Last week, I was Carol Salva's guest on Stephen Hurley's radio show. We talked about the 85/15 lesson structur e that I referenced in my last blog post, skills practice, and sequencing lessons with the focus on fundamentals. This week I planned to write about sequenced grammar lessons, but Carol asked something during that segment that made me rethink the topic for today's blog,

"If we don't have engaged kids, what do we have?"

So simple, and yet so profound! Engagement is the crux of the matter! If we don't have engaged kids, it doesn't matter how well your lesson is sequenced and how much time you allot to practice. So, let's take a closer look at the king of education buzz words- ENGAGEMENT.

What keeps students engaged?

Relevance
Ignite that chispa!
Relevance is a complex concept. On one hand, we tend to connect to the familiar and on the other, we are driven towards the unknown. It would be too limiting to see relevance as something that is directly linked to our background or to our daily existence. I believe it is so much more than that! Teachers often inspire us to venture into the unknown by "igniting that chispa," that spark of curiosity that sets our brains in motion.

This quote is from the book by Dr. Lora-Beth Escalante Motivating ELs.

Making connections to students' prior knowledge is of utmost importance. According to Marilyn Jager Adams, "Prior knowledge about a topic is like mental Velcro. " The more familiarity we have with the topic, the easier it is to acquire, organize, and store new information on that topic.

Dr. Lora-Beth Escalante, offers these practical techniques to bridge content connections and make new learning relevant:

Success
Experience small bursts of success!
Joy
Enjoy the ride!
We need to enjoy the process to stay engaged. Enjoyable process is often a valid reason to engage with the class even if the content is less than exciting. For instance, as as a parent, you play a board game with your teens. You are not motivated by achieving world domination in Risk. You are motivated by the enjoyable process of spending time with your children.

In a similar way, unmotivated and disengaged students (who are not thrilled about the content of the lesson) can still be enticed to participate by a carefully structured process, the process that includes something most students naturally enjoy - opportunities to move, to talk to peers, and to feel successful.

So, let's make skills building sets as interactive as possible!

However, this does not mean that there will be no quiet/silent time during the lesson. In fact, strategically placed throughout a lesson, processing time is critical. Without sufficient wait time to process information, students may not feel confident to participate.

Here are some ideas to incorporate into every lesson to engage all students with the academic content.
At the start of the lesson After 7-10 mins lecture Hands-on structured reading and writing What can we do in 45 mins?

1. Objectives 5 mins.

2. Video 3-5 mins.

3. Lecture/ modeling 10 mins.

4. QSSSA 5 mins.

5. Structured Reading / Writing 15 mins

6. Exit Ticket with a sentence stem 5 mins.

In reality, every component will take much longer because students need time to find paper, open books, and greet a partner. And, yes, to ask to use the restroom at the most inopportune moment! And if an authentic opportunity presents itself, ditch the lesson plan and seize the teachable moment!

Teaching is just as much art as it is science!

# data[].attributes.attachment_link.description
Last week, I was Carol Salva's guest on Stephen Hurley's radio show. We talked about the 85/15 lesson structur e that I referenced in my last blog post, skills practice, and sequencing lessons with the focus on fundamentals.

# data[].attributes.attachment_link.readable_text
Don and Jenny Killgallon

MENTOR SENTENCE: This is a snail shell, round, full, and glossy as a horse chestnut.
By Anne Morrow Lindbergh, Gift from the Sea

STUDENT SENTENCE: This is an American flag, striped, colorful and starry as a night sky.
By Barry, 10th grade student

# data[].attributes.attachment_link.description
MENTOR SENTENCE: This is a snail shell, round, full, and glossy as a horse chestnut. By Anne Morrow Lindbergh, Gift from the Sea STUDENT SENTENCE: This is an American flag, striped, colorful and starry as a night sky. By Barry, 10th grade student

# data[].attributes.attachment_link.keywords[]
esl education ell "english language instruction"

# data[].attributes.attachment_link.description
The videos posted on this site are designed to help English as a Second Language students learn vocabulary and grammar in context. They were designed by an E...

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.attachment_link.readable_text
The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swalesin the 1980s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a 'move' as a section of text that serves a specific communicative function (Swales, 1981,1990). This unit of rhetorical analysis is used as one of the main organising sub-categories of the Academic Phrasebank. Swales not only identified commonly-used moves in article introductions, but he was interested in showing the kind of language which was used to achieve the communicative purpose of each move. Much of this language was phraseological in nature.

The resource also draws upon psycholinguistic insights into how language is learnt and produced. It is now accepted that much of the language we use is phraseological in nature; that it is acquired, stored and retrieved as pre-formulated constructions (Bolinger, 1976; Pawley and Syder, 1983). These insights began to be supported empirically as computer technology permitted the identification of recurrent phraseological patterns in very large corpora of spoken and written English using specialised software (e.g. Sinclair, 1991). Phrasebank recognises that there is an important phraseological dimension to academic language and attempts to make examples of this explicit.

Sources of the phrases

The phrases in this resource have been taken from authentic academic sources. The original corpus from which the phrases were 'harvested' consisted of 100 postgraduate dissertations completed at the University of Manchester. However, phrases from academic articles drawn from a broad spectrum of disciplines have also been, and continue to be, incorporated.

In most cases, the phrases have been simplified and where necessary they have been 'sifted' from their particularised academic content. Where content words have been included for exemplificatory purposes, these are substitutions of the original words. In selecting a phrase for inclusion into the Academic Phrasebank, the following questions are asked:

does it serve a useful communicative purpose in academic text?

does it contain collocational and/or formulaic elements?

are the content words (nouns, verbs, adjectives) generic in nature?

does the combination 'sound natural' to a native speaker or writer of English?

When is it acceptable to reuse phrases in academic writing?

In a recent study (Davis and Morley, 2013), 45 academics from two British universities were surveyed to determine whether reusing phrases was a legitimate activity for academic writers, and if so, what kind of phrases could be reused. From the survey and later from in-depth interviews, the following characteristics for acceptability emerged. A reused phrase:

should not have a unique or original construction;

should not express a clear point of view of another writer;

may be up to nine words in length; beyond this 'acceptability' declines;

may contain up to four generic content words (nouns, verbs or adjectives which are not bound to a specific disciplinary domain).

Some of the entries in the Academic Phrasebank contain specific content words which have been included for illustrative purposes. These words should be substituted when the phrases are used. In the phrases below, for example, the content words in bold should be replaced:

X is a major public health problem, and the cause of ....

X is the leading cause of death in western-industrialised countries.

The many thousands of disciplinary-specific phrases which can be found in academic communication comprise a separate category of phrases. These tend to be shorter than the generic phrases listed in Academic Phrasebank, and typically consist of noun phrases or combinations of these. Acceptability for reusing these is determined by the extent to which they are used and understood by members of a particular academic community.

Further work

One current project is to make the whole of the Academic Phrasebank downloadable as a PDF file. This will also include sections of academic style, punctuation and common errors. Research is currently being carried out on how experienced and less-experienced writers make use of the Academic Phrasebank.

References

Bolinger, D. (1976) 'Meaning and memory'. Forum Linguisticum, 1, pp. 1-14.

Davis, M., and Morley, J. (2018) 'Writing with sources: how much can be copied?'. In Student Plagiarism in Higher Education, edited by Diane Pecorari and Philip Shaw. Oxford: Routledge, 2018

Davis, M., and Morley, J. (2015) 'Phrasal intertextuality: The responses of academics from different disciplines to students' re-use of phrases'. Journal of Second Language Writing 28 (2) pp. 20-35.

Davis, M. and Morley, J. (2013) 'Use your own words: Exploring the boundaries of plagiarism'. In EAP within the higher education garden: Cross-pollination between disciplines, departments and research, John Wrigglesworth (Ed.). Proceedings of the BALEAP Conference, Portsmouth 2011. Reading: Garnet Education.

Hopkins, A. & Dudley-Evans, A. (1988). 'A genre-based investigations of the discussions
sections in articles and dissertation'.English for Specific Purposes, 7(2), 113-122.

Pawley, A. and Syder, F.H. (1983). 'Two puzzles for linguistic theory: nativelike selection and nativelike fluency'. In: Richards, J.C. and Schmidt, R.W. (Eds.), Language and Communication, pp. 191-226. Longman: New York.

Sinclair, J. (1991) Corpus, concordance, collocation. Oxford: Oxford University Press.

Swales, J. (1981). Aspects of article introductions (Aston ESP Research Report No. 1). Birmingham: Language Studies Unit: University of Aston.

Swales, J. (1990). Genre analysis: English in academic and research settings.. Cambridge: Cambridge University Press.

# data[].attributes.attachment_link.title
About Academic Phrasebank - Academic Phrasebank

# data[].attributes.attachment_link.description
The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swales in the 1980s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a 'move' as a section of text that serves a specific communicative function (Swales, 1981,1990).

# data[].attributes.attachment_link.readable_text
English language structures can be confusing for a student who is learning English as a second or other language. Language structures may differ and cause
​English learners to struggle with language structures in English. Enter...The Sentence Patterning CHART.
The Sentence Patterning Chart is an excellent method for exposing learners to English language structures while teaching content. The benefits of this technique are amazing:

lowers the affective filter

engages learners

builds vocabulary

provides oral language practice

imprints into the brain using song

categorizes words

offers an opportunity for shared reading and writing

I learned about this technique several years ago through Project Glad. And over the years, I've seen a few different takes on the Sentence Patterning Chart. As a certified Project GLAD trainer, I not only used the technique with my own students but I also trained teachers in the technique.
Here's how to implement it in your lesson plans to benefit all students:
1. Introduce the chart once students have some knowledge about the unit or theme. For example, if your unit is about farm animals, the sentence patterning chart would be appropriate after students already know about the animals, types, what they do, where they live, etc.
2. Create an outline of a 5 column chart in pencil very lightly so your students can't see the titles of the columns. Title the columns Adjective, Noun, Verb, Adverb, Prepositional Phrase (in that order).
3. Now, with students in close proximity, introduce a column at a time. Start with the noun. You might say something like this:
"A noun names a person, place, animal, or thing." As you are talking, trace over the word NOUN that you wrote in pencil with a colored marker and then draw a sketch of a person, place, animal and thing.
Then you might say:
"Today we are going to make lots of sentences about animals because we've been learning all about farm animals." Then write "animals" under the NOUN column. *The noun you use must be plural.
4. Next, explain what adjectives are. Trace over the word in a different colored marker.
5. Have students turn and teach their partner what an adjective is and share examples of adjective with one another. After a few moments, allow them to popcorn out as many adjectives as they can while you list them under the ADJECTIVE column using the colored marker. When the column is filled, stop to read each word in the list with the class. This can be practiced as a choral reading (read together) or echo reading (you read a word and they echo it back).
6. Repeat step 5 for the verb, adverb, and prepositional phrase columns.
7. Now that the chart is filled, we can move to the chanting and creating sentences using the Farmer and Dell tune. First model by singing this to the tune of Farmer and the Dell:
Adjective, Adjective, Noun.
Adjective, Adjective, Noun.
Adjective, Adjective, Noun, Verb, Adverb, Prepositional Phrase.
Then, place a sticky note by the words students will sing.

View the YouTube Video below to watch a demonstration of this lesson.

My friend, Katie Toppel from Oregon, also loves Sentence Patterning Charts and has used them with students. She presented this topic at TexTESOL in November 2017. To learn about how she uses them click here .

Let me know how your SPC lesson goes! Send pictures too! And connect with me on Twitter @ValentinaESL

# data[].attributes.attachment_link.description
English language structures can be confusing for a student who is learning English as a second or other language. Language structures may differ and cause ​English learners to struggle with language structures in English. Enter...The Sentence Patterning CHART. The Sentence Patterning Chart is an excellent method for exposing learners to English language structures while teaching content.

# data[].attributes.attachment_link.description
NWP authors and educators reflect on the teaching of writing, professional learning, and innovative approaches to classroom practice.

# data[].attributes.headline
Paragraph Frames for different types of text 

# data[].attributes.subject
Paragraph Frames for different types of text 

# data[].attributes.attachment_link.title
various types of paragraph frames - Copy

# data[].attributes.headline
View, inference, write, share, reveal the caption under the photo, debrief.

# data[].attributes.subject
View, inference, write, share, reveal the caption under the photo, debrief.

# data[].attributes.attachment_link.description
Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

# data[].attributes.body
Judith Hochman

# data[].attributes.attachment_link.readable_text
The Writing Revolution provides teachers with an evidence-based and proven instructional methodology, the Hochman Method.

This method enables students to master the skills that are essential if they are to become competent writers. In turn, those skills equip students to become better readers, to communicate more effectively in writing and speaking, and most importantly, to elevate their thinking.

The Hochman Method is a set of specific writing strategies that teachers use in every grade and in all subjects, including ELA, social studies, science, world languages and math.

Across the country, students are being held to higher, more rigorous standards. These standards provide a set of goals, but rarely provide a map showing teachers how to reach those goals. The Hochman Method is that map.

The Six Principles of The Hochman Method

Students need explicit instruction in writing, beginning in the early elementary grades.

Sentences are the building blocks of all writing.

When embedded in the content of the curriculum, writing instruction is a powerful teaching tool.

The content of the curriculum drives the rigor of the writing activities.

Grammar is best taught in the context of student writing.

The two most important phases of the writing process are planning and revising.

# data[].attributes.attachment_link.title
The Hochman Method - The Writing Revolution

# data[].attributes.attachment_link.description
This method enables students to master the skills that are essential if they are to become competent writers. In turn, those skills equip students to become better readers, to communicate more effectively in writing and speaking, and most importantly, to elevate their thinking.

# data[].attributes.attachment_link.title
Language Growth! Using Visuals & the Picture Word Inductive Model to Advance Literacy

# data[].attributes.attachment_link.description
Thousands of copyright free and copyright friendly images and photos for teachers and students.

# data[].attributes.attachment_link.title
200 Would you rather questions for kids - The only list you'll need.

# data[].attributes.attachment_link.description
Here is our huge list of would you rather questions for kids of all ages. All are clean, kid friendly, and fun!

# data[].attributes.attachment_link.readable_text
Over 100 visual and video writing prompts for grades 6-8. Here's a one-minute preview video:

One of the best aspects of being a teacher is watching students go from saying, "I hate writing," to being so passionate about writing that they refuse to stop when the bell rings. In these moments, it can feel like magic. While there are many ways to spark the love of writing, one of my favorite strategies is a video or visual writing prompt. For over a decade, I have been creating authentic, teacher-tested writing prompts to spark the love of writing with even the most reluctant writer.

Right now, you can download a set of 100+ writing prompts (plus 30 video prompts) for free. Simply add your email address and click "submit" and I'll send you a PowerPoint, Keynote, and PDF with the prompts.

Creative Writing Prompts

Some of the prompts focus on creative writing, like this prompt:

Personal Narrative

Other prompts use creative methods to help students feel safe sharing their story.

Persuasive Prompts

Other posts focus on persuasive techniques

Or this video prompt:

Social-Emotional Learning

Some of the prompts help guide students in self-reflection and social-emotional learning.

Creative Thinking

I also include prompts to spark creative thinking:

Science and Social Studies Integration

Some of the prompts tie into social studies, like this one:

Others connect to science:

Get the writing prompts:

# data[].attributes.attachment_link.title
100 Free Writing Prompts for Middle Grades - By John Spencer

# data[].attributes.attachment_link.description
Over 100 visual and video writing prompts for grades 6-8. Here's a one-minute preview video: https://www.youtube.com/watch?v=mAvxvI3UIN8 One of the best aspects of being a teacher is watching students go from saying, "I hate writing," to being so

# data[].attributes.attachment_link.description
70348 quotes have been tagged as inspirational: Oscar Wilde: 'Be yourself; everyone else is already taken.', William W. Purkey: 'You've gotta dance like ...

# data[].attributes.attachment_link.readable_text
by Natalia Heckman "The assumption has been that if students read enough, they'll simply pick up writing skills, through a kind of osmosis. But writing is the hardest thing we ask students to do, and the evidence is clear that very few students become good writers on their own" (Hochman, 2017).
A written language is an organized system of symbols. It's a logical structure guided by rules - for the most part. To be able to read, we need to be able to decode. In order to write, we have to encode. The encoding and decoding processes happen at all levels of the language system: words, sentences, discourse (paragraphs). We use phonics to decode words. We use syntax to decode sentences. Decoding is a necessary step to comprehension. Being able to use the rules that govern a written language is necessary, and it's also one aspect of literacy.

Can we acquire a foreign language naturally, simply by speaking it? Absolutely!

Can English learners figure out how to write and read by just "picking it up" naturally? Unfortunately, this is very unlikely. Research shows that full literacy is not something that happens accidentally, or on its own. So, hoping that our students will "break the code" of a written language through haphazard exposure to text and occasional written tasks is unrealistic, to say the least. While reading/phonics is a topic of constant debates, syntax is frequently overlooked. Why should we focus on syntax in every classroom? Why is syntax worth our time as we build lessons focused on language acquisition?

Rigorous Syntax Instruction: Why Is it Necessary?

To improve reading comprehension: The ability to grasp syntactic cues is one of the strongest indicators of reading proficiency. Students may know the words but fail to recognize connections between ideas and follow the trail of logic that is dependent on their understanding of sentence patterns and sentence structure. For example, according to Hochman and Lemov (2017), students often fail to understand coordination and subordination of ideas. The more complex the texts are, the more low-frequency syntactic features they contain. For example, participial verbal phrases are almost nonexistent in social oral communication, but they are common in written texts of various genres (Schleppegrell, 2004).

To ensure comprehensible written output: Trying to write without understanding syntax, or sentence structure, is like driving without knowing the rules of the road. As we learn a new language system, someone has to show us the ropes. Faced with a written task, English learners may struggle with the process (how to write) even more than they struggle with the message (what to write). By focusing on the target form (an example of what a sentence should look like) and providing scaffolds (such as sentence stems and frames), teachers can help students produce output that is accurate and comprehensible.

To ensure growth of students' language proficiency: Sufficient oracy and lagging literacy are the characteristics we often observe in our long-term English learners stagnating at intermediate/advanced levels. Expectations of near-native proficiency in reading and writing require that our students surpass the threshold of social language and become fluent academic readers and writers. Developing a broad and varied repertoire of complex syntactic features and cohesion devices necessary for written proficiency growth is not feasible without some targeted syntax instruction.

Demystifying Syntax: What Does this Word Do?

My father is a mechanical engineer. Days on end, he tinkered on our family car more for fun than out of necessity. I remember sitting in the garage looking under the hood of the vehicle, mesmerized by the intricacy of its insides and bugging my dad with questions like, "What does this part do?" Although I was about 10 years old, my father could explain to me, clearly and succinctly, which parts of the engine did what and how these parts working together "made the car go." As a language teacher, I want to lift the metaphorical hood and show my students how the parts of a sentence work together to make the sentence "go."

Asking function questions to each word in a sentence demystifies syntax for our students and shows them how sentences are made. Rather than getting bogged down into technical identification of parts of speech and types of sentences, I would focus on what each word/phrase does (its function) and how it serves the purpose of communication (contributes to the overall message).

Practical Application: What Would it Look Like in the Classroom?

Once we set the goal of giving syntax due attention, what actions can we take that will ensure our students' success?

Focus on one syntactic feature at a time: It is important to frontload specific language tools, but it is a teacher's decision what type of syntactic element is necessary for a specific lesson (Dutro & Moran, 2002). For example, if students work on contrasting characters, they will benefit from learning to build sentences with "while," "unlike," "on the contrary," and "nevertheless" according to a given sentence template. This sentence type is a language tool and the language form English learners need to express differences between characters in speaking and consequently in writing during the course of the characterization lesson.

Make models accessible: For model sentences to be effective, they must be aligned to the language proficiency of the students. As we model sentence structure, we need to make sure that our mentor sentences (the examples we use) are easy for all students to understand. Complexity of the vocabulary in a model sentence may detract from students' ability to focus on the structure of the sentence.

Provide abundant opportunities for scaffolded output: Let students do it!Pointing out a syntactic element and explaining how it is constructed is just the start. Syntactic dexterity does not come simply from exposure but from abundant opportunities for hands-on practice. Sentence-level practice is never a waste of time! Several types of scaffolded activities will solidify the skill and ensure its transition of the target element into students' independent writing.

Consider the following gradual release process as you teach a new syntactic element or a sentence pattern:

Step 1. Provide Models
This is the I DO of the lesson, where teacher models and students watch. Teachers may start by displaying the mentor sentence and breaking it into blocks of meaning by asking questions to identify the syntactic and logical purpose of each block.

Step 2. Have Students Identify Patterns
Students work with familiar texts to identify the target element in the writing of others. Students may work in groups with partners to complete scavenger hunts or sorting activities. It's a great time for teachers to see how well students understand the pattern and clarify any misconceptions.

Step 3. Have Students Construct Sentences Based on the Patterns
Sentence combining, sentence unscrambling, and building sentences with the help of sentence patterning chartsare just a few activities that provide opportunities to work with a particular sentence structure. Students construct sentences according to the displayed pattern, using word banks or phrases that they manipulate to fit the pattern.

Step 4. Provide Additional Patterns to Deepen Understanding
Teacher displays amentor sentence and a sentence stem (or a paragraph frame) that students have practiced before. Students build original messages according to the pattern. Teacher encourages students to share sentences orally to check with each other and hear multiple examples of completed frames from peers of various language proficiency levels. The goal is to deepen understanding of the pattern and to reach the minimum threshold of accuracy needed for comprehensible output. Teacher's in-the-moment feedback is crucial at this point.

Step 5. Encourage Students to Use Patterns During Independent Writing
Students complete a writing task independently. Students are encouraged to incorporate the practiced elements into their own writing to communicate an idea. Some errors may still occur as the students implement new elements independently. These errors do not always indicate the lack of understanding but may simply point to the need for more practice.

As we move students from basic to more complex structures, it is important to provide a safe environment where errors are perceived (and even encouraged) as an expected and inevitable attribute of risk-taking.

Want to learn more from Natalia? Visit our events page to register for her upcoming trainings.
References:
Wright, Wayne E. (2015) Foundations for Teaching English Language Learners: Research, Theory, Policy and Practice. Philadelphia, PA: Caslon Publishing, Inc.

Hochman, J. & Wexler, N. (2017) The Writing Revolution. San-Francisco, CA, Jossey-Bass

Dutro, S & Moran, C. (2002) Rethinking English Language Instruction: An Architectural Approach S Educational Partnership Center, University of California, Santa Cruz. Retrieved on July 11, 2020 from file:///C:/Users/nheck/Downloads/Rethinking%20English%20Language%20Instruction.pdf

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Routledge.
Zwiers, J. (2008) Building Academic Language. Newark, DE: Jossey-Bass/International Reading Association.

# data[].attributes.attachment_link.title
Building Better Sentences: Rigorous Syntax for English Learners

# data[].attributes.attachment_link.description
by Natalia Heckman "The assumption has been that if students read enough, they'll simply pick up writing skills, through a kind of osmosis. But writing is the hardest thing we ask students to do, and the evidence is clear that very few students become good writers on their own" (Hochman, 2017).

# data[].attributes.attachment_link.title
Building Better Sentences with Secondary Newcomers

# data[].attributes.attachment_link.readable_text
After the starter sentence, it will be necessary for students to dig into "why" the author made that particular choice and "how" it shows purpose, tone, message, etc. For this, students will need to use basic text analysis skills as they unpack words and sections of the text to discuss on a deeper level.

1. The writer/author/speaker describes ... in order to highlight...

2. The writer/author/speaker inspires a sense of ... by ...

3. The writer/author/speaker reminds the audience of ... because ...

4. The purpose of the writer/author/speaker is demonstrated through the organizational pattern of ...

5. The repetition of ... allows the reader to infer ...

6. Unpacking this word a bit further allows the reader to understand ...

7. Pursuing a deeper understanding of this topic, the writer/author/speaker reasons ...

8. The writer/author/speaker allows the reader to connect ... and ... through use of ... device.

9. The writer/author/speaker's credibility is clear when ...

10. The use of ... contributes to the writer/author/speaker's tone because...

11. It is important to notice that the writer/author/speaker's tone shifts when ... because ...

12. ... and ... are loaded words used by the writer/author/speaker because they make the audience feel ...

13. The writer/author/speaker's use of collective pronouns implies...

14. Because the writer/author/speaker alludes to ... , the listener realizes ...

15. Organizationally, the opening and closing of this text are important and connected to each other in the way that they...

16. The imagery/description of the ... creates ...

17. It is clear that the writer/author/speaker knows his or her audience, because s/he appeals to its sense of ...

18. The author's ... reasoning allows the audience to ...

19. ... appeals to the audience by ...

20. ... shifts the audience's perspective by ...

21. The argument is developed by the writer/author/speaker's use of ...

22. The occasion / context shapes the speaker's message. We see this in ...

23. The writer/author/speaker inspires a sense of ... through use of ...

24. The overall message becomes clear when ...

25. To unpack this device even further ...

# data[].attributes.attachment_link.title
Sentence Starters for Rhetorical Analysis - Mrs. Mulreany's English Classes

# data[].attributes.attachment_link.description
After the starter sentence, it will be necessary for students to dig into "why" the author made that particular choice and "how" it shows purpose, tone, message, etc. For this, students will need to use basic text analysis skills as they unpack words and sections of the text to discuss on a deeper level.

# data[].attributes.headline
Link to  Writing with Paragraph Frames Padlet 

# data[].attributes.subject
Link to  Writing with Paragraph Frames Padlet 

# data[].attributes.body
For reading and writing

# data[].attributes.attachment_link.title
Graphic Organizers & Templates - Literacy - Reading

# data[].attributes.body
pg. 243

# data[].attributes.attachment_link.readable_text
Free cube templates to print, cut out, and assemble into a three-dimensional paper cube.

1
Open any of the printable files above by clicking the image or the link below the image. You will need a PDF reader to view these files.

2
Print out the file on A4 or Letter size cardstock.

4
Fold along the inside lines.

5
Assemble into a cube by gluing the sides together along the tabs.

These printables are for personal and non-commercial use only. Do not republish, upload, or alter the PDF files.

To feature or share these printables, please provide a link to the webpage containing the PDF.

# data[].attributes.attachment_link.title
Cube Templates | Free Printable Templates & Coloring Pages | FirstPalette.com

# data[].attributes.attachment_link.description
Free cube templates to print, cut out, and assemble into a three-dimensional paper cube.

# data[].attributes.body
Strategy from 7 Steps to a Language-Rich, Interactive World Language Classroom (2nd Edition)

# data[].attributes.headline
Scaffolded Dice Questions - Template/Example

# data[].attributes.subject
Scaffolded Dice Questions - Template/Example

# data[].attributes.body
Works well with Today, Yesterday, Tomorrow (pg. 193)!

Scaffolded Dice strategy from 7 Steps to a Language-Rich, Interactive World Language Classroom (2nd Edition)

# data[].attributes.body
Pg. 238

# data[].attributes.attachment_link.provider_name
English news and easy articles for students of English

# data[].attributes.attachment_link.title
News in Levels « World News for Students of English

# data[].attributes.attachment_link.description
We write news in three different levels of English. We want to help you understand English more. Now all students can enjoy reading and listening to news.