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Have students work in partners or in small groups to imitate the pattern together. Invitation to celebrate immediately follows this.

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Have students do a focused revision (part of the rubric). Patterns are included on the rubric. Students highlight their use of that pattern in their writing and then reflect on why they made that choice and how it enhanced their writing.

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Use a physical notebook to write invitations in. The invitation to imitate can be done on a sticky note or notecard. Keep the anchor charts at the table group (in folder or on a ring).

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Partner Work

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Super Friends - Top Music Artist version

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Before graded-- they use anchor charts so students can double-check their work.

Assessments mirror what they will see on state testing

"Which of these are true?" (always, sometimes, etc.)

Which sentence is most rational given the focus phrase.

Fold sentences into one another

Students build their own POP Powerpoint (Focus Phrase, example, visual, (why for all of these), editing invitation (and what changed and what impact was).

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Including visuals

Differentiating with options (make sentences off of art)

Give a sample and then they mimic the entire process (writing about a Disney film together and then they do on their own).

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Differentiation happens when there are layers of choice. Invitation to Notice = no differentiation.

Utilize anchor charts, elements of visuals, more manipulatives (compare and contrast leveled sentences in an envelope) - students still talk about similarities and differences. POP in picture books.

Invitation to Imitation flow chart. Grades 6-8 on pg. 48; Grades 9-12 on page 47

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Google Slides

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Copy of Patterns of Power process printables - student work pages

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Compare/Contrast is where choice can help to differentiate. (Do not differentiate at Notice)

Switching or layering in different length of sentences.

Use picture books with sentences paired with books.

Exit Ticket: Share in a ticket what they are struggling with or feeling good about

Chapter 2 (HS p. 47) -- Natural scaffolding in the Imitate invitation

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Organized by specific topics and go back to purpose and layer in the POP activities by types of writing (Setting and Preposition Phrases, for example).

Would this be helpful in our district?

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Students may not get it after the notice stage. If they don't have it by notice, they'll probably get it with compare/contrast. And if they don't get it there, they'll probably get it at imitation. If they don't have it at imitation, that's when we might need to consider intervention. Don't worry until the 3rd day.

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Using a timer for invitations...and that the invitations are repetitive at the beginning in the process so they can have that productive struggle and leave without the answers (especially in the Notice). Compare/Contrast they don't get it... they will likely get in Imitation. Imitation is when intervention happens.

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Travis shared: Process Writing Rubrics for teachers to assess and focus revision. Given students opportunities to reflect on what the revisions they made and how that is making an impact. (Building on those things in chpt. 3)

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Made these visual and place on tables-- and students use them!

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They have a natural connection to one another :)

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Pacing Guide that is tracked by students and the skills build onto one another so there are opportunities for reworking and revisiting skills.