The Possible Sentences literacy tool involves students using vocabulary words from an upcoming reading to create predictive sentences before reading the text. Students work individually or in groups to define keywords and write sentences using their prior knowledge of the topic. After reading, students compare their predicted sentences to those actually in the text and revise as needed. This strategy builds vocabulary, engagement, and higher-order thinking skills, and can be adapted based on students' needs. However, teachers must provide sufficient background context to ensure students' predictions relate to the topic.
The Possible Sentences literacy tool involves students using vocabulary words from an upcoming reading to create predictive sentences before reading the text. Students work individually or in groups to define keywords and write sentences using their prior knowledge of the topic. After reading, students compare their predicted sentences to those actually in the text and revise as needed. This strategy builds vocabulary, engagement, and higher-order thinking skills, and can be adapted based on students' needs. However, teachers must provide sufficient background context to ensure students' predictions relate to the topic.
The Possible Sentences literacy tool involves students using vocabulary words from an upcoming reading to create predictive sentences before reading the text. Students work individually or in groups to define keywords and write sentences using their prior knowledge of the topic. After reading, students compare their predicted sentences to those actually in the text and revise as needed. This strategy builds vocabulary, engagement, and higher-order thinking skills, and can be adapted based on students' needs. However, teachers must provide sufficient background context to ensure students' predictions relate to the topic.
Background Information: The Possible Sentences strategy is used prior to giving
students a reading. It requires that they have an understanding of the vocabulary and concepts of the content they will encounter in their reading. This could be used at all grade levels and content areas. Purpose: It requires students to use their previous knowledge. It can make them curious about the reading, they will want to see if what they predicted is correct. It has them use higher order thinking with predicting the text. It helps them understand sentence structure and content area writing. How it works: Students are given a list of vocabulary words. Students group related words and define the words. Students create a sentence with the vocabulary words based on what they predict the reading will be about. This can be done individually, as a group or with the whole class. Students read the text. Students compare the possible sentences they made with sentences in the text that they read. Discuss if their sentences were accurate or need revising and allow students to revise their sentences so that they are accurate. Uses for ELL & SPED: This is a great way to practice understanding of vocabulary. The choice of text can be modified to fit the students needs while still having the ELL or SPED student use prediction and practice with their previous knowledge. Strengths and Weaknesses: I like the use of prior knowledge in higher order thinking like predicting. I also think it can get them excited about the reading since they will want to see if their made up sentences match sentences in the text. The teacher would definitely need to give students a little background on what they will be reading about. If the teacher failed to do this the students might write sentences that are completely off topic.