10. Resource Hub: Teaching Sentence Expansion
Sentence Expansion Skill Explainer
Joan Sedita, M.Ed., Shauna Cotte, M.Ed.Video
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Maria Bailey: Alright, one, two, and three. Eyes on me. We've got some fabulous, fabulous ideas here.
Narrator: Today. Literacy support teacher Maria Bailey is helping second graders in Toledo, Ohio add more detail to their sentences. A skill often called sentence expansion.
Maria Bailey: So, boys and girls, we have been working on writing sentences and making them better and more interesting, right? So, some of the sentences that we thought we need to have some help with were sentences like, "I like mom," "I like dad," "It is fun." "Let's play." What is wrong with sentences like that?
Student: They don't share enough detail.
Maria Bailey: There's no details ... Who is fun? What is fun? Tell me more.
Narrator: By learning how to add more detail, students aren't just making their sentences more interesting, they're also building their understanding of sentence structure. Ms. Bailey models how to use simple question words like "when," "where," and "why" to add more detail to their sentences.
Maria Bailey: So these are question words that we use when we are writing a sentence and how we might answer or add more details using one of those question words.
Narrator: In this lesson, students will work on expanding sentences by answering the question "why?" with some help from the word "because."
Maria Bailey: "Because" ... our word "because" is going to answer our "why" ... why is something happening? Why ... why is that happening? The dog was barking because why? Okay, that's our why. So let's start with "the dog was barking because ..." So, let's start.
Narrator: "Turn and talks" are a key part of Ms. Bailey's lesson, giving students the opportunity to safely share ideas while practicing their new sentence elaboration skills.
Students: The dog was barking because he was hungry ...
Maria Bailey: All right, so let's chat. I like a quick share out. Quick share out and then we'll pick one. We'll start right here. Go ahead. Josiah, your group. What'd you say?
Josiah: The dog was barking because it saw another dog.
Maria Bailey: ... because he saw another dog. I like that. That would make a dog bark. Absolutely. Ian.
Ian: The dog was barking because it seen a squirrel.
Maria Bailey: Oh-oh-oh, it saw a squirrel. Okay. I kind of like that because that would make my dogs bark. Thumbs up if that would make a dog bark. Does that make sense to us? Yeah, I think so, too.
Narrator: After Ms. Bailey models a few more examples, it's time for the students to write their sentences down.
Maria Bailey: Okay, so what I want to do right now, guys, I want us to do a little practice with this in partners. So on your paper, let's take a look at your paper today, all right? And let's put our finger at the first sentence. Here we go. "Winter is a fun season because ..." Okay, I want you now, this is on you guys. This is your "We Do." So we, you and your partner, you're going to talk, you're going to come up with an answer, and I'd like you to write it on the lines, okay? If you need any assistance, I'm right here, but let's go. So turn and talk to your partner. Why winter is the fun season. Why? Okay, talk to her partner and then write your answers.
Narrator: As students put their ideas down on paper, Ms. Bailey listens carefully and steps in to help when needed.
Maria Bailey: So, I should see, it should say, because we make something, don't just put one word. We're expanding a sentence here. Okay. Alright. So I have heard a lot of different, some really good ideas, and a lot of them were quite the same. So, I know what you guys like to do in the winter time. So, why don't you share out, what did you come up with? What'd you come up with? What is your sentence?
Students: Winter ... winter is a fun season because we make a snowman.
Maria Bailey: A snowman. And does that make sense, everybody? Thumbs up. If you think that makes sense ... in the winter, we can make a snowman. Now, thumbs up if you also said we can make a snowman ... because half of you did.
Narrator: Now that they've had a chance to practice as a group and with a partner, the next step for Ms. Bailey students will be stretching out their sentences independently.
Maria Bailey: Pat on the back for working so hard today. Oh my gosh, you just kissed that brain. You're amazing.
Narrator: Reading Universe is made possible by generous support from Jim & Donna Barksdale, the Hastings/Quillen Fund, an advised fund of the Silicon Valley Community Foundation, the AFT, The Emily Hall Tremaine Foundation, and anonymous donors. Special thanks to the Toledo Federation of Teachers, Riverside Elementary School, and Toledo Public Schools in Toledo, Ohio. If you enjoyed this video, please subscribe to our YouTube channel @RUTeaching. Reading Universe is a service of WETA, Washington, D.C., the Barksdale Reading Institute, and First Book.
Weaving Grammar Into a Phonics Lesson
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Lisa Glickman: Okay. The first thing we're going to do is practice writing the letters that spell the /oi/ sound.
Narrator: These second graders at Burgess-Peterson Academy in Atlanta have been learning about vowel teams 'oy' and 'oi' in their daily phonics lesson.
Lisa Glickman: So we have two ways to spell the /oi/ sound, right?
Narrator: Now, reading specialist Lisa Glickman will guide them through dictation, starting with writing words.
Lisa Glickman: When we do our word dictation, you're going to have to listen for where in the word that /oi/ comes so that you know which way you're going to spell /oi/.
Narrator: And she's going to weave in language instruction. She's going to teach her students how to identify the jobs these words can do in a sentence.
Lisa Glickman: The other thing we're going to think about today is after we do the words, we're going to think about ... is the word a who or a what. Right? Is it a noun? Does it tell us who or what? Or is it something that you can do? Is it a did what? Is it a verb? An action? Okay. Are you ready?
Students: Yes.
Lisa Glickman: The word is hoist. What's the word?
Students: Hoist.
Lisa Glickman: Hoist. I hear /h/, /oi/, /s/, /t/. Everybody write the word hoist. /h/... Hoist. Nice job. Everybody say, "To hoist is to lift."
Together: "To hoist is to lift."
Lisa Glickman: So if I was saying I need to lift this heavy box, I could also say I need to hoist this heavy box. Hoist is to lift.
Narrator: By pairing a simple motion with the definition of hoist, Ms. Glickman gives students a physical connection that reinforces its meaning.
Lisa Glickman: So is that a who or a what? Or is hoist something that you could do, a did what? What do you think?
Students: Did what?
Lisa Glickman: It's a did what. Good job. Are you ready? Next word. Look at me. The word is point. What's the word?
Students: Point.
Lisa Glickman: Point. Can we tap that together? Make sure we get all those sounds.
Together: /p/, /oi/, /n/, /t/. Point.
Narrator: Ms. Glickman carefully chose each of the words in this lesson. The word point provides an opportunity to explore multiple meanings.
Lisa Glickman: Make sure you have it like I have it. Okay. Now I want everybody to think for a minute. Guess what? You can't answer until I go like this. You ready? Point. Is point a who or a what? Or a did what? Everybody think. What do you think?
Students: Did what.
Lisa Glickman: Okay. Can I point at something? Is that something I can do?
Students: Yes.
Lisa Glickman: It is a did what. But guess what? May I borrow this? What is this?
Students: A point.
Lisa Glickman: It's a point of a pencil. So guess what? The word point can be a what. And it can be ... and it can be a did what. You're right. Okay. Now we're going to read these words back together. Are you ready? Go.
Students: Toy. Hoist. Boy. Point.
Lisa Glickman: Now, show me with your hands, not your mouth. Just quiet hands. What does hoist mean? Yes. Hoist means to lift. Great job. Okay. Now I'm going to show you a sentence. Everybody look here. Let's read this together.
Students: "The boy pointed."
Lisa Glickman: Oh, "the boy pointed." Who can tell me ... what is the who or what in this sentence? What is the who or what in this sentence?
Student: The boy. The boy pointed. It's a who?
Lisa Glickman: Good job. All right. And did what? What did that boy do? Yes, friend.
Student: He pointed.
Lisa Glickman: He pointed. Excellent. Okay. So we have, "the boy pointed." And this is just a little kernel sentence. It tells us who and did what. But we can expand the sentence by answering another question. We can answer "Where?" When we answer "Where?", if a writer answers "Where?" or you're reading about where, it helps you in your head to paint a picture of what's happening in the story. So instead of just, "the boy pointed," I could add a where. And this where is, "to his mom." Let's all read this sentence together in big loud voices.
Students: "The boy pointed to his mom."
Lisa Glickman: Good. Hmm. Where else could the boy point? If we needed to think of another where, everybody think for a minute. Where else could the boy point? Where else could the boy point?
Student: To his toy.
Lisa Glickman: To his toy. The boy pointed to his toy. Now I'm going to give you a job. Everybody is going to turn to a shoulder partner and I want you to come up with another thing and I want you to say "the boy pointed ..." and each of you think of another place the boy could point.
Narrator: By asking the question "Where?" about the action in her kernel sentence. Ms. Glickman helps her students practice their sentence expansion skills.
Lisa Glickman: Excellent. Okay, friends. One, two, three. Eyes on me.
Students: One, two. Eyes on you.
Lisa Glickman: Okay. I heard some great answers. I heard the boy pointed to his dad. The boy pointed to his home. So there are lots of wheres that could answer this "Where?" question that we could do. The next thing we're going to do in dictation, we're going to do phrases. And guess what? Those phrases could answer the "Where?" for this. Are you ready?
Students: Yes.
Lisa Glickman: So your first phrase — "At first base." Say it.
Students: At first base.
Lisa Glickman: Write it. "At first base." "At first base." And if you need any help or you want to check your work, look up here. This says "at first base." That was all you had to write. So now, can we read this whole sentence together? Let's read it.
Students: The boy pointed at first base.
Lisa Glickman: Good job. What does that where paint a picture of in your head? Everybody think. If a boy is pointing at first base, what might be happening in that story? What do you think might be happening in that story? Yes?
Student: Playing baseball. They might be playing baseball.
Lisa Glickman: Maybe they're playing baseball. What else? What else does it make you think of if someone is pointing at first base?
Student: They could be playing tag and there could be a base. They're pointing at it.
Lisa Glickman: Oh, there could be a base that you have to get to so you don't get tagged. That's amazing. So answering the "Where?" question really helps us think about what's happening in our sentence and in our story.
Narrator: The last step in this lesson is sentence dictation.
Lisa Glickman: What we're going to do now is I'm going to say a sentence to you. We're going to repeat it and you're going to write it. Okay? The sentence is, "The box was hoisted into the van." Say it.
Students: "The box was hoisted into the van."
Lisa Glickman: Good job. Write it. "The box was hoisted into the van." "The box was hoisted into the van." Okay. Let's read this whole thing together. Are you ready? Go.
Students: "The box was hoisted into the van."
Lisa Glickman: Okay. Now we have to be detectives. All right. Park your pencils. Everybody think in your head. What is the who or the what of this sentence? Everybody think for a minute. What is the who or the what in this sentence? Everybody?
Students: The box.
Lisa Glickman: The box.
Student: In the van.
Lisa Glickman: The box is the who or what that it's about. Yes. A van is also a what. That is so smart. Okay. The box is the who or the what that the sentence is talking about. Did what? What did we do with the box, everybody?
Students: We hoisted.
Lisa Glickman: We hoisted. Everybody show me hoisted with your hands. Hoisted. Everybody say, "Hoisted means lift."
Students: Hoisted means lift.
Lisa Glickman: Yes. So hoist means to lift. The box was hoisted. Oh my gosh. We still had one more question. Where? Where was the box hoisted, everybody?
Students: Into the van.
Lisa Glickman: Into the van is what answers the "Where?" question. So in this sentence, we expanded it. We have a what — was the box? We have a did what — it was hoisted. And where — into the van. So when you are reading and you're reading sentences and you think about the who or the what, did what, where, it helps you to understand what's happening in the story. And when you're writing, when you become writers and you're writing your stories, you want to think about putting all these things into your sentences so that it paints a really interesting picture for your readers.
Narrator: Reading Universe is made possible by generous support from Jim and Donna Barksdale, the Hastings/Quillin Fund, an advised fund of the Silicon Valley Community Foundation, the AFT, the Emily Hall Tremaine Foundation, and anonymous donors. Special thanks to Burgess-Peterson Academy, Reading is Essential for All People and Atlanta Public Schools. If you enjoyed this video, please subscribe to our YouTube channel @RUteaching. Reading Universe is a service of WETA Washington D.C., the Barksdale Reading Institute, and First Book.
