Language Structures

Point of View Guides Writing Strategy (POVGs)

Students use background knowledge to assume the role of a character from the reading. Students will role-play the character based on their own “Point of View”, using first-person language.

Learning Tasks:

• View video and read the checklist of how to use the strategy.
• Learn how to allow students to engage in “playful”, first-person language, using discussion, and writing.
• In the brainstorming part of the writing process, allow students to informally write in response to structured questions about a reading selection.

Discussion Questions:

• Are your students having difficulties understanding “first-person” language? How does this strategy assist students in learning from this point of view?
• How did this activity assist the teacher in determining student comprehension?
• For students who love writing, how did the thoughtful responses contribute to writing skills?

Unsent Letters

Students take on the role of a character and write letters in response to a prompt through their creative writing. The Unsent Letters can then be shared with the class as a means to spark class discussion of the text.

Learning Tasks:

• Consider how this strategy can be modified and implemented in a variety of settings. List the modifications you would make to incorporate this strategy with a student who is learning English as a Second Language. Next, list how the strategy can be used in a Social Studies class at the 3rd grade level. Finally, share how the strategy could be used with a high school English class.
• Based on what you know about this strategy, what other strategy might pair well with this one? List it here and describe your rationale in two or three sentences.
• Tell how you would motivate a reluctant participant in this strategy. What are ways you could increase motivation or student engagement in using this particular strategy?

Discussion Questions:

• How might you extend upon this strategy in your own teaching?
• Imagine working with a student on this strategy who views the strategy as silly and “not real” since the letter is not being sent. How might you overcome the student’s disinterest and get the student more engaged with this strategy?
• In what type of lesson do you envision incorporating this strategy? Describe in five sentences a topic or lesson idea in which you could implement the Unsent Letters strategy.

Sentence Anagrams

Students have the opportunity to be engaged with syntax and word order in a hands-on manner with the Sentence Anagram strategy. This strategy also enhances writing skills.

Learning Tasks:

• Create a list of sentences that could be utilized within this strategy.
• Anticipate a challenge a student may experience when engaging in this strategy. Write down two or three solutions to the anticipated challenge.

Discussion Questions:

• Where do I need to start my student in this activity? What kind of sentences would be appropriate for use when incorporating this strategy with my students based on their grade level and their needs?
• How does this relate to students’ reading and writing abilities? Am I, as the teacher, seeing improvement after implementing this strategy? Why or why not is this happening?

Sentence Variation

This strategy is useful to students as they must use decoding skills. Students are involved in creating a “tree structure” using word choices to organize words into parts of speech; thus understanding syntax skills as well.

Learning Tasks:

• Create a model “tree structure” to use as a demonstration or template with at least one sentence.
• Write a one paragraph justification for using this strategy to convey the importance of syntax or word order to your students.

Discussion Questions:

• How would you diagram modifying phrases that modify other modifying phrases?
• How does this strategy break down complex sentences to make them easier for students to comprehend?
• How does this strategy differ from traditional sentence diagramming?