Possible Sentences
When to use:
- to build background knowledge
- to expose students to vocabulary
- as a small group or whole class activity
How to use:
1. Teacher chooses 8-10 key words from content area topic or unit.
2. Teacher introduces the topic, trying to connect it to previous topics that have been studied so that students will activate
prior knowledge). If students have limited knowledge of topic & vocabulary, the teacher often reads aloud a picture
book on the topic or shares photos/ artifacts.
3. Teacher has students explain or define the words & group them into related "pairs" if possible.
4. Students compose sentences using each word or word pairs. This can be done as a small group or individually.
Students need to try to make a sentence for each word even if they are unsure of the definition. These sentences
are rough drafts/ predictions and can be revised later as they learn more.
5. Students share their sentences & as a class discuss the plausibility of each one.
6. Students read the selection or listen the presentation to check how accurate they were.
7. Students mark their sentences as accurate (+), inaccurate (-), or don't know (?)
8. Students revise the inaccurate sentences & get help from their group with the ones they don't know about, revising
them if needed as well.
- to build background knowledge
- to expose students to vocabulary
- as a small group or whole class activity
How to use:
1. Teacher chooses 8-10 key words from content area topic or unit.
2. Teacher introduces the topic, trying to connect it to previous topics that have been studied so that students will activate
prior knowledge). If students have limited knowledge of topic & vocabulary, the teacher often reads aloud a picture
book on the topic or shares photos/ artifacts.
3. Teacher has students explain or define the words & group them into related "pairs" if possible.
4. Students compose sentences using each word or word pairs. This can be done as a small group or individually.
Students need to try to make a sentence for each word even if they are unsure of the definition. These sentences
are rough drafts/ predictions and can be revised later as they learn more.
5. Students share their sentences & as a class discuss the plausibility of each one.
6. Students read the selection or listen the presentation to check how accurate they were.
7. Students mark their sentences as accurate (+), inaccurate (-), or don't know (?)
8. Students revise the inaccurate sentences & get help from their group with the ones they don't know about, revising
them if needed as well.
Lenski, S.D., Wham, M.A., & Johns, J.L. (1999). Reading and learning strategies for middle and high school students.
Dubuque, IA: Kendall/Hunt.
Dubuque, IA: Kendall/Hunt.