Activating Prior Knowledge
That reminds me of …
I have a connection to …
I remember when …
I already know that …
Peer Response
I agree with what _____________ said because …
I disagree with what _____________ said because ...
You’re right about that, and I also think …
My idea is slightly different from yours. I believe that … I think that …
I hadn’t thought of that before. I wonder why … Do you think …
Summarizing
The main idea of the passage is ...
In this text, the author argues that …
To support the main claim, the author provides evidence that suggests that …
Today I learned ...
Problem Solving
A way of thinking about how to solve this problem is …
In order to solve this problem we must first/initially …
This problem is similar to …
We need to identify …
One way to visualize this problem is …
This problem reminds me of a similar problem we solved using …
The most important thing to remember in this problem is …
Analysis
We can interpret _____________ as ….
Given the evidence, we can deduce that _____________ can be differentiated from _____________ based on …
After a thorough analysis of the evidence, we conclude that …
This is significant because …
We can draw parallels between _____________ and the world/other texts/self because …
Based on the evidence, I can conclude that …
Prediction and Hypothesis
I predict that …
Given _____________, I hypothesize that …
If I _____________ then I predict _____________ will happen.
Based on past results, I predict …
I deduced _____________ after analyzing _____________ further.
Self-Evaluation
How well did I understand the task or problem?
What strategies worked well for me?
What strategies did not work for me?
What should I do next time?
Do I need some help for next time?
Sentence Stems in an Elementary Classroom
Sentence Stems in a Secondary Classroom
Determine the language proficiency and specific needs of the student.
Determine the language proficiency and specific needs of the student.
Develop sentence stems that apply to the student at various levels of language proficiency.
Develop sentence stems that apply to the student at various levels of language proficiency.
Place sentence stems in a prominent part of the room or give them to the student.
Place sentence stems in a prominent part of the room or give them to the student.
Teach the student how to use sentence stems in a variety of contexts and with a variety of content.
Teach the student how to use sentence stems in a variety of contexts and with a variety of content.
Lead guided practice in how to use sentence stems. Provide lots of opportunities for the student to practice using sentence stems with peers and independently.
Lead guided practice in how to use sentence stems. Provide lots of opportunities for the student to practice using sentence stems with peers and independently.
Monitor and record the students progress and effectiveness using the sentence stems.
Monitor and record the students progress and effectiveness using the sentence stems.
Provide specific feedback to the student about their progress.
Provide specific feedback to the student about their progress.
Scaffold the students learning by increasing level of sentence stems based on student progress and need.
Scaffold the students learning by increasing level of sentence stems based on student progress and need.
Share progress and effectiveness with the student, the educational team, and the families.
Share progress and effectiveness with the student, the educational team, and the families.