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This strategy is used when students are peer conferencing a piece of writing, such as an argumentative text. to encourage students to feel empowered as writers.to draw attention to the way language creates meaning and effect.support the sharing of writing at the level of sentences in the classroom.Hattie and Timperley (2007) remind us of the vital role ofīuilding on the Quaker Share strategies, Celebrating Sentences is designed to: If the activity is done regularly through writing units, students can build up reflections on the writing process in a writing journal. Supports and scaffolds can be adjusted for differing student abilities and confidence, particularly for students for whom English is an additional language/dialect. What did they learn about language and their own writing through this process? Students can be led in a sharing time once the reading has completed, where they reflect on their experiences reading their work aloud, and experiences of listening to others.
Namely in a sentence free#
In the context of narrative writing, the teacher might ask for students to share a paragraph that includes 2-3 sentences that use expanded noun groups well (for example, ‘a kind-hearted soul in the shape of a lonely old man leaning on the window’) or employs particular types of figurative language such as metaphor or simile (for example, ‘like a hungry lion grabbing free meat’).
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The teacher may decide that on the first occasion students share with a small group but then progress to a larger group as confidence is developed. Always consider the ways that you may employ this strategy so that your students feel comfortable to share their writing. This activity can be adapted and focused in in many ways, depending upon the context of the group and purpose of learning.
![namely in a sentence namely in a sentence](https://www.public.asu.edu/~gelderen/314text/images/7_13.jpg)
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Often the focus in classrooms is on producing whole texts however, it is important to give students explicit opportunity to pay attention to writing at the text, sentence and word levels (Rose and Martin 2012).