Level of Familiarity 5
What is it?
Possible sentences is a pre-reading strategy, in which students create sentences using key words from a reading in order to predict what a passage or chapter will be about (Stahl & Kapinus, 1991). Possible Sentences aims to “help students understand subject matter concepts and develop independent learning strategies” (Stahl & Kapinus, 1991, p. 36).
Why use it?
This strategy will work well with the students in my unit because it will aid them in predicting and active processing of the text. My students will also be able to apply their background knowledge of U.S. economy and politics to the affects on the American people. The students in my unit benefit from multiple exposure of content area concepts in order to effectively understand new vocabulary. Possible Sentences incorporates similar vocabulary instruction techniques like semantic mapping and semantic feature analysis, but in a more linear way. Using the Possible Sentences strategy will require students to link what they have already learned in the unit to predicting new learning in text. My students have more success with comprehension when they can make connections to previously learned material. In addition, Possible Sentences allows students to think of key vocabulary in relation to other words, which will help my students have a deeper understanding of the vocabulary (Stahl & Kapinus, 1991).
When to use it?
Possible sentences is to be used before reading. It works best with students that have a working background knowledge of a subject. At the juncture I am using it in my unit, students will have enough background knowledge of the boom times just prior to the Great Depression to be able to create likely sentences for the reading.
How to use it?
- I will select up to 5 potentially difficult words or key concepts.
- I will select 5 more familiar words.
- We will list all the words on board (and on worksheet) and I will give a brief definition of each.
- I will direct students to get into pairs and brainstorm and create sentences using a word from each list (2 words per sentence).
- As a class, we will list the sentences students created on the board. Students will be directed to consider these sentences while reading.
- Students will read Section 2 Roosevelt’s New Deal in Chapter 25.
- After students have read the section, they will agree or disagree with their and other students’ possible sentences from before reading.
- As a class, we will evaluate each possible sentence based on the reading. Students will ask themselves: Is this sentence correct/accurate based on the reading?
- As a wrap up, students will fill out an exit slip for the strategy which will ask for a reflective response to the Possible Sentences strategy.
What it looks like?
Name: ____________________________________ Possible Sentences Activity
Directions: Create 5 possible sentences using the words listed below with your partner. Make sure to include one word from each list in every sentence.
| List A | List B |
| fireside chats | problems |
| New Deal | nation |
| economic recovery | unemployed |
| public projects | jobs |
| recovery | american people |
Before Reading Sentences:
1. Recovery was needed for unemployed people.
2. The american people participated in fireside chats.
3. The New Deal helped solve a lot of problems.
4. ____________________________________________________________________
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5. ____________________________________________________________________
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After Reading:
Are your sentences still true after you read? Are your sentences correct based on the reading? If not, then edit your sentences to make them accurate based on the reading. You should also add to your sentences so you can refer to them later and still understand them fully.
Edited Sentences:
- The New Deal helped solve a lot of problems by setting up programs to give people jobs.
2. F.D.R. gave fireside chats for the american people.
3. _________________________________________________________________________
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4. ____________________________________________________________________
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Reflection Questions:
- Did creating possible sentences make you think of what we have learned earlier in the unit? Yes________ No_________
- What did your sentences make you think of? _______________________________
_____________________________________________________________________
3. If your sentences needed editing, how did it help you understand the reading better?
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