Complete Sentences

Context

Students are encouraged by teachers to always speak in complete sentences to help encourage English language development. To help students build this skill, the teacher prompts students with nonverbal cues and provides sentence frames to give students a structure for their sentences. Teachers should aim for a ratio of 50:50 teacher-to-student talk to encourage as much student conversation as possible. To help push students to the next English proficiency level, teachers can prompt students to further elaborate and may ask probing questions (e.g., “How did you get that answer?”). Similarly, the teacher should encourage correct, complete sentences, identifying any errors and providing scaffolded supports that allow the student to self-correct.

Student Does

Follows sentence frames to speak in complete sentences
Speaks using complete sentences during classroom conversations
Self-corrects incomplete sentences with guidance

Teacher Does

Creates nonverbal cues to prompt students to answer in complete sentences
Constructs sentences frames for students to follow
Closely monitors student speech to catch and correct errors

Gulfport Virtual Academy's Approach to Targeted, Relevant Virtual Learning

Setting Clear Expectations for Student Engagement (KJ Virtual Academy)

Increasing Student Buy-In with Targeted Communications (NYC SWOW)

Addressing Student Engagement Through Hybrid Project-Based Learning (Cabarrus Virtual Academy)

Using Data to Advocate for Students with Learning Differences

Making Sense of Your Data Findings for Advocacy

Analyzing Real-Time Data for Student Advocacy

Strategies for Equitably Analyzing Disciplinary Data

Advocating for Students’ Unfinished Learning Needs

Developing a Data Story

Leveraging Data to Advocate for More Creative Learning Experiences

Leveraging Disciplinary Data to Advocate for Students

Early College Credit

Flexible Scheduling for Virtual and Hybrid Learning

Synchronous Virtual Learning

Learning Studios

Student Badges

Discussion Boards

Discussion-Based Assessments

Virtual Teacher Office Hours

Homework Hotlines

Remote Pathways

Using Highest-Qualified Staff for 1:1 Support

Virtual, Outcomes-Based Contract Tutoring

Piloting Mastery-Based Grading

Equity-Focused Attendance Phase-In

Cross-School, Virtual Interventions

What I Need (WIN) Block

Career Academy Vocational School Partnership

Building a Partnership with Local Community College To Increase Access to Learning Opportunities

Offering College-Credit Bearing Opportunities

High-Dosage Tutoring

Expanding Community “Creative Learning” Initiative

"Walking Time" to Support Standards Mastery

Multi-Grade Level Classrooms

Schoolwide Student Identity Day

Virtual Personalized Student Learning Plans

Daily Student Success Coaching

Virtual Manipulatives

Collecting Real-Time Student Data

Gather Data Through Gamification

Virtual Rotation

Remote Buddy Projects

Expectations Ensure Engagement

Virtual Scavenger Hunt

Defining Clear Roles in Group Work

Color-Coding for Ease and Clarity

Online Agenda

Virtual Notebooks

Virtual Oral Assessment

Model, Model, Model

Non-Verbal Representation

Total Language Response

Say Something Cards

Scaffolded Summary

Know-Wonder-Learn (KWL) Chart

Complete Sentences

Example: Mix It Up! The Benefits of Mixed-Ability Groups (IgnitED Research)

Example: The Myth of Learning Styles (IgnitED Research)

Take Advantage of Lost Learning Time

Implementing a Flex Time Period

Demonstrating Mastery with Two Challenges and a Capstone

Student Pacing Based on Content Mastery

Students Focus on Three Credits

Measuring Three Levels of Mastery

Creating Small Group Instruction Opportunities with Content Specialist Teachers

Co-Creating Graduation Plans with Credit Mapping

Graduated Student Autonomy

Activity-Based Collaborative Learning Labs

Arenas (Four-Hour Time Blocks)

Creating a Culture of Revision

Collaboration between Teachers and Advocate Counselors

Targeted Small Group Instruction

Balancing Student Choice and Needs with Playlists

Common Data Practices

Multiple Uses of MAP Data

1:1 Data Conferences

Using Pretests and Posttests to Identify Learning Growth and Needs

Creating Extra Time for Student Support in Extension Classes

Creating Warm-Ups to Fill Skill Gaps

Supporting Students with Learning Disabilities