English Language Development

Figure 6.27. Sentence Detective Practice

Procedure:

Invite students to nominate a sentence or brief passage that is confusing for reasons

other than vocabulary. For example, a sentence may be grammatically complex or the

passage may use figurative language that is unfamiliar to students.

On a display that all can see, write the sentence or passage and alternate with students

identifying punctuation, transition or other signal words, referents, and phrases that are

either a source of confusion or that help illuminate the meaning of the sentence or passage.

Facilitate a discussion so that students can think aloud and talk about the strategies they

are using to clarify the meaning of the sentence or passage. In other words, support the

students to be aware of how they are making deductions about meaning using metacognitive

strategies (thinking aloud about how one is thinking) and metalinguistic strategies (thinking

aloud about how one is using language).

Have the students work in partners, and give them an opportunity to continue to practice

being sentence detectives with other sentences or passages.

Bring the class back together to discuss the students’ ideas, confirm their deductions,

and identify their processes for figuring out the meanings of the challenging sentences or

passages.

Sample text:

Preamble to the Declaration of Independence

We hold these truths to be self-evident, that all men are created equal, that they are

endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty

and the pursuit of Happiness.

Source

Adapted from

Schoenbach, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading

Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. 2nd ed., 272. San

Francisco, CA: Jossey-Bass.

In snapshot 6.9, students examine the vocabulary and syntax of a text as they consider issues of
cyberbullying.

Snapshot 6.9. Developing and Defending an Argument

Integrated ELA/Literacy and Civic Learning Instruction in Grade Eight

At the beginning of class one day, Ms. Okonjo asks her students the following question,

which she has also posted on the SMART board:

Should our democracy allow schools to punish students for off-campus cyberbullying?

She has her students briefly discuss their initial reactions to the question in their table

groups and explains that today they will read an article on cyberbullying that includes two

arguments: one in favor and one against allowing schools to punish students for off-campus

cyberbullying.

620 | Chapter 6 Grade 8