Types of Sentences

Today, we have several learning goals. We are moving from "set up" and "expectations" into our curriculum and learning that we will be applying in the days and weeks to come.

We started with our learning goals clearly written on the board.


Then Ms. Leom introduced us to "rating our learning" and "goal setting". In the front of the room, by the goals and standards, she has the classroom, "Rate Our Learning" scale. On EVERY table, next to the name tag is a copy, so students can read it from their seats.






First, students are invited to cut out the different shapes as Ms. Leom passes out the materials. Students are encouraged to talk and invited to stand as they work. As I move around the room, I can hear students trying to pronounce the words and predicting what we are doing. Other students are talking about the previous night, or a variety of conversations of a typical fourth grader.

When everyone is finished, or nearly finished, it is time to begin. Ms. Leom introduces the learning goals:
* I can name the four Types of Sentences.
* I can write an example of each.

Next, we determine where we are on the scale. It is a concern to be at "0: I am not paying attention or making an effort." For most students, the start of this lesson, they would be at a "1: I don't understand the skill at all. I need to ask for help." We go through each number on the scale. Students record their level of understanding on the back of the assignment. Our individual goal is to make progress on the scale. Ms. Leom can prepare a lesson, provide interesting opportunities, but students are responsible and capable of learning. Now we are ready to learn.

All of the pieces have been handed out. One step at a time, we begin to assemble the parts of the poster. We start by setting up the poster. Each step is modeled on the board, and Ms. Leom walks around the room, supporting students. She encourages students to help and encourage each other.

As we work, Ms. Leom begins to use the vocabulary and build the background. True to what we know about her, she does some dramatic "play", doing a quick introduction to Scarlett O'Hara, "I declare!" or an explorer arriving on a new land, "I declare this land for the United States!" She uses the word "declare" and explains that it is part of the term, "declarative", which is a type of sentence that tells us something. On the back of each flap, we write the meaning of the terms
declarative - to tell something
imperative - to give a command
exclamatory - to show strong feeling or emotion
interrogative - to ask a question

She writes the meaning on the back board, in bigger letters, so students can copy. Students are invited to move closer, or look at a neighbor's if they need help copying the information. The information is being provided to everyone in the class, so looking at a neighbor's work space is not "copying" in a negative way.

For Ms. Leom's class, we took a bathroom break here, grabbed our milk and snacks, and had a working milk break (typical).

Our next step, Ms. Leom modeled a sentence for each definition. We also copied these on the back of our flaps, under the definitions.



After we wrote her example, and she reviewed what each type was, we wrote our own example in pencil on the lined paper. She encouraged us to check for capital letters and punctuation marks. This was a key part of the learning.

We were almost finished.


Ms. Leom went over the parts of our assignment and how much it was worth. Students were encouraged to check and make sure they had each point.
Each flap or section was worth four points: the table on the front, the definition on the back, Ms. Leom's example recorded, and our own sentence. That equaled 16 points. We received a point for our name on the top right corner of the front of the poster, in pencil, and another point for the title. The 19th point was for having it organized as it was modeled in class. Your colors and organization should match the example Ms. Leom built during the lesson. Almost finished ...

Next, she returned back to the scale.

After our lesson, where do we feel we were as a learner? Our goal was to make progress in the goals posted on the board. Ms. Leom went through each number. We wrote our new number and circled it on the back. Then we handed in our posters for her to check.

We are engaged learners. We ask questions. We don't allow ourselves to get stuck when there is a challenge (like we accidentally threw away the title), we look for a strategy to fix it (write the title with a white crayon or pencil), and we move forward.

This is a typical lesson in fourth grade: Goals, Rate My Learning, developing the lesson with appropriate movement, activity, and variety to engage multiple learning styles. Clear directions with modeling, examples on the board, opportunities to check work, encouragement from our peers, and self reflection on our learning. Ms. Leom will check our learning. She will record grades in the on-line gradebook (visit ParentVUE). Then she will reteach or reconnect with students who needed more support than what she observed in class as she was walking around, monitoring progress.

Types of Sentences is just the beginning ...