Sentence Stems or Sentence Frames

What is the difference and Why should we care? 

Well, first and foremost, we should care if we want our students to speak like scholars. If we want our students to be marketable after they graduate. If we want them TO graduate! Then we should care! Sentence stems and frames are scaffolds as students learn language and content. 
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Sometimes educators use the terms sentence stems, sentence starters and sentence frames interchangeably. You may wonder...are they the same thing? The answer is no, they are are not the same. They have their own form and function. 

Sentence Frames

Sentence frames essentially frame a sentence and students add in some verbiage. Think of a picture frame where you add in a picture.  Sentence frames look very much like traditional fill in the blank sentences. 

Here are some examples of sentence frames:

• The square has ___sides/angles.
• The ____has ___sides/angles.
• The ___are the same/different.
• Based on the experiment, I can infer that the ____will increase and the ____will decrease. 
• My name is_____ and I am ___years old. 
• The _____ revolted against the ____.
• ____ is north/south/east/west of ____. 
• ___have ____, however, ____ have ____. 
• ​Both ____ and ____ have ____.

Sentence frames are scaffolds that may fit the needs of English learners at beginning levels of English proficiency.  Some students may also benefit from visuals and word banks.

However, sentence frames can be used with English learners at higher levels of English proficiency to teach specific language structures or to teach mortar words/tier II words. 

Sentence Stems

A sentence stem is the beginning of a sentence. Think of the stem of a plant.  It's not the whole plant, just the beginning of it. It helps students get their sentence started. Sometimes we use the term sentence starter interchangeably. Sentence stems give students the inertia to get their thoughts going. Then their sentences bloom.

Here are examples of sentence stems:

• What surprised me was...because....
• I think that...for example
• First...then...next...
• In my opinion....in addition...
• Based on the passage, I can infer that...for example....
• I don't understand why....
• Based on the pattern, the numbers will...

Sentence stems are scaffolds for English learners at all levels of English proficiency. They are open ended. 

Personalizing
By thinking of the end in mind, you can level and personalize sentence frames or sentence stems to help English learners progress in language proficiency. 

Beginning-Simple sentence structure:  ____and ___ are quadrilaterals.

Intermediate-Comparative sentence structure:  ___and ___ are quadrilaterals, however ___has___. 

Advanced-Complex comparative sentence structure: Although___and ___ are ___, ___is different because... 

Why is it important for us to provide students with sentence frames or sentence stems? 
Learning to communicate effectively is important for all of us. I think we can all agree on that. But providing students with vocabulary lists will not achieve that goal. 

Backward Design
Let's begin with the end in mind again. What is our over-aching goal? If we want students to, let's say, understand and communicate effectively using domain specific vocabulary (vocabulary of our content area), then how will we get them there?  

• Students will need to hear the vocabulary in context (from the teacher and peers)
• Students will need to use the vocabulary in context (in speaking and writing)

To set English learner up for success, we will provide them with linguistic supports that they may use until they no longer need them. Any student can use them, but English learners especially will benefit as they are learning English and content simultaneously. 

1. We can begin by modeling the language we want students to use. We want students to hear the language structures and vocabulary over and over again. 
2. Then we move to letting them use the vocabulary and language structures with partners. We provide them with sentence frames or sentence stems. They practice verbalizing and hearing a peer multiple times.
3. Finally, we move to writing. Students are asked to write. Some students will rely on the sentence frames or sentence stems as scaffolds. Others will be able to write independently. Either way, students will have had the opportunity to learn from the teacher, verbalized themselves, and heard from peers. 

This model takes students through the Gradual Release of Responsibility or I do, We do, You do model. 

How do I think of vocabulary? 
Start with your grade level standard. Look at what students need to know. Whether it's Common Core or not, your state standards will reveal vocabulary that is critical for your students to master.