--- title: "Sentence Stems" description: "Participants complete predetermined sentence beginnings in writing, then read their completed statements aloud in pairs and plenary to structure discussion." last_updated: "2026-09-07" canonical: "https://unitedwetransform.com/exercises/sentence-stems-the-teacher-toolkit/" --- # Sentence Stems Participants complete predetermined sentence beginnings in writing, then read their completed statements aloud in pairs and plenary to structure discussion. **Time:** 15 minutes. Source notes a 5 to 15 minute band; UWT structured plan set to 15 minutes. **People:** 4 to 24. Individual writing followed by pairs and brief whole-room reporting. ## Choose this exercise **Purpose:** Frame complex or unfamiliar responses into complete statements without pressure over sentence construction. **Use it when:** Use during a workshop or training when participants need to analyze content, express technical opinions, or reflect on a problem using structured language. **Skip it when:** Skip when open, unstructured brainstorming is required or when participants already communicate fluently on the topic without prompting. ## Materials and tools - One printed handout of sentence stems per person (or shared digital document) - One pen or pencil per person - Timer - Display board or projector to present example completions ## Before participants arrive 1. Select 3 to 5 sentence stems tailored to your topic and write them on the board or print them on handouts. 2. Prepare one clear, neutral example showing how to complete a stem. ## Say this to open We will use sentence stems to capture your thinking on our topic. Sentence stems are prompt beginnings that you finish in your own words. Look at the display: an example is 'One key pattern I noticed was...' which could finish as '...that errors clustered around shift handoffs.' Choose at least two stems on your sheet, complete them in writing, and then you will read your sentences to a partner. ## How to run it ### 1. Introduce stems and model examples (3 minutes) Display the prepared sentence stems. Read the neutral example aloud so participants see that their completion must form a grammatically complete, factual statement. State that everyone must write completions for at least two stems, or write 'pass' on stems they do not wish to share. ### 2. Individual silent writing (4 minutes) Participants work silently to complete their chosen stems on paper or in their personal notes. Keep time and announce when one minute remains. Anyone who prefers not to write full sentences may jot bullet points to read aloud. ### 3. Pair exchange (5 minutes) Participants pair with a neighbor. If there is an odd number of participants, form one group of three. Partner A reads one or two completed sentences aloud; Partner B listens without interrupting, then reads theirs. Partners may comment briefly on shared or contrasting points once both have read. ### 4. Plenary review and debrief (3 minutes) Call the whole group together. Invite 3 or 4 volunteers to read one completed sentence to the room. Record key recurring ideas on the board. Conclude the debrief on time. ## Debrief questions - Which sentence stem was easiest to complete, and which forced you to think harder? - What common themes did you hear between your partner's completed statements and your own? **Finished output:** Individually completed sentence cards or worksheets, with 3 to 4 statements shared into the main room record. ## Remote Post the stems in the meeting chat and on a shared slide. Give 4 minutes for individual writing. Send participants to breakout rooms of 2 people for 5 minutes. Return to main room and collect volunteer stems in chat or on a collaborative whiteboard. ## Hybrid Ensure online participants have access to digital stems via the chat or shared document while in-person participants use printed handouts. Pair in-person attendees with in-person, and remote with remote; if an odd mix occurs, connect one hybrid pair using an individual laptop with headphones. ## Access and participation choices - Participants may dictate their sentence ending to their partner or type it into a private device instead of handwriting. - Anyone may pass on reading aloud to the whole room without giving a reason, or choose to read only their partner's neutral observation. ## If the session gets stuck **Participants write brief one-word answers rather than full sentences.** Remind the group to read their statement as one continuous sentence. Model how adding a reason (using 'because' or 'such as') completes the thought. **Pairs spend the entire allotted time on general conversation instead of sharing their written stems.** Give explicit turn cues at the halfway mark: 'Partner A should finish sharing now; Partner B, read your stem.' ## Terms used here - Sentence stem: The opening words of a sentence provided in advance to guide how a thought is formulated. ## Participant material: Sentence Stems Worksheet Choose at least two stems below and finish the sentence with your own observation or reasoning. 1. I understand that... 2. It would be easier to solve this if... 3. The main point from the material was... 4. One difference I noticed between these approaches is... 5. I agree with the proposal because... ## Sources and adaptation Observed in materials published by The Teacher Toolkit (theteachertoolkit.com). The source presents this as an instructional technique for speaking and writing scaffolding. Original authorship is not documented in the evidence. Retained the core four-step pedagogy (Create, Model, Practice, Review) and specific example stems from The Teacher Toolkit source text. Added structured timing (15 minutes total), subgroup pairing rules, explicit facilitator opening words, neutral workplace-friendly examples, and hybrid/access adaptations. [The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/print-tool/sentence-stems) [The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/sentence-stems) Current run sheet: https://unitedwetransform.com/exercises/sentence-stems-the-teacher-toolkit/