What it is. An author's sentence pattern can be borrowed and filled with your own content.
Why our test works. Syntactic imitation lets a child write a sentence they could not have invented. They own the structure long before they can name it, which is how structures are actually learned.
Leans on. Lesson 20.
Watch for. If the content is borrowed too, it is still copying. Shape theirs, content the child's.
The author's sentence on the board; then the child writes their own on the same frame. Same shape, new content. Using Poodle and the Art of the Comma. The worked example is the one you build on the board: Teacher reads the page from Poodle and the Art of the Comma aloud with the book open, then The class reads the teaching page printed at the top of the sheet — our own writing, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds. Before anything new, sixty seconds of retrieval on U1 set 2: ask, take the answers from boards rather than hands so you see all thirty, and do not re-teach — note who has lost it and carry on.
Then you do one yourself, building it on the board and leaving it up: Teacher reads the page from Poodle and the Art of the Comma aloud with the book open, then models the move on one sentence from it. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class does the same move together on a second sentence, checking against the author's own. If the answer is a whole sentence rather than a word, take it on the printed sheet instead, because a sentence written on a whiteboard is written once and destroyed.
They read the teaching page — printed at the top of today's sheet — with you, either read-aloud or FASE, never round robin. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: Imitate the pattern — on the sheet, using the page we just read.
You close on the exit direction — Read out your sentence from Poodle and the Art of the Comma. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Same shape, new words.
If the content is borrowed too, it is still copying. Shape theirs, content the child's.