Sentence Writing Strategy: Simple & Compound The Strategic Instructional Model (SIM) Prior to 1996 know as: Strategies Intervention Model (also SIM) crl is now SIM The University of Kansas Institute for Research in Learning Disabilities Lawrence, Kansas 66045 After discussing the demands students face in four areas—academic, social, motivational, and executive, or higher-order thinking—we also need to examine the student characteristics that are manifested across these same four areas. Ultimately, the mismatch between the demands of the setting and the characteristics of the individual, if one exists, will determine the most appropriate type of intervention that will bring about effective and efficient behavior. University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound www.thelearningcoach.org University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Fundamentals in the Sentence Writing Strategy Marc A. Markell Sentence Writing Strategy: Simple & Compound Fundamentals in the Sentence Writing Strategy Marc A. Markell The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045 Advance Organizer The Unit Organizer Routine: Title Page Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound SLANT Strategy The Learning Strategy Series 2000 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045 Advance Organizer The Unit Organizer Routine: Title Page Susan K. Woodruff

Steps for the SLANT Strategy Sentence Writing Strategy: Simple & Compound Steps for the SLANT Strategy Sit up Lean forward Activate your thinking or Act Interested Name key information Track the talker University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound The Steps of the SLANT Strategy Step Sit up Examples Upright posture but relaxed Non-examples Head on desk Slouching in chair The Challenge University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound The Steps of the SLANT Strategy Step Lean Forward Examples Leaning forward slightly Non-examples Leaning backward Exaggerated forward lean The Challenge University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound The Steps of the SLANT Strategy Step Activate your thinking* or Act Interested Examples Asking yourself questions: "What is this about?" "What do I need to remember?" Answering your questions: "This is about ." "I need to remember ." Asking the teacher a question when you don't understand Non-examples Talking to others during class Playing with objects Doodling Not doing anything when you don't understand The Challenge University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound The Steps of the SLANT Strategy Step Name key information Examples Answering the teacher's questions Sharing your ideas or comments Adding to others' statements Non-examples Keeping your knowledge to yourself when you could help others understand it Ridiculing other students' comments The Challenge University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound The Steps of the SLANT Strategy Step Track the talker Examples Keeping your eyes on the teacher as she speaks Looking at students as they speak Non-examples Staring out the window Looking at your desk or students who aren't contributing The Challenge University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Learning Strategies Curriculum Sentence Writing Strategy: Simple & Compound Learning Strategies Curriculum Expression and Demonstration of Competence Sentences - (Fundamentals and Proficiencies) Paragraphs Error Monitoring Themes Assignment Completion Test Taking InSPECT University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Pertinent Setting Demands Sentence Writing Strategy: Simple & Compound Pertinent Setting Demands Students must express themselves and demonstrate their knowledge in writing: in book reports in themes/research papers in answers to chapter questions in answers on tests University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Purpose of this Instructional Program Sentence Writing Strategy: Simple & Compound Purpose of this Instructional Program To teach students to write a variety of complete simple sentences with fluency. University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound Steps of the Strategy Require students to: Use formulas to form the sentences they write Decide on the appropriate wording of a sentence before they write it Write the sentence using appropriate capitalization at the beginning and punctuation throughout and at the end Check their work University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Results Sentence Writing Strategy: Simple & Compound Sentence Writing Results Percentage Complete Sentences Pretest 70% 18% General classroom products after Generalization Stage 98% 58% Complicated University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Fundamentals in the Sentence Writing Strategy Sentence Writing Strategy: Simple & Compound Fundamentals in the Sentence Writing Strategy The five requirements of a complete sentence A strategy for writing & checking sentences ("PENS") A sub-strategy for checking sentence completeness ("MARK") Four types of simple sentences University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Proficiency in the Sentence Writing Strategy Sentence Writing Strategy: Simple & Compound Proficiency in the Sentence Writing Strategy A strategy for writing and checking sentences ("PENS") Four types of sentences Simple Compound Complex Compound-complex University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Uses of the Fundamentals Program Sentence Writing Strategy: Simple & Compound Uses of the Fundamentals Program A developmental curriculum A remedial program A trouble-shooting program University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Selecting Students for the Sentence Writing Strategy Sentence Writing Strategy: Simple & Compound Selecting Students for the Sentence Writing Strategy 1. Students must be able to write words legibly in print or script or be able to keyboard. 2. Students must be able to spell enough words such that a sentence can be deciphered by the teacher. University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Instructional Sequence for Each Lesson Sentence Writing Strategy: Simple & Compound Instructional Sequence for Each Lesson Review (verbal practice) Describe Model Verbal practice (sometimes) Guided practice Independent practice Pre and Post Tests University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Complete Sentences (page 94 instructor’s manual, cue card #1) Sentence Writing Strategy: Simple & Compound Complete Sentences (page 94 instructor’s manual, cue card #1) 1.Start with a capital letter 2.Have end punctuation (. ? !) 3.Have a subject (S) 4.Have a verb (V) 5.Make sense S V . ? ! University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

The Subject (page 95 instructor’s manual, cue card #2) Sentence Writing Strategy: Simple & Compound The Subject (page 95 instructor’s manual, cue card #2) The person, place, thing, quality, or idea that the sentence is about. Examples Jenna went for a walk. (Person) The store was closed. (Place) Balloons rose into the sky. (Things) Silence filled the streets. (Quality) Peace was declared at midnight. (Idea) University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Action Verb (page 96 instructor’s manual, cue card #3) Sentence Writing Strategy: Simple & Compound Action Verb (page 96 instructor’s manual, cue card #3) A word that shows the action of the subject of the sentence. Examples: Body Actions Mind Actions walk think run want Learning Sheet 1 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

The PENS Strategy (page 97 instructor’s manual, cue card #4) Sentence Writing Strategy: Simple & Compound The PENS Strategy (page 97 instructor’s manual, cue card #4) Pick a formula Explore words to fit the formula Note the words Search and check University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Search & Check Step (page 98 instructor’s manual, cue card #5) Sentence Writing Strategy: Simple & Compound Search & Check Step (page 98 instructor’s manual, cue card #5) M Ask ”Is there a verb?" Root out the subject (ask, ”Who or What _____?") Key in on the beginning ending meaning Learning Sheets 2 and 3 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Linking Verbs (page 99 instructor’s manual, cue card #6) Sentence Writing Strategy: Simple & Compound Linking Verbs (page 99 instructor’s manual, cue card #6) Words that link the subject to another word that describes the subject. Am Was Are Were Is Seem Be Been Become University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Verb (page 100 instructor’s manual, cue card #7) Sentence Writing Strategy: Simple & Compound Verb (page 100 instructor’s manual, cue card #7) A word that shows the action or state-of-being of the subject Learning Sheets 4 and 5 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Search & Check Step (page 101 instructor’s manual, cue card #8) Sentence Writing Strategy: Simple & Compound Search & Check Step (page 101 instructor’s manual, cue card #8) Mark out imposters infinitives prepositional phrases Ask “Is there a verb?” Root out the subject (“Who or What _____?”) Key in on the beginning ending meaning Learning Sheets 6 and 7 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound (page 102 instructor’s manual, cue card #9) University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound Prepositions (page 103 instructor’s manual, cue card #10) about down past above during across since after except against through along for throughout amid from to among toward around in at inside under into underneath before until behind like up below upon beneath near with beside of within between off without beyond on by over out outside of Learning Sheets 8, 9, 10, 11 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Types of Simple Sentences Sentence Writing Strategy: Simple & Compound Types of Simple Sentences SV "One person doing one thing" SSV "Two people doing one thing" SVV "One person doing two things' SSVV "Two people doing two things" Learning Sheets 12, 13, 14, 15, 16, 17, 18, 19 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Adjective (page 104 instructor’s manual, cue card #11) Sentence Writing Strategy: Simple & Compound Adjective (page 104 instructor’s manual, cue card #11) A word that describes a noun. University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Main Subject (page 104 instructor’s manual, cue card #11) Sentence Writing Strategy: Simple & Compound Main Subject (page 104 instructor’s manual, cue card #11) The one word that best tells what the sentence is about. Learning Sheets 20, 21, 22 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Helping Verbs (page 105 instructor’s manual, cue card #12) Sentence Writing Strategy: Simple & Compound Helping Verbs (page 105 instructor’s manual, cue card #12) Words that help the main verb show the action in a sentence. University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Sentence Writing Strategy: Simple & Compound Helping Verbs (page 106 instructor’s manual, cue card #13) am are is can could may might must do does did shall should was were has have had will would be being been University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Recall Device for Helping Verbs (page 81 instructor’s manual) Sentence Writing Strategy: Simple & Compound Recall Device for Helping Verbs (page 81 instructor’s manual) C H A D B. S W I M 2 3 2 3 3 - 2 4 1 3 Chad B. Swim is 23 years old and his phone number is 233-2413 Learning Sheets 23, 24, 25 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff

Adverbs (page 107 instructor’s manual, cue card #14) Sentence Writing Strategy: Simple & Compound Adverbs (page 107 instructor’s manual, cue card #14) Words that add information about the action of the subject of the sentence. They show: when where how to what extent (how often, how much) the action takes place Learning Sheets 26, 27 University of Kansas Center for Research on Learning 2000 Susan K. Woodruff