1. 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

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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

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

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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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
Chad B. Swim is 23 years old and his phone number is
Learning Sheets 23, 24, 25
University of Kansas Center for Research on Learning 2000
Susan K. Woodruff

39. 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