Fundamentals in the Sentence Writing Strategy The Learning Strategy Series 2002 The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Fundamentals of Paraphrasing & Summarizing Self-Questioning Visual Imagery Word Mapping Inference University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum Storage First-Letter Mnemonic Paired Associates Listening and Note-Taking LINCS University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test Taking Essay Test-Taking InSPECT EDIT University of Kansas Center for Research on Learning 2014

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 2014

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 2014

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 2014

Adaptation of Instruction Instruction can be adapted: within one grade level across grade levels to individual instruction to small-group instruction to large-group instruction to the elementary level to the secondary level to the post secondary level University of Kansas Center for Research on Learning 2014

Rationales Behind the Sentence Writing Strategy Students often do not know how to structure their sentences. The formulas give them this structure. Students often do not know how to approach a writing task. The Sentence Writing Strategy gives them a simple, 4-step approach to a writing task. Writing is often a difficult task for students. Students who learn this strategy learn through structured practice to write fluently and to get pleasure from writing activities. University of Kansas Center for Research on Learning 2014

Sentence Writing Results Percentage Complete Sentences Pretest 70% 18% Regular classroom products after Generalization Stage 98% 58% Complicated University of Kansas Center for Research on Learning 2014

Sentence Writing Strategy Instructional Program Prerequisites for the Sentence Writing Strategy (coming in the future) Fundamentals in the Sentence Writing Strategy (summer 1998) Proficiency in the Sentence Writing Strategy (1985) University of Kansas Center for Research on Learning 2014

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 2014

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 2014

Instructional Sequence for the Sentence Writing Strategy Pretest for all Sentence Types Go to Another Strategy Yes Mastery No Part I: Simple Sentences No Mastery Yes The Challenge Compound Sentences (Review Simple & Compound) Part II: No Mastery Yes Continue to Part III University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Instructional Sequence for the Sentence Writing Strategy Complex Sentences (Review Simple, Compound, & Complex) Part III: No Mastery Yes Compound-Complex Sentences (Final Review) Part IV: The Challenge No Mastery Yes Go to Another Strategy University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Uses of the Fundamentals Program A developmental curriculum A remedial program A trouble-shooting program University of Kansas Center for Research on Learning 2014

As a Developmental Curriculum Teach in general education classes, grades 3, 4, & 5 Use all the lessons Intersperse other writing assignments and activities University of Kansas Center for Research on Learning 2014

As a Remedial Curriculum Teach intensively in support-class setting Use all the lessons OR Jump through the lessons University of Kansas Center for Research on Learning 2014

As a Trouble-Shooting Program Start teaching in Proficiency program Select lessons according to emerging errors Confusing infinitives with the verb Confusing nouns in prepositional phrases with the subject Not identifying helping verbs University of Kansas Center for Research on Learning 2014

Selecting Students for the Sentence Writing Strategy 1. Students must be able to write words legibly in print or script. 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 2014

Topic List Sentence Writing Strategy My favorite meal Summer activities The best things about school Life as a teenager The best place to live My favorite sport The best job in the world My New Year's resolution University of Kansas Center for Research on Learning 2014

Concepts in the Fundamentals Program Capital letter Prepositional phrase End punctuation Adjective Subject Main subject Action verb Complete subject Linking verb Helping verb Simple sentence Adverb Infinitive University of Kansas Center for Research on Learning 2014

Scaffolded Instruction Small steps Success ensured Continuous review Complexity builds University of Kansas Center for Research on Learning 2014

Instructional Sequence for Each Lesson Review (verbal practice) Describe Model Verbal practice (sometimes) Guided practice Independent practice University of Kansas Center for Research on Learning 2014

Cognitive Processes Across Learning Sheets Identification Creation Discrimination or Integration University of Kansas Center for Research on Learning 2014

Complete Sentences 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 2014

The Subject 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 2014

Action Verb A word that shows the action of the subject of the sentence. Examples: Body Actions Mind Actions walk think run want University of Kansas Center for Research on Learning 2014

The PENS Strategy Pick a formula Explore words to fit the formula Note the words Search and check University of Kansas Center for Research on Learning 2014

Search & Check Step M Ask ”Is there a verb?" Root out the subject (ask, ”Who or What _____?") Key in on the beginning ending meaning University of Kansas Center for Research on Learning 2014

Linking Verbs 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 2014

A word that shows the action or state-of-being of the subject Verb A word that shows the action or state-of-being of the subject University of Kansas Center for Research on Learning 2014

Search & Check Step Mark out imposters Ask “Is there a verb?” infinitives prepositional phrases Ask “Is there a verb?” Root out the subject (“Who or What _____?”) Key in on the beginning ending meaning University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014

Prepositions 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 University of Kansas Center for Research on Learning 2014

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" University of Kansas Center for Research on Learning 2014

A word that describes a noun. Adjective A word that describes a noun. University of Kansas Center for Research on Learning 2014

The one word that best tells what the sentence is about. Main Subject The one word that best tells what the sentence is about. University of Kansas Center for Research on Learning 2014

Words that help the main verb show the action in a sentence. Helping Verbs Words that help the main verb show the action in a sentence. University of Kansas Center for Research on Learning 2014

Helping Verbs am are is may might must can could do does did shall should was were has have had will would be being been University of Kansas Center for Research on Learning 2014

Recall Device for Helping Verbs 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 University of Kansas Center for Research on Learning 2014

Adverbs 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 University of Kansas Center for Research on Learning 2014

The Interface Between the Programs Prerequisites Instruction (coming) Fundamentals Instruction (1998) Proficiency Instruction (1995) Noun, Verb Complete Sentences Simple Sentences Complete Sentences Simple Sentences Simple Sentences Compound Sentences Complex Sentences Compound-Complex Sentences Beginning Age: Early Elementary Grade 3 Grade 6 University of Kansas Center for Research on Learning 2014