1. The Fab Four

2. The Fab Four 4 types of sentence structure Task
Teach the group 1 sentence structure
Use any resources you have in addition to those provided
Include
Examples
Visual representation to help us remember each sentence structure type
We will regroup to complete the ‘quiz’

3. Proficiency in the Sentence Writing Strategy
The Learning Strategy Series
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
Caledonia Community Schools
January 16, 2012
University of Kansas Center for Research on Learning 2002

4. Strategic Instruction Model
Marzano
data
PBS
ARI/AMI
PLCs
Intervention
ELL/ESL
Special Ed.
At-Risk
Strategic Instruction Model
Tutorials
State Assess
504
GT Program
Our plates are full! What more can they possibly add?
Puzzle activity developed by Candace Bixler, Austin, Texas, and presented during 2010 International SIM® Conference.
CCRS
CCSS
RtI
$ Funding $
Policy 4

5. Strategic Instruction Model
CLC Framework
Assessment
Common Core
State Standards
Strategic Instruction Model
College and Career Readiness
Instructional Strategies
Positive Behavior Systems
Response to Intervention
PLCs
CLC Framework 5

6. Learning Strategies Curriculum
Acquisition
Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Interpreting Visual Aids
Multipass
University of Kansas Center for Research on Learning 2006

7. Learning Strategies Curriculum
Storage
FIRST-Letter Mnemonic
Paired Associates
Listening and Notetaking
LINCS: Vocabulary Learning
University of Kansas Center for Research on Learning 2006

8. Learning Strategies Curriculum
Expression and Demonstration of Competence
Sentence Writing
Paragraph Writing
Error Monitoring
Theme Writing
Assignment Completion
Test Taking
SLANT
InSPECT
University of Kansas Center for Research on Learning 2006

9. What do you know that can claim a 98% success rate
Diets?-no
Self-improvement plans?-no
Curriculum? -no
Sentence Writing Strategy-yes
University of Kansas Center for Research on Learning 2006

10. Topic List 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 Resolutions
University of Kansas Center for Research on Learning 2006

11. Pretest Choose one topic from list Write 6 sentences about it
Try to make your sentences as different in structure from each other as possible
Include as many of the following kinds of sentences as possible
Simple Compound Complex Compound-Complex
Simple sentence-one independent clause
Compound-2 independent clauses
Complex-an independent and a dependent clause
Compound-Complex-2 or more independent clauses and at least one dependent clause
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

12. Purpose To explain, model, and practice the Sentence Writing Strategy.
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

13. Teaching Sequence 3 – 6 year strand
Sentence Writing Strategy-elementary
Paragraph Writing Strategy - middle school
Theme Writing Strategy-8th grade and high school
University of Kansas Center for Research on Learning 2006

14. Sentence Writing Strategy
9-10 weeks at 30 minutes daily for entire strategy
7th grade-Part I & Part II
8th Grade-Part III
9th Grade-Part IV
Specified maintenance activities throughout
Part I is foundational to other parts
University of Kansas Center for Research on Learning 2006

15. Objectives After this session, you will be able to:
Explain the Sentence Writing Strategy.
State rationales for teaching the Sentence Writing Strategy to low-achieving students and students with learning disabilities.
Describe and model the Sentence Writing Strategy.
Score student pretests, practice lessons, and posttests.
Implement the Sentence Writing Strategy instruction.
University of Kansas Center for Research on Learning 2006

16. Sentence Writing Strategy Outline
Advance Organizer
I. Sentence Writing Strategy Overview
II. Materials and Organization
III. Step-by-Step run through the Sentence Writing Strategy
Role-play practice
Scoring Practice
University of Kansas Center for Research on Learning 2006

17. Sentence Writing Strategy Outline
IV. Incorporation into IEPs
V. Problem Solving
VI. Planning for Implementation
Post Organizer
University of Kansas Center for Research on Learning 2006

18. Setting Demands Students must Express their ideas
Express their opinions
Demonstrate their knowledge in writing in:
Book reports
Themes
Research papers
Answers to chapter questions
Answers on tests
University of Kansas Center for Research on Learning 2006

19. Purpose of the Sentence Writing Strategy Program
To teach students basic vocabulary associated with sentence writing.
To enable students to write a variety of sentences with fluency.
To give students the prerequisite skills for more advanced writing strategies.
University of Kansas Center for Research on Learning 2006

20. The Strategy in a Nutshell
By using the strategy, students:
Use formulas to form the sentences they write
Decide on the wording of a sentence before they write it
Write the sentence using appropriate
Capitalization at the beginning
Punctuation at the end
Punctuation throughout
Check their work
University of Kansas Center for Research on Learning 2006

21. 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 strategy gives them a simple, 4-step approach to a writing task.
Writing is often a difficult task for students. Students learn through practice to write fluently and to get pleasure from writing activities.
University of Kansas Center for Research on Learning 2006

22. Sentence Writing Results
Percentage
Complete
Sentences
Pretest in
support class
70% 18%
Regular classroom products after Generalization Stage
98% 58%
Complicated
University of Kansas Center for Research on Learning 2006

23. The Challenge
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

24. 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 2006

25. Instructor’s Manual Contents
Introduction
Instructional Methods
Appendix A: Evaluation Guidelines
Appendix B: Instructional Materials
Appendix C: Enrichment Activities
University of Kansas Center for Research on Learning 2006

26. Instructor’s Manual Contents
Instructional Methods
Stage 1: Pretest and Make Commitments
Stage 2: Describe
Stage 3: Model
Stage 4: Verbal Practice
Stage 5: Controlled Practice and Feedback
Stage 6: Advanced Practice/Posttest and Feedback
University of Kansas Center for Research on Learning 2006

27. Instructor’s Manual Contents
Instructional Methods (cont.)
Stage 7: Make Commitments for Generalization
Stage 8: Generalization
Phase I: Orientation
Phase II: Activation
Phase III: Adaptation
Phase IV: Maintenance
University of Kansas Center for Research on Learning 2006

28. Instructor’s Manual Contents
Instructional Methods
Stage 1: Pretest and Make Commitments
Stage 2: Describe
Stage 3: Model
Stage 4: Verbal Practice
Stage 5: Controlled Practice and Feedback
Stage 6: Advanced Practice/Posttest and Feedback
Stage 7: Make Commitments for Generalization
Stage 8: Generalization
For Parts
I, II, III,
and IV.
University of Kansas Center for Research on Learning 2006

29. Student Folder Contents
Envelope
Pretest
Part I
Part II
Part III
Part IV
University of Kansas Center for Research on Learning 2006

30. Student Folder Contents
Part I: Simple Sentences
Progress Chart
Assignment Sheet
Tabs for:
Cue Cards
Controlled Practice Attempts
Advanced Practice Attempts
Generalization Attempts
University of Kansas Center for Research on Learning 2006

31. Student Folder Contents
Part II: Compound Sentences
Progress Chart
Assignment Sheet
Tabs for same items as Part I
University of Kansas Center for Research on Learning 2006

32. Student Folder Contents
Part III: Complex Sentences
Progress Chart
Assignment Sheet
Tabs for same items as Part I
University of Kansas Center for Research on Learning 2006

33. Student Folder Contents
Part IV: Compound-Complex Sentences
Progress Chart
Assignment Sheet
Tabs for same items as Part I
University of Kansas Center for Research on Learning 2006

34. 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 2006
University of Kansas Center for Research on Learning 2002

35. 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 2006
University of Kansas Center for Research on Learning 2002

36. Parts of the Instruction
Parts # of Types
Simple Sentences 4
Compound Sentences 2
Complex Sentences 2
Compound-Complex Sentences 6
University of Kansas Center for Research on Learning 2006

37. Stages of Instruction The Challenge Stage 1: Pretest
Go to Another Strategy
Yes
Mastery No
Stage 2:
Describe
Stage 3:
Model
Stage 4:
Verbal Practice
The Challenge No
Mastery
Yes
Continue to Stage 5
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

38. Stages of Instruction The Challenge Stage 5: Controlled Practice No
Mastery
Yes
Stage 6:
Advanced Practice and Posttest No
Mastery
Yes
The Challenge
Continue to Stage 7
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

39. Stages of Instruction The Challenge Make Commitments Stage 7:
To Stage 2
To Stage 6
Make Commitments
for Generalization
Stage 7:
During Activation Activities, students can start instruction on another sentence type. No
Goal Set
Yes
Generalization
Orientation
Activation
Adaptation
Maintenance
Stage 8:
The Challenge No
Mastery
Yes
Go to Another Strategy
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

40. Selecting Students for the Proficiency in the Sentence Writing Strategy Program
Students must be able to write words legibly in print or script.
Students must be able to spell enough words such that a sentence can be deciphered by a teacher.
Students should be able to identify subjects and verbs.
University of Kansas Center for Research on Learning 2006

41. Acquisition Stages Stage 1: Pretest and Make Commitments
Obtain measures of current functioning
Make the student aware of inefficient/ineffective habits
Obtain student’s commitment to learn
Make a commitment to help the student learn
University of Kansas Center for Research on Learning 2006

42. Acquisition Stages Stage 2: Describe
Give rationales for using the strategy
Give general characteristics of situations
Solicit example situations
Describe results that can be expected
Supervise goal setting
Describe the steps of the strategy
University of Kansas Center for Research on Learning 2006

43. Acquisition Stages Stage 3: Model
Demonstrate the entire strategy “Thinking Aloud”
Involve the students in the demonstration
University of Kansas Center for Research on Learning 2006

44. Acquisition Stages Stage 4: Verbal Practice
Lead verbal elaboration exercise
Lead rapid-fire verbal rehearsal exercise
Require mastery
University of Kansas Center for Research on Learning 2006

45. Acquisition Stages Stage 5: Controlled Practice and Feedback
Supervise practice on writing sentences on worksheets
Provide positive and corrective feedback to individuals
Require mastery
University of Kansas Center for Research on Learning 2006

46. Acquisition Stages Stage 6: Advanced Practice, Posttest, and Feedback
Supervise practice on writing sentences about a topic
Provide positive and corrective feedback to individuals
Require mastery
University of Kansas Center for Research on Learning 2006

47. Acquisition Stages Stage 7: Make Commitments for Generalization
Obtain measures of progress
Make the student aware of progress
Obtain the student’s commitment to generalize
University of Kansas Center for Research on Learning 2006

48. Generalization Orientation Activation Adaptation Maintenence
University of Kansas Center for Research on Learning 2006

49. Topic List 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 Resolutions
University of Kansas Center for Research on Learning 2006

50. The Challenge
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

51. The Challenge
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

52. Scoring Pretest Instructor Manual P. 137 Number lines of writing
Determine where sentence begins and ends
Read the sentence and determine category
Record on Sentence Score Sheet
Practice on Pages 146 & 147
University of Kansas Center for Research on Learning 2006