1. 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

2. 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

3. Learning Strategies Curriculum
Storage
First-Letter Mnemonic
Paired Associates
Listening and Note-Taking
LINCS
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4. Learning Strategies Curriculum
Expression and Demonstration of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test Taking
Essay Test-Taking
InSPECT
EDIT
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5. 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
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6. Purpose of this Instructional Program
To teach students to write a variety of complete simple sentences with fluency.
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7. 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
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8. 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
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9. 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.
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10. Sentence Writing Results
Percentage
Complete
Sentences
Pretest
70% 18%
Regular classroom products after Generalization Stage
98% 58%
Complicated
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11. 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

12. 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
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13. Proficiency in the Sentence Writing Strategy
A strategy for writing and checking sentences ("PENS")
Four types of sentences
Simple
Compound
Complex
Compound-complex
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14. 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

15. 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

16. Uses of the Fundamentals Program
A developmental curriculum
A remedial program
A trouble-shooting program
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17. As a Developmental Curriculum
Teach in general education classes, grades 3, 4, & 5
Use all the lessons
Intersperse other writing assignments and activities
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18. As a Remedial Curriculum
Teach intensively in support-class setting
Use all the lessons OR
Jump through the lessons
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19. 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
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20. 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.
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21. 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
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22. 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
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23. Scaffolded Instruction
Small steps
Success ensured
Continuous review
Complexity builds
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24. Instructional Sequence for Each Lesson
Review (verbal practice)
Describe
Model
Verbal practice (sometimes)
Guided practice
Independent practice
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25. Cognitive Processes Across Learning Sheets
Identification
Creation
Discrimination or
Integration
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26. 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 . ? !
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27. 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)
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28. Action Verb
A word that shows the action of the subject of the sentence.
Examples:
Body Actions Mind Actions
walk think
run want
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29. The PENS Strategy
Pick a formula Explore words to fit the formula Note the words Search and check
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30. Search & Check Step M Ask ”Is there a verb?" Root out the subject
(ask, ”Who or What _____?")
Key in on the
beginning
ending
meaning
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31. Linking Verbs
Words that link the subject to another word that describes the subject. Am Was Are Were Is Seem Be Been Become
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32. 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
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33. 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
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34. University of Kansas Center for Research on Learning 2014

35. 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
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36. 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"
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37. A word that describes a noun.
Adjective
A word that describes a noun.
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38. The one word that best tells what the sentence is about.
Main Subject
The one word that best tells what the sentence is about.
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39. 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.
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40. 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
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41. Recall Device for Helping Verbs
C H A D B. S W I M Chad B. Swim is 23 years old
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42. 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
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43. 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 Grade 6
University of Kansas Center for Research on Learning 2014