8 Stages of Strategy Acquisition

8 Stages of Strategy Acquisition
Special School District of St. Louis County, MO 4/19/2017 8 Stages of Strategy Acquisition Stage 1: Pretest & Make Commitment Stage 2: Describe Stage 3: Model Stage 4: Verbal Practice Stage 5: Controlled Practice with Feedback Stage 6: Advanced Practice with Feedback Stage 7: Posttest and Make Commitment to Generalize Stage 8: Generalization Instructional Facilitators

Special School District of St. Louis County, MO
4/19/2017 What is a Strategy? An individual’s approach to a task is called a strategy It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes. Although there are numerous definitions of “strategy,” we have chosen this one. First, a strategy is a person’s approach to a task. Approach is a key word because we are interested in everything related to meeting the demands of the task from initial recognition to completion and evaluation. Second, it focuses on how a student thinks and on how a student acts. That is, we are concerned with what goes on in the mind and what the person does. Therefore, we are talking about two major types of behavior: cognitive behavior (what goes on in the mind) and overt behavior (what one does). Third, a strategy focuses on a continuum of performance that includes components related to what happens before, during, and after the task. Fourth, a strategy includes not only an examination of performance, but also what happens as a result of performance. This last aspect relates to our ability to see the relationship between effort and the resulting performance or outcome. Instructional Facilitators

Instructor’s Manual Contents
Special School District of St. Louis County, MO 4/19/2017 Instructor’s Manual Contents Introduction p. 1 Instructional Methods p. 13 Appendix A: Evaluation Guidelines p. 137 Appendix B: Instructional Materials p. 151 Appendix C: Enrichment Activities p. 183 Instructional Facilitators

Student Folder Contents
Special School District of St. Louis County, MO 4/19/2017 Student Folder Contents Pretest and Commitment-resource packet Cue Cards #1-14 p Take notes Slotted notes Assignment Sheet- resource packet Progress sheets p Verbal Practice Sheet –resource packet Instructional Facilitators

Stage 1: Pretest and Make Commitments
Special School District of St. Louis County, MO 4/19/2017 Stage 1: Pretest and Make Commitments Purpose 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 Materials: Topic list, evaluation guidelines 20-30 minutes IM pp.13-16 Instructional Facilitators

4/19/2017 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 IM pp.152 Instructional Facilitators

4/19/2017 Acquisition Stages STAGE 2: Describe Purpose Rationales / benefits Characteristics of situations for use Example situations Results to expect Simple sentences Formulas Describe the steps of the strategy Goal setting Materials: Cue Cards Example Sets Pretest & Practice Samples 4” x 6” Cards Student Folders Progress Charts 2-3 hours IM pp.17-37 Instructional Facilitators

Critical Teaching Behaviors
Special School District of St. Louis County, MO 4/19/2017 Critical Teaching Behaviors Every Lesson/Every Day Advance Organize Body Post Organizer Instructional Facilitators

Elicit Benefits from Students
Special School District of St. Louis County, MO 4/19/2017 Elicit Benefits from Students In School In Employment In General Summarize Instructional Facilitators

Situation Characteristics for Use
Special School District of St. Louis County, MO 4/19/2017 Situation Characteristics for Use Book reports Essay questions Chapter questions Job applications Letter writing On the job writing tasks Instructional Facilitators

Share expected results
Special School District of St. Louis County, MO 4/19/2017 Share expected results Writing samples P. 146 Show writing samples on overhead. Instructional Facilitators

4/19/2017 Cue Card # 1 Simple Sentence A sentence that has one independent clause IM pp.153 Instructional Facilitators

4/19/2017 Cue Card # 1 Independent Clause A group of words that makes a complete statement has a subject and a verb IM pp.153 Instructional Facilitators

The Subject of a Sentence
Special School District of St. Louis County, MO 4/19/2017 Cue Card # 2 The Subject of a Sentence The subject is the person place thing quality or idea that the sentence is about. Nouns IM pp.154 Instructional Facilitators

4/19/2017 Brainstorm and Post Quality (trait, describes) Bravery Happiness Honesty Responsibility Beauty Illness Loneliness Idea Freedom War Peace love Nothing Something Instructional Facilitators

4/19/2017 Cue Card # 2 Example Subjects John went for a walk. (Person) Towns are quiet after snowfalls. (Place) Eggs rolled off the counter. (Things) Silence is golden. (Quality) Peace is at hand. (Idea) IM pp.154 Instructional Facilitators

4/19/2017 Cue Card # 3 Verbs A verb is a word that shows the state of being or action of the subject of the sentence. IM pp.155 Instructional Facilitators

4/19/2017 Linking Verbs is am are was were be been seem become Instructional Facilitators

4/19/2017 Cue Card # 3 Verbs Examples: Sally sneezed. (Physical action) John thinks. (Mental action) Jesse is my friend. (State of being) IM pp.155 Instructional Facilitators

Verb Song If it’s a verb, you can do it; You can ________.
There is really nothing to it. You can __________.

Verb–Subject Identification Procedure
Special School District of St. Louis County, MO 4/19/2017 Cue Card # 4 Verb–Subject Identification Procedure Step 1: Look for the action or state-of-being word to find the verb. Example: Kevin reported the theft. Step 2: Ask yourself "Who or what (verb)?” to find the subject Example: Paula is an astronaut. IM pp.156 Instructional Facilitators

4/19/2017 Example Set I 1. Jane went to the pool. 2. Paul is a very nice guy. 3. Cakes lined the store window. 4. I love chocolate ice cream. 5. Bikes are very expensive. 6. Dad is strict. 7. Bananas taste good. 8. Kathy has a son named Jimmy. 9. Raccoons raid our garbage can every night. 10. Flowers are in bloom everywhere. IM pp.168 Instructional Facilitators

4/19/2017 Example Set II 1. The old gray mare limped down the lane. 2. The silver-winged plane soared. 3. Johnny’s baby sister cried for hours. 4. The first three girls giggled. 5. Fourteen good pilots died in the war. 6. The chairman of the meeting left early. 7. The chrome-plated motorcycles glistened in the sun. 8. The pioneers in our family fled from England. 9. The dog’s buried bones rotted in the ground. 10. Carol’s best china plate broke into a hundred pieces. IM pp.168 Instructional Facilitators

4/19/2017 Helping Verbs Cue Card # 5 am are is can could do does did may might must shall should has have had was were be been being will would IM pp.157 Instructional Facilitators

Helping Verb Rap

4/19/2017 Example Set III 1. The bus must have gone by now. 2. My best friend could not work tonight. 3. The light green grapes have been eaten. 4. The committee of environmentalists is working to solve the smog problem. 5. Steven’s aunt is not following her new diet. 6. The old rickety wagon should not have been filled to the top 7. The merry pied piper would have played a happy tune. 8. A stray sunbeam could have pierced the clouds. 9. The paint on the old gray house was peeling. 10. The peace treaty might have been signed today. IM pp.168 Instructional Facilitators

4/19/2017 Verb first Example: Down the street moved the bulls. Instructional Facilitators

Introduce Infinitives
Special School District of St. Louis County, MO 4/19/2017 Introduce Infinitives Infinitive = any verb that has the word to in front of it Examples: Chad hoped to go sledding. I want to play at your house. Jane likes to sing country songs. Instructional Facilitators

Infinitives vs. prepositions
Special School District of St. Louis County, MO 4/19/2017 Infinitives vs. prepositions Infinitives Prepositions to play to the movie to jump to the store to smell to my friend’s house Prepositions show a place or time. Sue wants to go to the park. Instructional Facilitators

4/19/2017 Compound Subjects Two or more people Rhonda and Randy played kickball at recess. Instructional Facilitators

4/19/2017 Example Set IV 1. Bill and Sue want to go to the movies. 2. Jason and his friends work together. 3. Are the car and truck parked outside? 4. The park and sidewalk are covered with snow. 5. Hiding and seeking are fun activities. 6. The old man and his black cat have lived long lives. 7. The station and its surrounding parking lot become dangerous after 9:00 p.m. 8. Arnie, Karen, and Ty went to buy a new van. 9. Peace and war are direct opposites. 10. Did Marty and Kathy travel 500 miles just to speak at the conference? IM pp.168 Instructional Facilitators

4/19/2017 Compound Verbs Two or more verbs Sally is laughing and running from Jeff. Instructional Facilitators

4/19/2017 Example Set V 1. Sally swam and played all afternoon. 2. The dogs had barked all night and slept all day. 3. Michelle came home yesterday and did not work all day today. 4. The basketball team rode on a bus and flew in a plane to attend the game. 5. The park is dark and spooky at night and can be delightful on sunny days. 6. Did Jane call her father and tell him the news? 7. I miss my sister and want to see her again soon. 8. Children should not be allowed to watch T.V. and should be encouraged to play. 9. Will you sit by the sea and paint the ships? 10. The books were stacked on the floor and were ruined by the flood. IM pp.169 Instructional Facilitators

4/19/2017 Compound Subjects and Compound Verbs Two or more people doing two or more things. Instructional Facilitators

4/19/2017 Example Set VI 1. The ponies and calves scampered and played in the field. 2. Kathy and her father do not like to play tennis and hate to jog. 3. The Army and the Navy had a football game and filled the stadium. 4. The two boys and their fathers were sick and did not attend the Father-Son Banquet. 5. Parties and dances are usually fun and can be thrilling. 6. Cards and dice were used at the party and had been scattered everywhere. 7. Radio towers and tall buildings must have lights and must be visible at night. 8. Candles and flowers can brighten the table and can make guests feel special. 9. Tape and string are needed to secure packages and can be used for other things. 10. The graduates and their parents posed for pictures and celebrated with a party. IM pp.169 Instructional Facilitators

Steps for Sentence Writing
Special School District of St. Louis County, MO 4/19/2017 Cue Card # 6 Steps for Sentence Writing Step 1: Pick a Formula Step 2: Explore Words to Fit the Formula Step 3: Note the Words Step 4: Search and Check Gives: structure, an approach, fluency Uses formulas Think before writing Write appropriately Check their work IM pp.158 Instructional Facilitators

Steps for Sentence Writing
Special School District of St. Louis County, MO 4/19/2017 Steps for Sentence Writing Step 4: Search and Check Search: Look for the action or state-of-being word(s) to find the verb(s). Ask the "Who or What Question" to find the subject(s). Check: Capital letters End punctuation Makes sense Instructional Facilitators

Mark out imposters Ask ”Is there a verb?" Root out the subject
For those students who have completed Fundamentals in Sentence Writing Search & Check Step Mark out imposters Ask ”Is there a verb?" Root out the subject (ask, ”Who or What _____?") Key in on the beginning ending meaning 38 University of Kansas Center for Research on Learning 2006

4/19/2017 The Challenge Instructional Facilitators

4/19/2017 Evaluate students’ pretest and communicate results. IM pp.175 Instructional Facilitators

4/19/2017 The Challenge IM pp.180 Instructional Facilitators

4/19/2017 Acquisition Stages STAGE 3: Model Purpose: Demonstrate writing simple sentences using the Sentence Writing Strategy while thinking aloud Students watch the process and steps of PENS Enlist students’ participation Materials: Overhead and transparency Cue Cards 1-6 Your own formula card 15-20 minutes IM pp.38-40 Instructional Facilitators

Four Instructional Phases of Modeling
Special School District of St. Louis County, MO 4/19/2017 Four Instructional Phases of Modeling Phase I: Advance Organizer Review Previous Learning Personalize the Strategy Define the Content State Expectations Phase II: Presentation Think Aloud Self-Instruct Problem-Solve Self-Monitor Perform Task Phase III: Student Enlistment Prompt Involvement Check Understanding Correct and Expand Responses Engineer Success Phase IV: Post Organizer Review the Model Personalize the Strategy Give Direction State Expectations Cue Progress Checks Instructional Facilitators

The Heart of Strategy Instruction
Special School District of St. Louis County, MO 4/19/2017 The Heart of Strategy Instruction Instructional Facilitators

STAGE 4: Verbal Practice & Elaboration
Special School District of St. Louis County, MO 4/19/2017 Acquisition Stages STAGE 4: Verbal Practice & Elaboration Purpose Assist students to verbally rehearse the steps of the strategy and what each step means Require students to memorize the strategy Intent of the strategy Process involved Step design Importance of each step to the overall process Automatic level Quizzes Oral - 100% IM p. 170 Written - 90% SB pp. 5-7 IM pp.41-46 Instructional Facilitators

Rapid Fire

Give oral quiz Give written quiz (student book 5-7)

STAGE 5: Controlled Practice & Feedback
Special School District of St. Louis County, MO 4/19/2017 Acquisition Stages STAGE 5: Controlled Practice & Feedback Ensure that students master the skills in writing four types of simple sentences. Supervise practice in ‘easy’ materials Guide students to correct performance Gradually increase the difficulty Materials Needed: Student lessons SB pp. 8-17 Evaluation guidelines IM p.137 Folders IM pp.47-53 Instructional Facilitators

Lesson Sequence for Controlled Practice
Special School District of St. Louis County, MO 4/19/2017 Lesson Sequence for Controlled Practice Example: Student Progress Lesson % correct 1A 90% 2A 70% 2B 80% 2C 95% 3A 85% 3B 90% Instructional Facilitators

Elaborated Feedback Score the product Identify pattern of errors
Provide/elicit positive feedback Provide/elicit corrective feedback Review rule Model Student practices Student sets goal Provide closure

Controlled Practice & Feedback Carousel Walk
Special School District of St. Louis County, MO 4/19/2017 Controlled Practice & Feedback Carousel Walk 1. Write an SV sentence 2. Search & Check 3. Change the SV to an SVV 4. Search & Check 5. Rewrite SVV with more powerful words 6. Search & Check 7. Share Each person stands at a blank poster with different colored markers. After each step, rotate. Visit Kagan website to study cooperative learning structures Instructional Facilitators

Stage 6: Advanced Practice/ Posttest and Feedback
Supervise practice on writing sentences about a topic Provide positive and corrective feedback to individuals Guide & prompt students to mastery Require mastery Relate student use of the strategy to success in meeting task and setting demands.

Time to make a decision!!

Stage 7: Make Commitments for Generalization
STAGE 8: Generalization

4/19/2017 Instructional Sequence for the Sentence Writing Strategy Pretest for all Sentence Types Go to Another Strategy Yes Mastery No 3rd grade Part I: Simple Sentences No Mastery Yes 4th grade The Challenge Compound Sentences (Review Simple & Compound) Part II: No Mastery Yes KU Paragraph Writing Continue to Part III Instructional Facilitators

Complicated Sentence Structures
Compound - 2 Complex - 2 Compound-Complex - 6 Stages of Acquisition Describe min. Model 5-20 min. Elaboration & Verbal Rehearsal 25 min. practice & min. for quiz Controlled Practice with Feedback 5-25 days (90%) Advanced Practice with Feedback 5-25 days 100% complete sentences 50% complicated sentences 66& complicated with correct punctuation At least one of type you are teaching

Compound Sentences Stage 2: Describe Advance Organizer Review
Rationales Set Goals IM pp.57-64

4/19/2017 Cue Card # 7 Compound Sentence A compound sentence has two or more independent clauses. Examples: The students finished class, and they went to lunch. Kevin did not want to hurt Kathy's feelings so he said nothing about her mistake. I want to see my sister soon, for she has been in Switzerland for two years. In contrast, compound has 2 or more Indep. Claues. What is an Indep. Clause? What are the 4 ways to make them? IM pp. 57 Instructional Facilitators

The men and women met at the station and went to dinner.
Cue Card # 8 Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs Simple Sentence: The men and women met at the station and went to dinner. Compound Sentence: The men met at the station, and the women went to dinner. IM pp. 160

The ducks and geese squawked and fluttered their wings.
Cue Card # 8 Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs Simple Sentence: The ducks and geese squawked and fluttered their wings. Compound Sentence: The ducks squawked, and the geese fluttered their wings. IM pp. 160

Harry and Joe ate ice cream and drank pop. Compound Sentence:
Cue Card # 8 Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs Simple Sentence: Harry and Joe ate ice cream and drank pop. Compound Sentence: Harry ate ice cream, and Joe drank pop. IM pp. 160

Coordinating Conjunction
Cue Card # 9 Coordinating Conjunction A word that is used with a comma to join two independent clauses. , for , but , and , or , nor , yet , so IM pp. 161

meanings , for because , and equal , nor negative, neither
, but contrast , or choice , yet contrast , so result

Fan Boys, Fan Boys Seven in a row. for, and, nor, but, or, yet, so

Coordinating Conjunction
Cue Card # 9 Coordinating Conjunction Examples: Baseball is my favorite sport to watch, but football is my favorite sport to play. The children ran all the way to school, yet they were late any way. You will have to finish the project, or your group will get a failing grade. Hanni was not at the game, nor was she at the party. We did not see Mike at the movie, nor did we see him at the restaurant. IM pp. 161

Cue Card # 10 Semicolons Semicolons (;) can also be used to join the two independent clauses of a compound sentence. Examples: Susan loves to swim; her brother likes to dive. Jason was highly respected; he was always such a responsible person. The meeting was over; it was already midnight. IM pp. 162

Stage 3: Model - Compound
I,cI I;I

4/19/2017 Stage 4: Verbal Practice The Challenge Instructional Facilitators

Rapid Fire

Take oral and written quiz (student book)

Stage 5: Controlled Practice with Feedback-Compound

Stage 6 Advanced Practice with Feedback

Time to make a decision!!

4/19/2017 Instructional Sequence for the Sentence Writing Strategy Pretest for all Sentence Types Go to Another Strategy Yes Mastery No 3rd grade Part I: Simple Sentences No Mastery Yes 4th grade The Challenge Compound Sentences (Review Simple & Compound) Part II: No Mastery Yes KU Paragraph Writing Continue to Part III Instructional Facilitators

4/19/2017 Instructional Sequence for the Sentence Writing Strategy 5th grade 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 Instructional Facilitators

Complex

4/19/2017 Cue Card # 11 Complex Sentence A complex sentence has one independent clause and one or more dependent clauses. IM pp.77-82 Instructional Facilitators

Dependent Clause A dependent clause is a group of words
Cue Card # 11 A dependent clause is a group of words with a subject and verb that cannot stand alone. Examples: I like Sally because she is funny. Kathy will be late for dinner since the meeting is still in progress. The game will end when one team scores. IM p. 163

4/19/2017 The Challenge Dependent Clause - Dec. 25 Instructional Facilitators

4/19/2017 The Challenge Independent Clause - Dec. 26 Instructional Facilitators

Subordinating Conjunctions
Cue Card # 12 Subordinating Conjunctions Subordinating conjunctions are words that show the relationship of the dependent clause to the independent clause. IM p. 164

Subordinating Conjunctions
Cue Card # 12 Subordinating Conjunctions Some words that can be used as subordinating conjunctions are: after even if since although even though so that as if than as if in order that though as long as just as unless as soon as like until as though once when because provided whenever before rather than while IM p. 164

Sequencing Complex Sentences
Cue Card # 13 Sequencing Complex Sentences Dependent Clause First (comma needed) When I get to Phoenix, you will be sleeping. After the players practiced, they went out for a pizza. Until the storm is over, we will not know about the damage. IM p. 165

Sequencing Complex Sentences
Cue Card # 13 Sequencing Complex Sentences Independent Clause First (comma not needed) You will be sleeping when I get to Phoenix. The players went out for a pizza after they practiced. We will not know about the damage until the storm is over. IM p. 165

Model - Complex ID D,I

Give oral and written quiz

Stage 7: Make Commitments for Generalization
Student folders Pretest/post test

STAGE 8: Generalization Phase 1: Orientation
Insure that students are aware of situations in which the strategy should be used Discuss adaptations of the strategy Insure that students are aware of cues for using the strategy Materials Assignment sheets Sentence checklist IM p. 181 Current management chart IM pp

4/19/2017 The Challenge 6 Maintenance Probes 6 Assignments 4 Reports Instructional Facilitators

STAGE 8: Generalization Phase 2: Activation
Program the student’s use of the strategy in a variety of settings Monitor implementation Enlist assistance of others Request feedback from others Reinforce progress and success Prompt students Prompt other teachers Provide feedback on strategy applications Materials Report Strategy Use Form Sentence Score Sheets IM p. 174 Sentence checklist IM p. 181 Generalization Progress chart IM p. 179 IM pp

4/19/2017 Generalization Your Name: Date: Strategy you used: Place where you used the strategy: Assignment or task on which you used the strategy: Report of Strategy Use Form The Challenge Instructional Facilitators

STAGE 8: Generalization Phase 3: Adaptation
Identify cognitive processes Identify how strategy can be modified Repeat application with modified strategy Materials Management chart IM p. 176 IM pp

Discuss Cognitive Features (4 main mental functions)
Using formulas P Planning E Writing N Checking S

STAGE 8: Generalization Phase 4: Maintenance
Monitor student’s use of the strategy over time and across settings Discuss rationales for long-term use Identify barriers Set goals related to self-monitoring Identify self-reinforcers or self-rewards Conduct periodic checks and reviews of strategy usage Provide feedback on strategy generalization Materials Sentence Score Sheets Sentence checklist Current management chart Current Generalization Progress chart IM pp

8 Stages of Strategy Acquisition

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