1. Proficiency in the Sentence Writing Strategy Part 1
University of Kansas Center for Research on Learning
Strategic Instruction Model®
Kathy Boyle-Gast, Educational Consultant, LLC
SIM® Professional Developer

2. Please Note:
The following slides are copyrighted materials to be used only by those who have completed the professional development in the Strategic Instruction Model® Proficiency in the Sentence Writing Strategy.
To share these slides with anyone who has not had the professional development would violate the copyright of the materials of the University of Kansas Center for Research on Learning.

3. On becoming a Strategies teacher…..
The policy of the KUCRL Strategic Instruction Model® is to insure that the strategies are taught with fidelity and integrity, using the materials as originally designed. Once you have completed the professional development in the Proficiency in the Sentence Writing Strategy, you will be registered as a SIM® Strategies teacher in this particular strategy.
The professional development qualifies you to teach your students this strategy and have access to the Instructor’s Manual as well as the Student Materials book. The strategies are to be taught only by teachers who are registered with KUCRL after successfully completing the professional development. Thus, the strategy and materials cannot be “redelivered” by others. SIM® materials are copyrighted and cannot be duplicated other than for use with students being taught this strategy. Please see p. 11 of manual re: copyright law

4. Before learning the Proficiency in the Sentence Writing Strategy…
Why I Love Weekends
I love weekends. so I can get away from school for a will.
Mainly so I can do some homework that I did not get dun at
school. There are also thens I like besides school is helping
my dad working the yard or working on the car.
Pretest sample – 9th grader with LD
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

5. After learning Proficiency in the Sentence Writing Strategy
Advanced Practice sample after complex sentences – same 9th grader with LD
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

6. COMMITMENT TO LEARN
Learning Strategies / SIM
Commitment to Learn the_________________________________Strategy
I will do my very best to teach _______________________________________ the
student name
_______________________________________________ strategy.
Signed: ________________________________________________
Date:__________________________________________________
strategies teacher
*****
I want to learn a strategy for _____________________________________, and will do my best to learn
_____________________________________________________
name of strategy
student
Date:___________________________________________________
Sent via --get commitment to learn after pretest
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

7. Sample score sheet
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

8. SIMPLE SENTENCES

9. Go over scoring criteria and different mastery levels
Go over scoring criteria and different mastery levels. Encourage use of score sheet. Reinforces math skills.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

10. A sentence that has one independent clause
SIMPLE SENTENCE
A sentence that has one independent clause
INDEPENDENT CLAUSE
A group of words that
makes a complete statement
has a subject and a verb
After group presents Section 2 “In a Nutshell” Cue Card #1: Cue Cards for students--**suggest reducing the pages like shown in Fundamentals PPT
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

11. Independent Clause - Dec. 26
Handouts for making overheads, posters etc.
Independent Clause - Dec. 26

12. The Subject of a Sentence
The subject is the
person
place
thing
quality
or idea
that the sentence is about.
Nouns
After group presents Section 2 “In a Nutshell” P 17 Proficiency Cue Card2a
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

13. 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)
After group presents Section 2 “In a Nutshell” Cue Card #2b
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

14. Verbs A verb is a word that shows the state of being or action
of the subject of the sentence.
After group presents Section 3 “In a Nutshell” Cue Card # 3
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

15. Verbs Examples: Sally sneezed. (Physical action)
John thinks. (Mental action)
Jesse is my friend. (State of being)
After group presents Section 3 Cue Card # 3 cont
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

16. 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.
After group presents Section Cue Card # 4 *** Notice we are looking for verbs first. This is new!! Underline verbs twice and subjects once and mark with s and v.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

17. Helping Verbs am are is can may could might must do does shall did
should
has
have
had
was
were
After group presents Section Use this fundamentals Cue Card again for review? be
been
being
will
would
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

18. PREPOSITIONS ARE NOT WORDS TO END SENTENCES WITH
REMEMBER:
PREPOSITIONS ARE NOT WORDS TO END SENTENCES WITH !
Prepositions and Infinitives covered in Fundamentals

19. Example Set I: SV
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.
See Proficiency Packet p for Example Sheet sets I-VI; also in Manual p
See worksheets in packets with all four example sets. Model and mark 1st one or two on each***using enlarged 2 page Overhead copies of the first 2-3 sentences per Example Set except Set VI: do all, calling on T’s to model/do guided practice
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

20. Example Set II: SV , Noun Phrases
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.
Carol’s best china plate broke into a hundred pieces
Noun phrases Model on overhead ****Using “arc” to show complete noun phrase
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

21. Example Set III: SV , Verb Phrases (Main Verb and Helping Verbs)
Remember to find all verbs
1. The bus must have gone by now.
2. My best friend could not work tonight. “not” is NOT a verb!
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.
Verb phrases Model and assign ****Using “arc” to show complete noun and verb phrase
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

22. Example Set IV: Introduces the Question/Verb First
See p. 29: Model sentences where verb comes first: 2 types~
Down the street moved the bulls.
Will you go to the movie tonight?
**show how to make the arch with arrows to connect the verbs that are separated by the subject
Note: If the sentence is a question, it often begins with a helping verb….
e.g. Are we eating lunch out today? V
Use power point pen to show arch over the verbs to connect
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

23. Example Set IV: SSV, Verb First ?,Infinitives
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.
Did Marty and Kathy travel 500 miles just to speak at the conference?
SSV ,Questions/verb first, infinitives, show partial or whole page overhead
Model and assign
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

24. Example Set V: SVV 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.
SVV Model using “arc” for both subject and verb phrases show partial or whole page overhead
ticipants mark and share.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

25. Example Set VI: SSVV
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.
SSVV Model and elicit from group-- do at least 5-6 of these…
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

26. The 4 Simple Sentence Formulas:
SV SSV *compound subject SVV *compound verb
SSVV *compound subject and compound verb
***also use term Predicate??
Make Cue Cards for students: see p.181 for card master now uses terms Compound Subject for SSV, Compound Verb (include predicate) for SVV formulas

27. 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"
Lessons 6-8 (pp55-70) handout in Fundamentals packet for posting in room etc.

28. 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
Once can id subjects and verbs, introduce steps. If started in Fundamentals will already have this.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

29. Remember this Search & Check Step ?**
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
Remember this? FUNDAMENTALS
**Fundamentals
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

30. Steps for Sentence Writing (cont.)
Step 4: Search and Check** NEW!
Search:
Look for the action or state-of-being word(s) to find the verb(s).
Ask "Who or What (verb) " to find the subject(s).
Check:
Capital letters
End punctuation
Makes sense
**Proficiency
NOW IN PROFICIENCY, THE SEARCH AND CHECK STEP CHANGES…..Make sure this is fluent !
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

31. Verbal Practice P E N S
Conduct Rapid Fire Conduct Verbal Practice--model, including questions to ask--manual p. 43
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

32. ***See p. 16, Proficiency Packet--can give copy to students to write out the sentence types and formulas for each as proceed through the next lessons

33. COMPOUND SENTENCES

34. A SIMPLE SENTENCE is a sentence that has one independent clause.
A group of words that
makes a complete statement
has a subject and a verb
After group presents Section 2 “In a Nutshell” Cue Card #1: Cue Cards for students--**suggest reducing the pages like shown in Fundamentals PPT
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

35. Compound Sentence Cue Card # 7, p.159
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.
Ask participants to define independent clause?
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

36. The men and women met at the station and went to dinner
Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs (Cue Card # 8, p.160)
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.
Ask students what the difference is between the 2?
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

37. The ducks and geese squawked and fluttered their wings.
Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs (cont)
Simple Sentence:
The ducks and geese squawked and fluttered their wings.
Compound Sentence:
The ducks squawked, and the geese fluttered their wings.
Ask students what the difference is between the 2?
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

38. Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs
Harry and Joe ate ice cream and drank pop.
Compound Sentence:
Harry ate ice cream, and Joe drank pop.
Ask students what the difference is between the 2?
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

39. Meet the FANBOYS
In packet # 1 POSTER SEND ELECTRONICALLY -- ASK STUDENTS IF THEY NOTICE ANYTHING SIMILAR IN ALL THE EXAMPLES re: how the 2 independent clauses are joined?

40. Coordinating Conjunction
A word that is used with a comma to join two independent clauses.
, for , but
, and , or
, nor , yet
, so
*****Can add however , because, therefore, since
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

41. Examples of Coordinating Conjunctions
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 anyway.
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.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

42. FANBOYS Rapid Fire Rehearsal
Set timer practice reciting the coordinating conjunctions
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

43. Coordinating Conjunction
Examples: I , c I formula
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.
Jen 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.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

44. Semicolons
Semicolons (;) can also be used to join the two independent clauses of a compound sentence.
Examples: I ; I formula
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.
Notice: no conjunction used to join the clauses.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

45. besides however similarly because meanwhile then
Common Conjunctive Adverbs used in which independent clauses are joined with a semicolon:
besides however similarly
because meanwhile then
furthermore otherwise therefore
Example: Our team played very hard to win the championship; however, our opponents were not going to let it happen!
See more in manual, p138
**See manual p. 138 for others
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

46. Which Formula: I,cI or I;I ?
TRY IT: Jot down the formulas for each sentence:
1. Play practice begins in ten minutes; it would not be wise to arrive late.
2. The food was rotten, so I did not eat it.
3. Mac had just lost his job, but his mood was positive.
4. That storm last night was severe; much property damage occurred.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

47. Which Formula: I,cI or I;I ?
How did you do?
1. Play practice begins in ten minutes; it would not be wise to arrive late. I;I
2. The food was rotten, so I did not eat it. I,cI
3. Mac had just lost his job, but his mood was positive. I,cI
4. That storm last night was severe; much property damage occurred. I;I
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

48. COMPLEX SENTENCES

49. PENS Review Define: Simple sentence (4 kinds?) Independent clause
Compound sentence (2 kinds?)
Coordinating conjunctions (name them all)
Orally
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

50. has one independent clause
Complex Sentence
A complex sentence
has one independent clause
and one or more
dependent clauses.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

51. Dependent Clause
A dependent clause is a group of words with a subject and verb that cannot stand alone. (Cue card # 11, 163)
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.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

52. Handouts for making overheads, posters etc.
Dependent Clause - Dec. 25

53. Subordinating Conjunctions
are words that show
the relationship
of the dependent clause
to the independent clause.
(Cue Card # 12, p.164)
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

54. 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
P164--handout list of “Common Subordinating Conjunctions” (or sent electronically?
Add “that” and explain ok if omission. See manuals p.141 Note2
SEE MANUAL re: use of “that” see p. 141, Note 2
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

55. Sequencing Complex Sentences
Dependent Clause First
(comma needed) D , I
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.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

56. Sequencing Complex Sentences
Independent Clause First
(comma not needed) I D
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.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

57. The Challenge
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

58. Model Writing Complex Sentences (pp. 83-85)
Think out loud
Use PENS per sentence modeled--use all of the steps in order, explicitly
Model both formulas:
D , I
e.g. After the hurricane roared through the coastal area, the clean-up task got started.
I D
e.g. The rebuilding began once the debris was cleared.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

59. Refer to your manual, pp and read carefully, becoming familiar with the various types of clauses:
Adverb Clauses Adjective Clauses
Noun Clauses **p. 141 about use of the word “that”
**Also see examples regarding complex sentences with more than one dependent clause
**Be sure to also check for mastery criterion within the manual’s script per lesson set.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

60. TAKE THE TIME TO PROVIDE MANY EXAMPLES OF COMPLEX SENTENCES:
~ include examples provided in the Evaluation Guidelines in Manual (see pp )
e.g. Why Mike wants to run a marathon is unclear to me. (the dependent clause, “Why Mike wants to run a marathon” is actually the subject of the independent clause)
e.g. Baseball has several rules that you should know before you begin to play. (Independent clause, restrictive adjective clause, and adverb clause.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

61. Complex Sentences: Controlled Practice
Beginning with this series, students are now to underline: Independent clauses with 2 lines, Dependent clauses with 1 line. Be sure to model this procedure as well….***if this conflicts with other instruction in your curriculum re: underlining subjects and verbs, you may want to change these underlining directions to avoid confusion with what is expected in the general ed curriculum activities…..
e.g. Why Mike wants to run a marathon is
unclear to me.
(Remember you can always use the first lesson per series as a Guided Practice…)
Note also the increased level of difficulty and multi-level of steps involved per series of controlled practice activities.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

62. COMPOUND-COMPLEX SENTENCES

63. Compound-Complex Sentence
A compound-complex sentence has two or more independent clauses and at least one dependent clause.
Examples:
When you are ready, I will call the store, and we can talk to Tim. D, I, c I
Before the trick-or-treaters came, Jill made candied apples; they were delicious. D, I; I
Try labeling. Explain colors.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

64. Sequencing Compound- Complex Sentences Formulas
Dependent Clause First
After the party was over, Jean had a headache, so Paul cleaned up the house.
D, I, c I
When Jennifer feels sad, she calls Chris; he cheers her up.
D, I; I
Try it
D,I,cI
D,I;I
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

65. Sequencing Compound- Complex Sentences
Dependent Clause Second
Jean had a headache after the party was over, so Paul cleaned up the house. (I D, c I)
Chad hates to sleep while his parents are awake, for he might miss something.
Jennifer calls Chris whenever she feels sad; he cheers her up.
The sky was gray when the volcano erupted; ash was falling everywhere.
Try to ID the formulas
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

66. Sequencing Compound- Complex Sentences
Dependent Clause Third
Jean had a headache, so Paul cleaned up the house after the party was over. (I, c I D)
The employer made Jill a good offer, and she accepted as long as he gave her a travel allowance.
The doctors were busy with the serious cases; the slightly wounded soldier quietly waited while they worked.
Todd gave an excellent report; his instructor thanked him after the rest of the class had left the room.
In packets. Mark out imposters and it is easier. Try it. Kids will try to ID “after” as a preposition
I,cID
I;ID
I,cID (1 and 2)
ID;ID
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

67. All formulas now entered onto card
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

68. Summary of Sentence Writing Formulas
SIMPLE: COMPOUND:
SV I , CI
SSV I ; I
SVV
SSVV
COMPLEX: COMPOUND-COMPLEX:
D , I D , I , c I
I D I D , c I
I , c I D
D, I ; I
I D ; I
I ; I D
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

69. Stage 3: Model Writing Compound-Complex Sentences Manual pp. 102 - 104
(D,I,cI) Even though it was raining, we hiked into the jungle anyway, for we had to reach the campsite before dark.
(ID,cI) Careless walkers had left trash along the trail as if they had no regard for the pristine condition of the terrain, and we were annoyed by their disrespect.
(I,cID) The group stood silent, for just ahead was a huge gorilla although it appeared our presence was not yet detected.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy

70. Stage 3: Model Writing Compound-Complex Sentences Manual pp
Stage 3: Model Writing Compound-Complex Sentences Manual pp cont.
4. (D,I;I) Once our group had reached the peak of the steep incline, we gazed over the incredible vista; never before had such a scene been experienced by any of us.
5. (ID;I) The depth of our awe was evinced by the lack of conversation while we scanned the horizon; the beauty was beyond words.
6. (I;ID) The day’s journey had ended; the campsite was a welcomed sight since we had hiked the jungle trails for over nine hours.
KUCRL ~ Strategic Instruction Model® ~ Proficiency in the Sentence Writing Strategy