The Fab Four The Fab Four 4 types
The Fab Four
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’
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
AR I/A MI Marzano Sp eci al E d. EL L/E SL I t R s C PL c i g e t a Str n o i t c u r t s n I l e d 504 Mo At-Risk T G ram og Pr e t a t S ss e s As PBS data Poli cy ng i d n u F $ $ CC SS Int erv ent io n Tutorials S R CC
CLC Framework Assessment Common Core State Standards Instructional Strategies Strategic Instruction Model Response to Intervention PLCs CLC Framework College and Career Readiness Positive Behavior Systems
Learning Strategies Curriculum Acquisition – Word Identification – Paraphrasing – Self-Questioning – Visual Imagery – Interpreting Visual Aids – Multipass 6 University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum Storage – FIRST-Letter Mnemonic – Paired Associates – Listening and Notetaking – LINCS: Vocabulary Learning 7 University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum Expression and Demonstration of Competence – Sentence Writing – Paragraph Writing – Error Monitoring – Theme Writing – Assignment Completion – Test Taking – SLANT – In. SPECT 8 University of Kansas Center for Research on Learning 2006
98% What do you know that can claim a 98% success rate • Diets? -no • Self-improvement plans? -no • Curriculum? -no • Sentence Writing Strategy-yes 9 University of Kansas Center for Research on Learning 2006
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 10 University of Kansas Center for Research on Learning 2006
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 11 University of Kansas Center for Research on Learning 2006
Purpose To explain, model, and practice the Sentence Writing Strategy. 12 University of Kansas Center for Research on Learning 2006
Teaching Sequence • 3 – 6 year strand – Sentence Writing Strategy-elementary – Paragraph Writing Strategy - middle school – Theme Writing Strategy-8 th grade and high school 13 University of Kansas Center for Research on Learning 2006
Sentence Writing Strategy • • 9 -10 weeks at 30 minutes daily for entire strategy 7 th grade-Part I & Part II 8 th Grade-Part III 9 th Grade-Part IV • Specified maintenance activities throughout • Part I is foundational to other parts 14 University of Kansas Center for Research on Learning 2006
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. 15 University of Kansas Center for Research on Learning 2006
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 16 University of Kansas Center for Research on Learning 2006
Sentence Writing Strategy Outline IV. Incorporation into IEPs V. Problem Solving VI. Planning for Implementation Post Organizer 17 University of Kansas Center for Research on Learning 2006
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 18 University of Kansas Center for Research on Learning 2006
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. 19 University of Kansas Center for Research on Learning 2006
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 20 University of Kansas Center for Research on Learning 2006
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. 21 University of Kansas Center for Research on Learning 2006
Sentence Writing Results Pretest in support class Regular classroom products after Generalization Stage 22 University of Kansas Center for Research on Learning 2006 Percentage Complete Sentences Percentage Complicated Sentences 70% 18% 98% 58%
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Adaptation of 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 24 University of Kansas Center for Research on Learning 2006
Instructor’s Manual Contents Introduction Instructional Methods Appendix A: Evaluation Guidelines Appendix B: Instructional Materials Appendix C: Enrichment Activities 25 University of Kansas Center for Research on Learning 2006
Instructor’s Manual Contents Instructional Methods Stage 1: Stage 2: Stage 3: Stage 4: Stage 5: Stage 6: Pretest and Make Commitments Describe Model Verbal Practice Controlled Practice and Feedback Advanced Practice/Posttest and Feedback 26 University of Kansas Center for Research on Learning 2006
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 27 University of Kansas Center for Research on Learning 2006
Instructor’s Manual Contents Instructional Methods For Parts I, III, and IV. Stage 1: Stage 2: Stage 3: Stage 4: Stage 5: Stage 6: Pretest and Make Commitments Describe Model Verbal Practice Controlled Practice and Feedback Advanced Practice/Posttest and Feedback Stage 7: Make Commitments for Generalization Stage 8: Generalization 28 University of Kansas Center for Research on Learning 2006
Student Folder Contents Envelope Pretest Part III Part IV 29 University of Kansas Center for Research on Learning 2006
Student Folder Contents Part I: Simple Sentences Progress Chart Assignment Sheet Tabs for: Cue Cards Controlled Practice Attempts Advanced Practice Attempts Generalization Attempts 30 University of Kansas Center for Research on Learning 2006
Student Folder Contents Part II: Compound Sentences Progress Chart Assignment Sheet Tabs for same items as Part I 31 University of Kansas Center for Research on Learning 2006
Student Folder Contents Part III: Complex Sentences Progress Chart Assignment Sheet Tabs for same items as Part I 32 University of Kansas Center for Research on Learning 2006
Student Folder Contents Part IV: Compound-Complex Sentences Progress Chart Assignment Sheet Tabs for same items as Part I 33 University of Kansas Center for Research on Learning 2006
Instructional Sequence for the Sentence Writing Strategy Pretest for all Sentence Types Mastery Yes No Part I: Simple Sentences Mastery Part II: Yes Compound Sentences (Review Simple & Compound) Mastery Yes 34 No Continue to Part III University of Kansas Center for Research on Learning 2006 No Go to Another Strategy
Instructional Sequence for the Sentence Writing Strategy Part III: Complex Sentences (Review Simple, Compound, & Complex) Mastery No Yes Sentences Part IV: Compound-Complex (Final Review) Mastery Yes Go to Another Strategy 35 University of Kansas Center for Research on Learning 2006 No
Parts of the Instruction Parts # of Types Simple Sentences 4 Compound Sentences 2 Complex Sentences 2 Compound-Complex Sentences 6 36 University of Kansas Center for Research on Learning 2006
Stages of Instruction Stage 1: Pretest Mastery Stage 2: No Describe Stage 3: Model Stage 4: Verbal Practice Mastery Yes Continue to Stage 5 37 University of Kansas Center for Research on Learning 2006 Yes No Go to Another Strategy
Stages of Instruction Stage 5: Controlled Practice Mastery No Yes Stage 6: Advanced Practice and Posttest Mastery Yes Continue to Stage 7 38 University of Kansas Center for Research on Learning 2006 No
To Stage 6 Stage 7: Make Commitments for Generalization Goal Set No Yes Generalization Orientation Activation Adaptation Maintenance Stage 8: Mastery Yes Go to Another Strategy 39 University of Kansas Center for Research on Learning 2006 No During Activation Activities, students can start instruction on another sentence type. Stages of Instruction To Stage 2
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. 40 University of Kansas Center for Research on Learning 2006
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 41 University of Kansas Center for Research on Learning 2006
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 42 University of Kansas Center for Research on Learning 2006
Acquisition Stages Stage 3: Model – Demonstrate the entire strategy “Thinking Aloud” – Involve the students in the demonstration 43 University of Kansas Center for Research on Learning 2006
Acquisition Stages Stage 4: Verbal Practice – Lead verbal elaboration exercise – Lead rapid-fire verbal rehearsal exercise – Require mastery 44 University of Kansas Center for Research on Learning 2006
Acquisition Stages Stage 5: Controlled Practice and Feedback – Supervise practice on writing sentences on worksheets – Provide positive and corrective feedback to individuals – Require mastery 45 University of Kansas Center for Research on Learning 2006
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 46 University of Kansas Center for Research on Learning 2006
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 47 University of Kansas Center for Research on Learning 2006
Generalization • Orientation • Activation • Adaptation • Maintenence 48 University of Kansas Center for Research on Learning 2006
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 49 University of Kansas Center for Research on Learning 2006
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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 52 University of Kansas Center for Research on Learning 2006
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