Transcript PENS I: The Sentence Writing Strategy

The
Strategic Instructional Model
(SIM)
Prior to 1996 know as:
Strategies Intervention Model
(also SIM)
crl is now SIM
The University of Kansas
Institute for Research in Learning Disabilities
Lawrence, Kansas 66045
University of Kansas Center for Research on Learning 2000
Fundamentals/Sent. Writing Overhead # 1
www.thelearningcoach.org
University of Kansas Center for Research on Learning 2000
Fundamentals/Sent. Writing Overhead # 2
Fundamentals in
the Sentence Writing Strategy
Marc A. Markell
The Learning Strategy Series
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas 66045
SLANT Strategy
The Learning Strategy Series
2000
The University of Kansas
Center for Research on Learning
Lawrence, Kansas 66045
Steps for the SLANT Strategy
Sit up
Lean forward
Activate your thinking or Act Interested
Name key information
Track the talker
University of Kansas Center for Research on Learning 2000
Fundamentals/Sent. Writing Overhead # 5
The Steps of the SLANT Strategy
Step
Sit up
Examples
Upright posture but relaxed
Non-examples
Head on desk
Slouching in chair
University of Kansas Center for Research on Learning 2000
Fundamentals/Sent. Writing Overhead # 6
The Steps of the SLANT Strategy
Step
Lean Forward
Examples
Leaning forward slightly
Non-examples
Leaning backward
Exaggerated forward lean
University of Kansas Center for Research on Learning 2000
Fundamentals/Sent. Writing Overhead # 7
The Steps of the SLANT Strategy
Step
Activate your thinking* or Act Interested
Examples
Asking yourself questions:
"What is this about?"
"What do I need to remember?"
Answering your questions:
"This is about
."
"I need to remember
."
Asking the teacher a question when you don't understand
Non-examples
Talking to others during class
Playing with objects
Doodling
Not doing anything when you don't understand
University of Kansas Center for Research on Learning 2000
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The Steps of the SLANT Strategy
Step
Name key information
Examples
Answering the teacher's questions
Sharing your ideas or comments
Adding to others' statements
Non-examples
Keeping your knowledge to yourself
when you could help others understand it
Ridiculing other students' comments
University of Kansas Center for Research on Learning 2000
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The Steps of the SLANT Strategy
Step
Track the talker
Examples
Keeping your eyes on the teacher as she speaks
Looking at students as they speak
Non-examples
Staring out the window
Looking at your desk or students
who aren't contributing
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 10
Learning Strategies Curriculum
Expression and Demonstration of Competence
– Sentences - (Fundamentals and Proficiencies)
– Paragraphs
– Error Monitoring
– Themes
– Assignment Completion
– Test Taking
– InSPECT
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 11
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 12
Purpose of this Instructional Program
• To teach students to write a variety of
complete simple sentences with fluency.
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 13
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 14
Sentence Writing Results
Pretest
General
classroom
products after
Generalization
Stage
Percentage
Complete
Sentences
Percentage
Complicated
Sentences
70%
18%
98%
58%
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 15
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 16
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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Uses of the Fundamentals Program
• A developmental curriculum
• A remedial program
• A trouble-shooting program
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Selecting Students
for the Sentence Writing Strategy
1. Students must be able to write words legibly
in print or script or be able to keyboard.
2. Students must be able to spell enough
words such that a sentence can be
deciphered by the teacher.
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 19
Instructional Sequence
for Each Lesson
• Review (verbal practice)
• Describe
• Model
• Verbal practice (sometimes)
• Guided practice
• Independent practice
Pre and Post Tests
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 20
Complete Sentences
(page 94 instructor’s manual, cue card #1)
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
.?!
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 21
The Subject
(page 95 instructor’s manual, cue card #2)
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)
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 22
Action Verb
(page 96 instructor’s manual, cue card #3)
A word that shows the action of the subject
of the sentence.
• Examples:
Body Actions
Mind Actions
walk
think
run
want
Learning Sheet 1
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The PENS Strategy
(page 97 instructor’s manual, cue card #4)
Pick a formula
Explore words to fit the formula
Note the words
Search and check
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 26
Search & Check Step
(page 98 instructor’s manual, cue card #5)
M
Ask ”Is there a verb?"
Root out the subject
(ask, ”Who or What _____?")
Key in on the
– beginning
– ending
– meaning
Learning Sheets 2 and 3
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 27
Linking Verbs
(page 99 instructor’s manual, cue card #6)
Words that link the subject to another word
that describes the subject.
Am
Are
Is
Was
Were
Seem
Be
Been
Become
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 28
Verb
(page 100 instructor’s manual, cue card #7)
A word that shows
the action or state-of-being
of the subject
Learning Sheets 4 and 5
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 29
Search & Check Step
(page 101 instructor’s manual, cue card #8)
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
Learning Sheets 6 and 7
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(page 102 instructor’s manual, cue card #9)
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Prepositions
(page 103 instructor’s manual, cue card #10)
about
above
across
after
against
along
amid
among
around
at
before
behind
below
beneath
beside
between
beyond
by
down
during
past
since
except
for
from
in
inside
into
like
through
throughout
to
toward
under
underneath
until
up
upon
near
with
within
without
of
off
on
over
Learning Sheets 8, 9, 10, 11
out
outside of
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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"
Learning Sheets 12, 13, 14, 15, 16, 17, 18, 19
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Adjective
(page 104 instructor’s manual, cue card #11)
A word that
describes a noun.
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Main Subject
(page 104 instructor’s manual, cue card #11)
The one word
that best tells
what the sentence
is about.
Learning Sheets 20, 21, 22
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Helping Verbs
(page 105 instructor’s manual, cue card #12)
Words that help
the main verb
show the action
in a sentence.
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Helping Verbs
(page 106 instructor’s manual, cue card #13)
am
are
can
could
is
may
might
must
shall
should
do
does
did
was
were
has
have
had
be
will
would
being
been
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Recall Device for Helping Verbs
(page 81 instructor’s manual)
C H A D B. S W I M
2 3 2 3 3-2 4 1 3
Chad B. Swim is 23 years old and his
phone number is 233-2413
Learning Sheets 23, 24, 25
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Adverbs
(page 107 instructor’s manual, cue card #14)
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
Learning Sheets 26, 27
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