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University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 1
TheStrategic Instructional
Model (SIM)
Prior to 1996 know as:Strategies Intervention
Model (also SIM)
crl is now SIMThe University of Kansas
Institute for Research in Learning DisabilitiesLawrence, Kansas 66045
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 2
www.thelearningcoach.org
Fundamentals inthe Sentence Writing Strategy
Marc A. Markell
The Learning Strategy Series
2006The University of Kansas
Center for Research on LearningLawrence, Kansas 66045
SLANT Strategy
The Learning Strategy Series
2000The University of Kansas
Center for Research on LearningLawrence, Kansas 66045
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 5
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 # 6
Step
Sit up
ExamplesUpright posture but relaxed
Non-examplesHead on desk
Slouching in chair
The Steps of the SLANT Strategy
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 7
Step
Lean Forward
ExamplesLeaning forward slightly
Non-examplesLeaning backward
Exaggerated forward lean
The Steps of the SLANT Strategy
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 8
Step
Activate your thinking* or Act Interested
ExamplesAsking 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-examplesTalking to others during class
Playing with objectsDoodling
Not doing anything when you don't understand
The Steps of the SLANT Strategy
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 9
Step
Name key information
ExamplesAnswering the teacher's questionsSharing your ideas or comments
Adding to others' statements
Non-examplesKeeping your knowledge to yourself
when you could help others understand itRidiculing other students' comments
The Steps of the SLANT Strategy
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 10
Step
Track the talker
ExamplesKeeping your eyes on the teacher as she speaks
Looking at students as they speak
Non-examplesStaring out the window
Looking at your desk or studentswho aren't contributing
The Steps of the SLANT Strategy
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 11
Expression and Demonstration of Competence
– Sentences - (Fundamentals and Proficiencies)
– Paragraphs
– Error Monitoring
– Themes
– Assignment Completion
– Test Taking
– InSPECT
Learning Strategies Curriculum
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 12
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 # 13
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 # 14
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 # 15
Sentence Writing Results
PercentageCompleteSentences
Pretest 70% 18%General
classroom products after
Generalization Stage
98% 58%
PercentageComplicatedSentences
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 16
Fundamentals in theSentence 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 # 17
Proficiency in theSentence Writing Strategy
• A strategy for writing and checking
sentences ("PENS")
• Four types of sentences
– Simple
– Compound
– Complex
– Compound-complex
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 18
Uses of the Fundamentals Program
• A developmental curriculum
• A remedial program
• A trouble-shooting program
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 19
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 # 20
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 # 21
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 # 22
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 # 23
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 24
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 25
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 26
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 # 27
Search & Check Step (page 98 instructor’s manual, cue card #5)
MAsk ”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 # 28
Linking Verbs (page 99 instructor’s manual, cue card #6)
Words that link the subject to another word that describes the subject.
Am Was
Are Were
Is Seem
Be
Been
Become
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 29
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 # 30
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 31
(page 102 instructor’s manual, cue card #9)
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 32
about down pastabove duringacross sinceafter exceptagainst throughalong for throughoutamid from toamong towardaround in at inside under
into underneathbefore untilbehind like upbelow uponbeneath near
withbeside of withinbetween off withoutbeyond onby over
outoutside of
Prepositions (page 103 instructor’s manual, cue card #10)
Learning Sheets 8, 9, 10, 11
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 33
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 34
Adjective (page 104 instructor’s manual, cue card #11)
A word that
describes a noun.
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 35
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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 36
Helping Verbs(page 105 instructor’s manual, cue card #12)
Words that help
the main verb
show the action
in a sentence.
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 37
be being been
Helping Verbs(page 106 instructor’s manual, cue card #13)
maymightmust
cancould
shallshould
dodoesdid
hashavehad will
would
amare
waswere
is
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 38
Recall Device for Helping Verbs (page 81 instructor’s manual)
C H A D B. S W I M2 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
University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 39
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