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

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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

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Step

Sit up

ExamplesUpright posture but relaxed

Non-examplesHead on desk

Slouching in chair

The Steps of the SLANT Strategy

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Step

Lean Forward

ExamplesLeaning forward slightly

Non-examplesLeaning backward

Exaggerated forward lean

The Steps of the SLANT Strategy

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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

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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

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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

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Expression and Demonstration of Competence

– Sentences - (Fundamentals and Proficiencies)

– Paragraphs

– Error Monitoring

– Themes

– Assignment Completion

– Test Taking

– InSPECT

Learning Strategies Curriculum

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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

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Purpose of this Instructional Program

• To teach students to write a variety of

complete simple sentences with fluency.

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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

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Sentence Writing Results

PercentageCompleteSentences

Pretest 70% 18%General

classroom products after

Generalization Stage

98% 58%

PercentageComplicatedSentences

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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

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Proficiency in theSentence 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.

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Instructional Sequence for Each Lesson

• Review (verbal practice)

• Describe

• Model

• Verbal practice (sometimes)

• Guided practice

• Independent practice

Pre and Post Tests

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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 . ? !

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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)

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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

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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

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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

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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

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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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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

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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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be being been

Helping Verbs(page 106 instructor’s manual, cue card #13)

maymightmust

cancould

shallshould

dodoesdid

hashavehad will

would

amare

waswere

is

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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

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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