Strategic Instruction Model (SIM)

Proficiency in Sentence Writing

Patty Kohler-Evans, SIM Leader

University of Central Arkansas

pattyk@uca.edu

​

Merica Howie, SIM Professional Developer

OUR Educational Cooperative

mhowie@oursc.k12.ar.us

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Objectives: Pre-work

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Pre-work Tasks

• Go to https://sim.drupal.ku.edu/proficiency-sentence-writing-strategy and read the brief overview of the Proficiency in Sentence Writing Strategy.

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• Read the Proficiency in the Sentence Writing Strategy Research https://sim.drupal.ku.edu/sites/sim.ku.edu/files/files/Research/ProfSW.pdf and identify at least one key finding to share.

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• Using post it notes or other markers, tab your PSW Instructor’s Manual. This will enable you to move quickly to various sections as we cover them in our sessions. 

3

Walking through “Sentence Writing”

Instructor’s Manual Contents

• Introduction:  p 1-11
• Instructional Methods  for Simple Sentences

Stage 1:  Pretest and Make Commitments  p 13-16

Stage 2:  Describe  p 17-37

Stage 3:  Model  p 38-40

Stage 4:  Verbal Practice  p 41-46

Stage 5:  Controlled Practice and Feedback  p 47-53

Stage 6:  Advanced Practice and Feedback/Post test  p 54-56

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Instructor’s Manual Contents

Stage 7:  Make Commitments for Generalization  p 117-118

Stage 8:  Generalization for Four Sentence Types 

Phase I:    Orientation     p 119-121

Phase II:   Activation       p 122-127

Phase III:  Adaptation      p 128-133

Phase IV:  Maintenance  p 134-136

6

Instructor’s Manual Contents

-Instructional Methods  for FOUR types of sentences

Part I: Simple 

p 17-56

Part II: Compound Sentences 

p 57-76

Part III: Complex Sentences 

p 77-94

Part IV: Compound/Complex Sentences 

p 95-116

-Several types of sentences are taught in each part.

7

Appendices

Appendix A: Evaluation Guidelines p 137-149

Appendix B: Instructional Materials p 151-182

Appendix C: Enrichment Activities p 183-190

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SIM Proficiency in Sentence Writing

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Session One: Instructional Procudures

Patty Kohler-Evans, SIM Leader

University of Central Arkansas

pattyk@uca.edu

​

​

Welcome back!

​

Zoom Norms for Today

• Have your student work handy--we’ll look at this first
• Mute your microphone, unless you are speaking
• Click on your picture (three dots) to rename yourself--name, school, position (ex: Merica Howie, OUR K-12 Literacy)
• Use the chat feature to ask and answer questions throughout the training

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Objectives: Session 1

11

Types of Zoom Responses

Chat Activity

Break Out Room Activity

Polling Activity

Which Kind of Sentence Are You?

13

Review of Research

PUT RESEARCH HERE!!!!

14

Purpose of Sentence Writing 

• To teach students to write a variety of sentences with fluency

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• When do students need to write a variety of sentences for academic purposes?

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• When will students need to write a variety of sentences in life outside of school?

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15

The Sentence Writing Strategy

• Strategy requires students to:

• utilize formulas to form the sentences they write
• decide on the correct wording of a sentence before they write it 
• write the sentence using correct capitalization and punctuation
• check their work 

• Instruction can be adapted across grade levels and to individual or small group instruction

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 Sentence Writing Results

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• Students who struggle can compete with normally achieving peers.

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• Students consistently produce products with 100% complete sentences.

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• Students write using 40% complicated sentences.

How will PSW Help My Students?

• Students often do not know how to structure their sentences. 

The formulas give them structure.

• Students often do not know how to approach a writing task.  

This strategy gives them a simple

approach to follow.

• Writing is often a difficult task for students. 

This strategy helps them learn through structured practice so that they can write more fluently and enjoy writing activities! 

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• Students must be able to write words (somewhat) 

legibly in print or script.

• Students must be able to spell enough words that a sentence can be deciphered by the teacher.

• Students should be able to discriminate subjects from verbs.

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Pairs Read: Instructional Procedures

• OVERVIEW of Critical Instructional Procedures on pages 3-6 
• Stage 1:  Pretest and Make Commitments 
• Stage 2:  Describe 
• Stage 3:  Model 
• Stage 4:  Verbal Practice 
• Stage 5:  Controlled Practice and Feedback 
• Stage 6:  Advanced Practice/Posttest and  
•                      Feedback               
• Stage 7:  Make Commitments for Generalization 
• Stage 8:  Generalization

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Scavenger Hunt-Other Instructional Issues

Selecting Students for the Proficiency �in the Sentence Writing Strategy Instruction

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• Students must be able to write words legibly in print or script.

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• Students must be able to spell enough words so that a sentence can be deciphered by a teacher.

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• Students should be able to identify subjects and verbs.

Questions?

24

Stage 1: Pretest and Make Commitments �p 13-16

• Obtain measures of current functioning
• Make the student aware of inefficient/ineffective habits
• Obtain the student’s commitment to learn
• Make a commitment to help the student learn

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Administer the pretest to your students

Complete steps 1-6 on page 14 before the next meeting:

• Prepare a “Topic List” and share with students
• Post the “Types of Sentences” where all students can see it
• Give students 15-20 minutes to write six sentences on one of the topics from the list (time can be extended to 60 minutes, if needed)
• Check to be sure that each student has written 6 sentences, as identified by capital letter and/or punctuation, before accepting the work.
• Count the number of papers that have 100% complete sentences. (We will address scoring in future sessions.)

What Do You Need?

27

Prepare Pretest Materials:

• Topic List (page 152)
• Sentence Scoring Instructions (page 137)
• Example Sentence Score Sheets (page 147)
• Sentence Score Sheet (page 174)
• Example Sentence Progress Chart (page 145)
• Student Folders (page 9)
• Management Chart (page 180)

SIM Proficiency in Sentence Writing

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Session Two: Describe

Patty Kohler-Evans, SIM Leader

University of Central Arkansas

pattyk@uca.edu

​

​

Merica Howie, SIM Professional Developer

OUR Educational Service Cooperative

mhowie@oursc.k12.ar.us

Welcome back!

​

Zoom Norms for Today

• Have your pretests handy--we’ll look at student work first
• Mute your microphone, unless you are speaking
• Click on your picture (three dots) to rename yourself--name, school, position (ex: Merica Howie, OUR K-12 Literacy)
• Use the chat feature to ask and answer questions throughout the training

​

Objectives: Session 2

30

What Do You Need?

31

Time to “Eyeball” the Pretests

Look at the pretests you collected:

• Did your student(s) use complete sentences?
• Did your student(s) punctuate correctly?
• Do the sentences make sense?
• Did your students include a variety of sentences?

Questions to Ask Yourself

32

Stage 2: Describe

p. 17-37

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What Your Goals Are

34

What Do You Need?

35

Preliminary

Activities

p 18-20

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• Advance Organizer
• Discuss rationales for learning the strategy
• Discuss general characteristics of situations and cite example situations
• Describe results that can be expected
• Set goals
• Prompt students to make cue cards

36

Basic Definitions

37

Simple Sentence

A sentence

that has one

independent clause

38

Cue Card 1

Independent Clause

A group of words that

• makes a complete statement
• has a subject and a verb

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Cue Card 1

(cont.)

40

The Subject of a Sentence

The subject is the

person

place

thing

quality

or idea

that the sentence is about.

Nouns

Cue Card 2

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41

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)

Cue Card 2

(cont.)

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Various Types of Subjects

https://padlet.com/mhowie/SIMsubjects

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Add at least one example to each category.

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43

Verbs

A verb is a word that shows the

state of being

or

action

of the subject of the sentence.

Cue Card 3

44

Verbs

Examples:

Sally sneezed. (Physical action)

John thinks. (Mental action)

Jesse is my friend. (State of being)

Cue card 3

(cont.)

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.

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Cue Card 4

Example Set I--

1. Jane went to the pool.

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2. Paul is a very nice guy.

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3. Cakes lined the store window.

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4. I love chocolate ice cream.

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5. Bikes are very expensive.

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46

Example Set I--

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6. Dad is strict.

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7. Bananas taste good.

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8. Kathy has a son named Jimmy.

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9. Raccoons raid our garbage can every night.

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10. Flowers are in bloom everywhere.

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Example Set II--

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.

10. Carol’s best china plate broke into a hundred pieces.

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Helping Verbs

can

could

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do

does

did

may

might

must

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shall

should

has

have

had

will

would

Cue Card 5

am

are

is

was

were

Example Set III--

1. The bus must have gone by now.

2. My best friend could not work tonight.

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.

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Infinitives are….

IMPOSTERS!

p 30

51

MPrPrark Out Imposters!!

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Susan loves to sing.

Susan sings.

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Her brother likes to dive.

Her brother dives.

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Madonna likes to dance.

Madonna dances.

Practice:

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Differentiating between verbs and infinitives

Other Types of Simple Sentences

• Compound Subjects

• Compound Verbs

• Compound Subjects and Compound Verbs

53

Example Set IV--

Compound Subjects

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.

10. Did Marty and Kathy travel 500 miles just to speak at the conference?

54

Example Set V--

Compound Verbs

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.

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Example Set VI--

Both Compound Subjects and Verbs

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.

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Simple Sentence Formulas

S    V

SS  V

S    VV

SS  VV

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Questions?

59

SIM Proficiency in Sentence Writing

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Session Three: Model

Patty Kohler-Evans, SIM Leader

University of Central Arkansas

pattyk@uca.edu

​

​

Merica Howie, SIM Professional Developer

OUR Educational Service Cooperative

mhowie@oursc.k12.ar.us

Welcome back!

​

Zoom Norms for Today

• Have the example sets and formula cards from your class handy--any questions/clarifications?
• Mute your microphone, unless you are speaking
• Click on your picture (three dots) to rename yourself--name, school, position (ex: Merica Howie, OUR K-12 Literacy)
• Use the chat feature to ask and answer questions throughout the training

​

Objectives: Session 3

62

Steps of the Sentence

Writing Strategy p 34-36

63

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

Search:

• Look for the action or state-of-being word(s) to find the verb(s).
• Ask the "Who or What Question" to find the subject(s).

Check:

• Capital letters
• End punctuation
• Makes sense?

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64

Cue Card 6

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Wrapping Up Describe�p 36-37

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66

67

Questions?

68

Stage 3: Model �p 38-40

• Demonstrate the entire strategy “Thinking Aloud”
• Involve the students in the demonstration

69

Model Stages

70

Advance Organizer

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Demonstration

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Student Enlistment

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Post Organizer

Part 1: Simple Sentences

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Stage 3: Model

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Phases

Advance Organizer Phase

71

Demonstration Phase

72

Student Enlistment Phase

73

4

Post Organizer Phase

• Review critical elements
• Personalize the strategy
• Forecast the next lesson
• Cue progress check
• State expectations

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Your Turn: 1 Model/1 Observe

76

WATCH

and

LISTEN

Step 1: Pick a formula

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Step 2: Explore words to fit the formula

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Step 3: Note the Words

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Step 4: Search and Check

Search:

• Look for the action or state-of-being word(s) to find the verb(s).
• Ask the "Who or What Question" to find the subject(s).

Check:

• Capital letters
• End punctuation
• Makes sense?

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77

Cue Card 6

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Let’s Process

78

79

80

Questions?

81

SIM Proficiency in Sentence Writing

​

Session Four: Practice

Patty Kohler-Evans, SIM Leader

University of Central Arkansas

pattyk@uca.edu

​

​

Merica Howie, SIM Professional Developer

OUR Educational Service Cooperative

mhowie@oursc.k12.ar.us

Welcome back!

​

Zoom Norms for Today

• Have your student work handy--any questions/clarifications?
• Mute your microphone, unless you are speaking
• Click on your picture (three dots) to rename yourself--name, school, position (ex: Merica Howie, OUR K-12 Literacy)
• Use the chat feature to ask and answer questions throughout the training

​

Objectives: Session 4

84

Stage 4: Verbal Practice p 41-45

• 1. Review definitions, formulas and strategy steps
• 2. Give advance organizer
• 3. Introduce rapid-fire verbal rehearsal
• 4. Explain what to say
• 5. Conduct exercise with cues
• 6. Conduct exercise without cues
• 7. Conduct rapid-fire question-and-answer to memorize definitions

85

Stage 4: Verbal Practice (cont.)

• 8. Allow time for individual review
• 9. Conduct oral quizzes

10. Conduct written quiz

11. Provide feedback

86

Hot Potato-Let’s Practice

87

Nearpod Vocabulary Practice Game

https://share.nearpod.com/83u23XG7Wab

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To play, go to join.nearpod.com and enter this code:

8EXCS

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Match each term to the matching definition.

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-Mastery Criteria 100%

89

Simple Sentence Written Quiz�p 5-7 in Student Manual

• Do this as a group and then ask students to do it independently.

• Answer key on p 109 in Student Manual.

• Require Mastery

-Mastery Criteria—90%

90

Stage 5: Controlled Practice and Feedback �p 47-53 in Instructor’s Manual�p 8-16 in Student Manual�

91

Stage 5: Controlled Practice and �Feedback (cont.)

• Evaluate student responses

• Provide individual feedback

• Readjust goal dates

• Have students file completed products chronologically

• Require Mastery

-Mastery Criteria—90%

92

Student Lessons & Evaluation Guidelines:

-Lessons p 8 in Student Manual

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-Evaluation Guidelines p 99 in Student Manual��-Answer key p 111-112 in Student  Manual

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Lesson Sequence�for Controlled Practice

Example:  Student Progress

Lesson      % correct

1A               90%

2A               70%

2B               80%

2C               95%

3A               85%

3B               90%

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99

Lesson Sequence�for Controlled Practice

90% or above 1 2 3

Below 90% A B C D

Stage 6: Advanced Practice, Posttest, and Feedback p 54-56

• Review Sentence Writing Strategy
• Give advance organizer
• Supervise practice on writing sentences about a topic
• Provide positive and corrective feedback to individuals
• Require mastery
• Mastery Criteria: 90%

100

101

Questions?

102

SIM Proficiency in Sentence Writing

​

Session Five: Evaluation, Make Commitments, Generalization

Patty Kohler-Evans, SIM Leader

University of Central Arkansas

pattyk@uca.edu

​

​

Merica Howie, SIM Professional Developer

OUR Educational Service Cooperative

mhowie@oursc.k12.ar.us

Welcome back!

​

Zoom Norms for Today

• Have your student work handy--any questions/clarifications?
• Mute your microphone, unless you are speaking
• Click on your picture (three dots) to rename yourself--name, school, position (ex: Merica Howie, OUR K-12 Literacy)
• Use the chat feature to ask and answer questions throughout the training

​

Objectives: Session 5

105

Evaluation Guidelines

106

107

108

Pair Up and Score

• Pretest Sample Scoring

     p 146-149 

• Scoring Steps 

     p137-138 

• Examples of non sentences and calculation procedures 

     p 142-144

113

Stage 7: Make Commitments for Generalization p 117-118

• Give advance organizer

• Contrast the writing samples

• Obtain student commitment to generalize

• Make your commitment

• Record the completion date and adjust goals

114

Stage 8: Generalization�p 119-136

Phase I--Orientation

Phase II--Activation

Phase III—Adaptation

Phase IV--Maintenance

115

Stage 8: Generalization�Phase I: Orientation

• Give advance organizer

• Discuss situations strategy is applicable

• Discuss using the strategy in a flexible manner

• Discuss current courses and cues for strategy use in those course

• Have students make cue cards

• Have students insert Sentence Checklist in their notebooks

116

Stage 8: Generalization�Phase I: Orientation (cont.)

Requirements—

1. Compiled list of situations and cues for using the Sentence Writing Strategy

1. Notebook with Cue Card, Formula Card, envelope and Sentence Checklists attached to inside cover

117

Stage 8: Generalization �Phase II: Activation

118

Stage 8: Generalization�Phase II: Activation (cont.)

119

Stage 8: Generalization�Phase III: Adaptation p 128-133

• Give advance organizer

• Review “PENS”

• Discuss the cognitive features of Sentence Writing

• Ensure the student uses the strategy adaptations in other settings

• Provide feedback

120

Stage 8: Generalization�Phase III: Adaptation (cont.)

Requirements—

1. Student must complete four adaptation assignments in settings outside your classroom

1. Student must complete four “Report of Strategy Use” forms related to applications of adaptations and explain how he used adaptations of the strategy in each case

121

Stage 8: Generalization�Phase IV: Maintenance p 134-136

• Give advance organizer

• Review the steps and sentence types

• Distribute materials and provide instructions

• Monitor the student’s work

• Collect the materials

• Evaluate the student’s product

• Provide feedback

122

Stage 8: Generalization�Phase IV:  Maintenance �p 98

• Requirements—
• Same requirements as for the Activation Phase for each sentence type

• Student Folder Review

• Progress Chart
• Assignment Sheet
• Cue Cards
• Controlled and Advanced Practice Attempts
• Generalization Attempts

124

Commitment to High Quality Professional Development

128

I’ll be back……

• Implement Sentence Writing-Simple Sentences
• Schedule a coaching day/fidelity check day

• pattyk@uca.edu

129

Questions?

130