University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 1 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
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University of Kansas Center for Research on Learning 2000Fundamentals/Sent. Writing Overhead # 1 The Strategic Instructional Model (SIM) Prior to 1996.
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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