8 stages of strategy acquisition stage 1: pretest & make commitment stage 2: describe stage 3:...

8 Stages of Strategy Acquisition

Stage 1: Pretest & Make Commitment Stage 2: Describe Stage 3: Model Stage 4: Verbal Practice Stage 5: Controlled Practice with Feedback Stage 6: Advanced Practice with Feedback Stage 7: Posttest and Make Commitment to

Generalize Stage 8: Generalization

What is a Strategy?

An individual’s approach to a task is called a

strategy

It includes how a person thinks and acts when

planning, executing, and evaluating performance

on a task and its outcomes.

Instructor’s Manual Contents

Introduction p. 1

Instructional Methods p. 13

Appendix A: Evaluation Guidelines p. 137

Appendix B: Instructional Materials p. 151

Appendix C: Enrichment Activities p. 183

Student Folder Contents

Pretest and Commitment-resource packet

Cue Cards #1-14 p 94-107 Take notes Slotted notes

Assignment Sheet- resource packet

Progress sheets p108-111 Verbal Practice Sheet –

resource packet

Stage 1: Pretest and Make Commitments

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

Materials: Topic list, evaluation guidelines 20-30 minutes

IM pp.13-16

Topic ListMy Favorite Meal

Summer Activities

The Best Things About School

Life as a Teenager

The Best Place to Live

My Favorite Sport

The Best Job in the World

My New Year's Resolutions

IM pp.152

STAGE 2: Describe

Purpose Rationales / benefits Characteristics of situations

for use Example situations Results to expect Simple sentences Formulas Describe the steps of the

strategy Goal setting

Materials: Cue Cards Example Sets Pretest & Practice Samples 4” x 6” Cards Student Folders Progress Charts 2-3 hours

Acquisition Stages

IM pp.17-37

Critical Teaching Behaviors

Every Lesson/Every Day

Advance Organize

Body

Post Organizer

Elicit Benefits from Students

In School In Employment In General Summarize

Situation Characteristics for Use

Book reports Essay questions Chapter questions Job applications Letter writing On the job writing tasks Email

Share expected results

Writing samples P. 146

0

20

40

60

80

100

1st

Qtr

3rd

Qtr

Tom

Esther

John

Simple Sentence

A sentence

that has one

independent clause

IM pp.153

Cue Card # 1

Independent Clause

A group of words that

1.makes a complete statement

2.has a subject and a verb

IM pp.153

Cue Card # 1

The Subject of a Sentence

The subject is the

personplacethingqualityor idea

that the sentence is about.

Nouns

IM pp.154

Cue Card # 2

Brainstorm and Post

Quality (trait, describes) Bravery Happiness Honesty Responsibility Beauty Illness Loneliness

Idea Freedom War Peace love Nothing Something

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)

IM pp.154

Cue Card # 2

Verbs

A verb is a word that shows the

state of being

or

action

of the subject of the sentence.

IM pp.155

Cue Card # 3

Linking Verbs

amare

is

waswere

bebeen

seem become

Verbs

Examples:

Sally sneezed. (Physical action)

John thinks. (Mental action)

Jesse is my friend. (State of being)

Cue Card # 3

IM pp.155

Verb Song

If it’s a verb, you can do it;

You can ________.

If it’s a verb, you can do it;

You can _________.

If it’s a verb you can do it.

There is really nothing to it.

If it’s a verb, you can do it;

You can __________.

Verb–SubjectIdentification ProcedureStep 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.

Cue Card # 4

IM pp.156

Example Set I

1. Jane went to the pool.

2. Paul is a very nice guy.

3. Cakes lined the store window.

4. I love chocolate ice cream.

5. Bikes are very expensive.

6. Dad is strict.

7. Bananas taste good.

8. Kathy has a son named Jimmy.

9. Raccoons raid our garbage can every night.

10. Flowers are in bloom everywhere.

IM pp.168

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.

IM pp.168

Helping Verbs

cancould

dodoesdid

maymightmust

shallshould

hashavehad

willwould

amare

is

waswere

bebeenbeing

Cue Card # 5

IM pp.157

Helping Verb Rap

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.

IM pp.168

Verb first

Example:

Down the street moved the bulls.

Introduce Infinitives

Infinitive = any verb that has the word to in

front of it

Examples:

Chad hoped to go sledding.

I want to play at your house.

Jane likes to sing country songs.

Infinitives vs. prepositions

Infinitives Prepositionsto play to the movieto jump to the storeto smell to my friend’s house

Prepositions show a place or time.

Sue wants to go to the park.

Compound Subjects

Two or more people

Rhonda and Randy played kickball at recess.

Example Set IV

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?

IM pp.168

Compound Verbs

Two or more verbs

Sally is laughing and running from Jeff.

Example Set V1. 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.

IM pp.169

Compound Subjects and Compound Verbs

Two or more people doing two or

more things.

Example Set VI1. 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.

IM pp.169

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

Cue Card # 6

IM pp.158

Steps for Sentence Writing

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

38

University of Kansas Center for Research on Learning 2006

Search & Check Step

Mark out imposters

Ask ”Is there a verb?"

Root out the subject

(ask, ”Who or What _____?")

Key in on the beginning ending meaning

For those students who have completed Fundamentals in Sentence Writing

IM pp.175

IM pp.180

STAGE 3: Model

Purpose: Demonstrate writing simple sentences using the Sentence

Writing Strategy while thinking aloud Students watch the process and steps of PENS Enlist students’ participation

Materials: Overhead and transparency Cue Cards 1-6 Your own formula card 15-20 minutes

Acquisition Stages

IM pp.38-40

Four Instructional Phases of Modeling Phase I: Advance

Organizer Review Previous Learning Personalize the Strategy Define the Content State Expectations

Phase II: Presentation Think Aloud Self-Instruct Problem-Solve Self-Monitor Perform Task

Phase III: Student EnlistmentPrompt InvolvementCheck UnderstandingCorrect and Expand ResponsesEngineer Success

Phase IV: Post OrganizerReview the ModelPersonalize the StrategyGive DirectionState ExpectationsCue Progress Checks

The Heart of Strategy Instruction

STAGE 4: Verbal Practice & Elaboration Purpose

Assist students to verbally rehearse the steps of the strategy and what each step means

Require students to memorize the strategy Intent of the strategy Process involved Step design Importance of each step to the overall process Automatic level

Quizzes Oral - 100% IM p. 170 Written - 90% SB pp. 5-7

IM pp.41-46

Acquisition Stages

Rapid Fire

Give oral quiz Give written quiz (student book 5-7)

IM pp.170

IM pp.175

IM pp.180

STAGE 5: Controlled Practice & Feedback

Ensure that students master the skills in writing four types of simple sentences. Supervise practice in ‘easy’ materials Guide students to correct performance Gradually increase the difficulty

Materials Needed: Student lessons SB pp. 8-17 Evaluation guidelines IM p.137 Folders

Acquisition Stages

IM pp.47-53

Lesson Sequencefor Controlled PracticeExample: Student Progress

Lesson % correct

1A 90%

2A 70%

2B 80%

2C 95%

3A 85%

3B 90%

Elaborated Feedback

Score the product Identify pattern of errors Provide/elicit positive feedback Provide/elicit corrective feedback Review rule Model Student practices Student sets goal Provide closure

Controlled Practice & Feedback Carousel Walk 1. Write an SV sentence 2. Search & Check 3. Change the SV to an

SVV 4. Search & Check 5. Rewrite SVV with

more powerful words 6. Search & Check 7. Share

IM pp.175

IM pp.180

Stage 6: Advanced Practice/ Posttest and Feedback

Supervise practice on writing sentences about a topicProvide positive and corrective feedback to individuals

Guide & prompt students to mastery

Require mastery Relate student use of the strategy to

success in meeting task and setting demands.

Time to make a decision!!

Stage 7: Make Commitments for Generalization

STAGE 8: Generalization

Instructional Sequence for the Sentence Writing Strategy

Pretest for all Sentence Types

Simple Sentences

Compound Sentences(Review Simple & Compound)

Continue to Part III

Yes

No

No

Yes

Mastery

Mastery

Part I:

Part II:

No

Yes

Mastery

Go to Another Strategy

3rd grade

4th grade

KU Paragraph Writing

Complicated Sentence Structures Compound - 2 Complex - 2 Compound-Complex - 6 Stages of Acquisition Describe 20-30 min. Model 5-20 min. Elaboration & Verbal Rehearsal 25 min. practice & 10-15 min. for quiz Controlled Practice with Feedback 5-25 days (90%) Advanced Practice with Feedback 5-25 days

100% complete sentences 50% complicated sentences 66& complicated with correct punctuation At least one of type you are teaching

Stage 2: Describe

Compound Sentences Advance Organizer

Review Rationales Set Goals

IM pp.57-64

Compound Sentence

A compound sentence has two or more independent clauses.

Examples: The students finished class, and they went to lunch. Kevin did not want to hurt Kathy's feelings so he said

nothing about her mistake. I want to see my sister soon, for she has been in

Switzerland for two years.

IM pp. 57

Cue Card # 7

Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs

Simple Sentence:

The men and women met at the station and went to dinner.

Compound Sentence:

The men met at the station, and the women went to dinner.

Cue Card # 8

IM pp. 160

Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs

Simple Sentence:

The ducks and geese squawked and fluttered their wings.

Compound Sentence:

The ducks squawked, and the geese fluttered their wings.

Cue Card # 8

IM pp. 160

Comparing Compound Sentences to Simple Sentences with Compound Subjects and Compound Verbs

Simple Sentence:

Harry and Joe ate ice cream and drank pop.

Compound Sentence:

Harry ate ice cream, and Joe drank pop.

Cue Card # 8

IM pp. 160

Coordinating Conjunction

A word that is used with a comma to join two independent clauses.

, for , but

, and , or

, nor , yet

, so

Cue Card # 9

IM pp. 161

meanings

, for because

, and equal

, nor negative, neither

, but contrast

, or choice

, yet contrast

, so result

FAN BOYS

Fan Boys, Fan Boys

Seven in a row.

for, and, nor, but, or, yet, so

Coordinating Conjunction

Examples: Baseball is my favorite sport to watch, but football is my

favorite sport to play. The children ran all the way to school, yet they were late any

way. You will have to finish the project, or your group will get a

failing grade. Hanni was not at the game, nor was she at the party. We did not see Mike at the movie, nor did we see him at the

restaurant.

Cue Card # 9

IM pp. 161

Semicolons

Semicolons (;) can also be used to join the two independent clauses of a compound sentence.

Examples: Susan loves to swim; her brother likes to dive. Jason was highly respected; he was always such a

responsible person. The meeting was over; it was already midnight.

Cue Card # 10

IM pp. 162

IM pp.180

Stage 3: Model - Compound

I,cI

I;I

Stage 4: Verbal Practice

Rapid Fire

Take oral and written quiz (student book)

IM pp.180

Stage 5: Controlled Practice with Feedback-Compound

Stage 6 Advanced Practice with Feedback

IM pp.180

Time to make a decision!!

Instructional Sequence for the Sentence Writing Strategy

Pretest for all Sentence Types

Simple Sentences

Compound Sentences(Review Simple & Compound)

Continue to Part III

Yes

No

No

Yes

Mastery

Mastery

Part I:

Part II:

No

Yes

Mastery

Go to Another Strategy

3rd grade

4th grade

KU Paragraph Writing

Instructional Sequence for the Sentence Writing Strategy

Go to Another Strategy

No

Yes

Mastery

Mastery

Part IV:

Complex Sentences(Review Simple, Compound, & Complex)

No

Yes

Part III:

Compound-Complex Sentences(Final Review)

5th grade

Complex

Complex Sentence

A complex sentence

has one independent clause

and one or more

dependent clauses.

IM pp.77-82

Cue Card # 11

Dependent Clause

A dependent clause is a group of words

with a subject and verb that cannot stand alone.Examples:

I like Sally because she is funny.

Kathy will be late for dinner since the meeting is still in

progress.

The game will end when one team scores.

Cue Card # 11

IM p. 163

Dependent Clause - Dec. 25

Independent Clause - Dec. 26

Subordinating Conjunctions

Subordinating conjunctions are words that show the relationship of the

dependent clause to the independent clause.

Cue Card # 12

IM p. 164

Subordinating Conjunctions

Some words that can be used as subordinating conjunctions are:

after even if since

although even though so that

as if than

as if in order that though

as long as just as unless

as soon as like until

as though once when

because provided whenever

before rather than while

IM p. 164

Cue Card # 12

Sequencing Complex Sentences

Dependent Clause First (comma needed) When I get to Phoenix, you will be sleeping. After the players practiced, they went out for a pizza. Until the storm is over, we will not know about the

damage.

Cue Card # 13

IM p. 165

Sequencing Complex Sentences

Independent Clause First (comma not needed) You will be sleeping when I get to Phoenix. The players went out for a pizza after they practiced. We will not know about the damage until the storm is

over.

IM p. 165

Cue Card # 13

Model - Complex

ID

D,I

Give oral and written quiz

Stage 7: Make Commitments for Generalization Student folders Pretest/post test

STAGE 8: Generalization

Phase 1: Orientation Insure that students are aware of situations in which the

strategy should be used Discuss adaptations of the strategy Insure that students are aware of cues for using the

strategy Materials

Assignment sheets Sentence checklist IM p. 181 Current management chart

IM pp. 119-121

6 Assignments

4 Reports

6 Maintenance Probes

STAGE 8: Generalization

Phase 2: Activation Program the student’s use of the strategy in a variety of settings

Monitor implementation Enlist assistance of others Request feedback from others Reinforce progress and success Prompt students Prompt other teachers

Provide feedback on strategy applications

Materials Report Strategy Use Form Sentence Score Sheets IM p. 174 Sentence checklist IM p. 181 Generalization Progress chart IM p. 179

IM pp. 122-127

Your Name: Date:

Strategy you used:

Place where you used the strategy:

Assignment or task on which you used the strategy:

Generalization

Report of Strategy Use Form

STAGE 8: Generalization

Phase 3: Adaptation Identify cognitive processes Identify how strategy can be modified Repeat application with modified strategy Materials

Management chart IM p. 176

IM pp. 128-133

Discuss Cognitive Features(4 main mental functions) Using formulas P Planning E Writing N Checking S

STAGE 8: Generalization

Phase 4: Maintenance Monitor student’s use of the strategy over time and across

settings Discuss rationales for long-term use Identify barriers Set goals related to self-monitoring Identify self-reinforcers or self-rewards

Conduct periodic checks and reviews of strategy usage Provide feedback on strategy generalization Materials

Sentence Score Sheets Sentence checklist Current management chart Current Generalization Progress chart

IM pp. 134-136