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Transcript of 8 Stages of Strategy Acquisition Stage 1: Pretest & Make Commitment Stage 2: Describe Stage 3: Model...
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