The Sentence Writing Strategy
Fundamentals of Sentence Writing
Proficiency in Sentence Writing
Lynbrook
Michele Goodstein
Certified SIM Professional Developer
mg517@optonline.net
Sentences and
Punctuation
• A woman, without her man, is nothing.
• A woman: without her, man is nothing.
Agenda
• Overview of the day
• Introduction to the Sentence Writing Strategy
• Understanding the STRATEGY
• Teaching Fundamentals in Sentence Writing
• Teaching Proficiency in Sentence Writing
• Scoring
• Expectations
The Sentence Writing Strategy
is about
By understanding
Background
Knowledge
a researched and validated writing
strategy that teaches students how to
write complete and
complicated sentences.
By having
teachers
first
Learn it
By having teachers
understand how to
Teach it
By having
teachers know
how to
Score it
Learning Strategies Curriculum
Scientifically-validated Strategies
Acquisition
Storage
Word
Identification
First-Letter
Mnemonic
Word Mapping
Paired
Associates
Paraphrasing
Self-Questioning
Visual Imagery
Summarizing
Inferencing
LINCS
Vocabulary
Expression of
Competence
Sentence Writing
Paragraph Writing
Error Monitoring
Theme Writing
Assignment
Completion
Test-Taking
Four Types of Sentences
•
•
•
•
Simple
Compound
Complex
Compound-complex
We will be learning formulas
for each type.
Purpose of the
Sentence Writing Strategy
• To teach students basic vocabulary
associated with sentence writing.
• To enable students to write a variety
of sentences with fluency.
• To give students the prerequisite
skills for more advanced writing
strategies.
Why teach The Sentence
Writing Strategy
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
New York State Learning
Standards
“The student will write
simple/compound/complex sentences,
using, correct subject-verb agreement,
verb tense, punctuation, and pronouns
with clear antecedents.”
English Language Arts
Core Curriculum – Grade 5/6
May 2005
Sentences
SENTENCE FLUENCY
emerging
Incomplete
Choppy
Run-on
Phrasing doesn’t
sound natural
Many sentences
begin the same way
strong
Variety of sentence
types and lengths
Purposeful
beginnings
Makes meaning
clear
Inviting to the
reader
Sentence Writing Results
Pretest
Regular
classroom
products after
Generalization
Stage
Percentage
Complete
Sentences
Percentage
Complicated
Sentences
70%
18%
98%
58%
Strategy
What is it?
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
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
Paragraph #1
We enjoyed many different activities on our
vacation to Hawaii last year they were a lot of fun. On
the first day we went to a beautiful little beach. Surfed
on the high waves and had a picnic on a blanket. The
next day we spent a day shopping. We bought tee
shirts and sandals and a pair of sunglasses. Finally,
we went snorkeling at a reef. We saw all kinds of
different colored fish. In sum, my vacation to Hawaii
was just super.
Total Sentences Attempts: 8
Complete Sentences: 6 (75%)
Complicated Sentences: 0
Paragraph #2
We enjoyed many different activities on our vacation to
Hawaii last year, and they were all lots of fun. On the first
day we went to a beautiful little beach where the sand
was pink and covered with shells. There we surfed on the
high waves, and we had a picnic on a blanket. Because it
rained the next day, we spent the day shopping for
souvenirs. We bought tee shirts and sandals, but our
best find was a pair of musical sunglasses. Finally, we
went snorkeling at a reef. We saw all kinds of different
fish; they were all colors of the rainbow! In sum, my
vacation to Hawaii was just super.
Paragraph #2
We enjoyed many different activities on our vacation
to Hawaii last year, and they were all lots of fun. On the
first day we went to a beautiful little beach where the sand
was pink and covered with shells. There we surfed on the
high waves, and we had a picnic on a blanket. Because it
rained the next day, we spent the day shopping for
souvenirs. We bought tee shirts and sandals, but our best
find was a pair of musical sunglasses. Finally, we went
snorkeling at a reef. We saw all kinds of different fish; they
were all colors of the rainbow! In sum, my vacation to
Hawaii was just super.
Total Sentences Attempts: 8
Complete Sentences: 8 (100%)
Complicated Sentences: 6 (75%)
The Sentence Writing Strategy
is about
By understanding
Background
Knowledge
a researched and validated writing
strategy that teaches students how to
write complete and
complicated sentences.
By having
teachers
first
Learn it
By having teachers
understand how to
Teach it
By having
teachers know
how to
Score it
Learning
The Sentence Writing Strategy
The PENS Strategy
Step 1: Pick a formula
Step 2: Explore words to fit the
formula
Step 3: Note the words
Step 4: Search and check
Strategic Learner
What part of the strategy is the
planning part?
execution part?
TTYN and
evaluation part?
discuss
The PENS Strategy
Step 1: Pick a formula
plan
Step 2: Explore words to fit the
formula
Step 3: Note the words
Step 4: Search and check
execute
evaluate
The PENS Strategy
Step 1: Pick a formula
Step 2: Explore words to fit the
formula
Step 3: Note the words
Step 4: Search and check
What are these formulas or
patterns that create different
type of sentences?
Type #1: Simple Sentence
A sentence that has one independent clause
Independent Clause
A group of words that
1. makes a complete statement
2. has a subject and a verb
Simple Sentence Formulas
SV – The boy ran.
SSV – The boy and his sister ran.
SVV – The boy ran and jumped.
SSVV – The boy and his sister ran and jumped.
Enhancing an SSVV…
SSVV – The mischievous little boy and
his six-year-old sister ran across the street
and jumped into a giant pile of leaves.
SSVV – Elizabeth Cady Stanton and
Susan B. Anthony were passionate about
women’s rights and fought for women’s
right to vote.
Let’s see how we
can use PENS to
write a simple
sentence
Now it’s your
turn to write
Simple
sentences
2. Paris
4. African Safari
1. Hawaii
3. Cruise
5. Camping
Simple Sentence Formulas
SV
The bear knocked over the tent.
SSV
John and Lisa went to a luau.
SVV
Paul saw a lion and ran back to the
jeep.
SSVV Michael and his daughter climbed the
Eiffel Tower and took photos from the
top.
What was your favorite part of the trip?
Write an SV to answer. Then turn your SV
into an SSV, SVV, and an SSVV.
Example:
We went scuba diving. (SV)
- My wife and I went scuba diving. (SSV)
- I went scuba diving and saw a shark. (SVV)
- My wife and I went scuba diving and saw a shark. (SSVV)
Putting it all together
Please turn to the worksheet
titled
Writing Sentences
Write 4 simple sentences
The PENS Strategy
Step 1: Pick a formula
Step 2: Explore words to fit the
formula
Step 3: Note the words
Step 4: Search and check
SV
SSV
SVV
SSVV
Type #2: 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.
Coordinating Conjunction
A word that is used with a comma to
join two independent clauses.
, for
, and
, nor
, but
, or
, yet
, so
The FAN BOYS Cheer
FAN BOYS, FAN BOYS
Seven in a row
For, And, Nor, But, Or, Yet, So
FAN BOYS, FAN BOYS
Compound words to know
For, And, Nor, But, Or, Yet, So.
Semicolons
Semicolons (;) can also be used to join
the two independent clauses of a
compound sentence.
– 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.
Do not turn off or unplug your computer; it will
turn off automatically.
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.
SSVV
Compound Sentence:
The men met at the station, and the women
went to dinner.
SVSV
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.
Let’s see how we
can use PENS to
write a compound
sentence
Now it’s your
turn to write
Compound
sentences
Compound Sentence Formulas
I,cI
The bear knocked over the tent, but there
was no damage to it at all.
John and Lisa went to a luau, and the rest
of us went for a long walk on the beach.
I;I
Paul saw a lion; he ran back to the jeep
screaming!
Michael and his daughter climbed the Eiffel
Tower; they took photos from the top.
What was your most embarrassing
moment? Write a compound sentence using
the formula I,cI. Then write it again using
the formula I;I.
Example:
I leaned over the railing of the Eiffel
Tower, and my ice-cream cone fell right
over.
I leaned over the railing of the Eiffel
Tower; my ice-cream cone fell right
over.
Putting it all together
Please return to the worksheet
titled
Writing Sentences
Write 2 compound sentences
using the I,cI and I;I formulas.
The PENS Strategy
Step 1: Pick a formula
Step 2: Explore words to fit the
formula
Step 3: Note the words
Step 4: Search and check
I,cI
I;I
Type #3: Complex Sentence
A complex sentence has one independent
clause and one or more dependent clauses.
Dependent Clause
A dependent clause is a group of words with a subject
and verb that cannot stand alone.
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.
Subordinating Conjunctions
Subordinating conjunctions are words that
show the relationship of the dependent
clause to the independent clause.
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
What comes first?
I
or
D
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.
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.
Let’s see how we
can use PENS to
write a complex
sentence
Now it’s your
turn to write
Complex
sentences
Complex Sentence Formulas
ID
D,I
The bear knocked over the tent while we
were off on a long hike.
John and Lisa decided to go to the luau
since they couldn’t get tickets to the sunset
cruise.
While we were sleeping, the bear knocked
over the tent.
Since they couldn’t get tickets to the sunset
cruise, John and Lisa went to the luau.
What two pieces of advice would you give to someone who
was going to take this same trip? Answer by writing a
complex sentence using the formula ID and another
complex sentence using the formula D,I.
Examples:
S’mores are great for camping although
seventeen might be a few too many. (ID)
If you see a skunk, you should NOT try to get
close enough to take a picture. (D,I).
Putting it all together
Please return to the worksheet
titled
Writing Sentences
Write 2 complex sentences
using the ID and D,I formulas.
The PENS Strategy
Step 1: Pick a formula
Step 2: Explore words to fit the
formula
Step 3: Note the words
Step 4: Search and check
ID
D,I
S
S
V
V
___ Lisa and Jesse cooked dinner and sat down to
watch TV. Answer: SSVV
S
V
S
V
____ Lisa cooked dinner, but Jesse sat down
V
and watched TV. Answer
S
I,cI
S
V
V
___ Although Lisa was tired, she cooked dinner
for Jesse. Answer:
D,I
Type #4:Compound-Complex
Sentence
A compound-complex sentence has
two or more independent clauses and
at least one dependent clause.
Examples:
– When you are ready, I will call the store, and we
can talk to Reed.
– Before the trick-or-treaters came, Jill made
candied apples; they were delicious.
Sequencing CompoundComplex Sentences
Dependent Clause First
– After the party was over, Jean had a
headache, so Paul cleaned up the house.
– When Jennifer feels sad, she calls Chris;
he cheers her up.
Sequencing CompoundComplex Sentences
Dependent Clause Second
– Jean had a headache after the party was over,
so Paul cleaned up the house.
– Chad hates to sleep while his parents are awake,
for he might miss something.
– Jennifer calls Chris whenever she feels sad; he
cheers her up.
– The sky was gray when the volcano erupted; ash
was falling everywhere.
Sequencing CompoundComplex Sentences
Dependent Clause Third
– Jean had a headache, so Paul cleaned up the house
after the party was over.
– The employer made Jill a good offer, and she
accepted as long as he gave her a travel allowance.
– The doctors were busy with the serious cases; the
slightly wounded soldier quietly waited while they
worked.
– Todd gave an excellent report; his instructor thanked
him after the rest of the class had left the room.
Let’s Review
• Please turn to the worksheet titled
Four Types of Sentences. These are
your guided note sheets.
• Please work with a partner to complete
these notes.
Putting it all together
Please turn to the worksheet
titled
Sentence Identification
Activity
Identify the
1) type of sentence
2) the formula used
The Sentence Writing Strategy
is about
By understanding
Background
Knowledge
a researched and validated writing
strategy that teaches students how to
write complete and
complicated sentences.
By having
teachers
first
Learn it
By having teachers
understand how to
Teach it
By having
teachers know
how to
Score it
Teaching
The Sentence Writing Strategy
Skills taught in the
Fundamentals Program
Capital letter
End punctuation
Subject
Action verb
Linking verb
Simple sentence
Infinitive
Prepositional phrase
Adjective
Main subject
Complete subject
Helping verb
Adverb
Fundamentals in Sentence
Writing Strategy
Fundamentals in the
Sentence 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
The Five Requirements of a
Sentence
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 .?!
Fundamentals in the
Sentence 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
Fundamentals
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 and Check Step
Mark out the imposters.
Ask “Is there a verb?”
Root out the subject. (Ask, “Who or
what ___________?”)
Key in on the
– Beginning
– Ending
– Meaning
The Subject of a Sentence
The subject is the person, place, thing,
quality, or idea that the sentence is
about.
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)
Action Verb
A verb is a word that shows the
action of the subject of the sentence.
Examples:
Body Actions
walk
run
write
Mind Actions
think
wonder
want
Quality feedback needs to be…
Positive
Timely
Individual
Corrective
The PENS Strategy
Pick a formula
Explore words to fit the formula
Note the words
Search and check
Search & Check Step
M
Ask ”Is there a verb?"
Root out the subject
(by asking, ”Who or What _____?")
Key in on the
– beginning
– ending
– meaning
Linking Verbs
Words that link the subject to
another word that describes the
subject.
Am
Was
Are
Is
Were
Seem
Be
Been
Become
The Imposters
Imposter # 1 is an Infinitive. Since it
has a verb in it, it tries to trick you into
thinking it is the verb of the sentence.
Ex.
Madonna loves to sing.
Infinitives
to + a verb
Watch out! “To” can also be a preposition!
Examples:
To run,
To think,
to throw,
to imagine,
To be,
to feel,
to dance
to remember
to seem
Search & Check Step
Mark out imposters
– infinitives
Ask “Is there a verb?”
Root out the subject
(“Who or What _____?”)
Key in on the
– beginning
– ending
– meaning
The Imposters
Imposter #2 is a prepositional phrase.
Since it has a noun in it, it tries to trick
you into thinking it is the subject of the
sentence.
Ex.
He jumped over the fence.
Prepositions
about
above
across
after
against
along
amid
among
around
at
before
behind
below
beneath
beside
off
beyond
by
down
during
past
since
except
for
from
in
inside
into
like
through
throughout
to
toward
under
underneath
until
up
upon
near
of
on
over
out
outside of
with
within
without
The plane flies ________ the cloud.
Search & Check Step
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
Lessons 6-8:
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"
Lesson 9: Adjectives and
Main Subjects
Subject: the big old yellow
house
Main Subject: house
Helping Verbs
am
are
is
may
might
must
shall
should
can
could
do
does
did
was
were
has
have
had
be
will
would
been
become
being
Recall Device for Helping
Verbs
C H A D B. S W I M
2323 3 2 4 13
Chad B. Swim is 23 years old
Scaffolded Instruction
•
•
•
•
Small steps
Success ensured
Continuous review
Complexity builds
Instructional Sequence
for Each Lesson
• Review (verbal practice)
• Describe
Learn by
• Model
Watching
• Verbal practice
Learn by
• Guided practice
Sharing
•
Learn by
Controlled and
• Independent practice
Practicing
.
.
.
Teaching Proficiency in Sentence
Writing Strategy
Compound Sentences
Compound Sentences
Stage 2: Describe
Teach the students the
rationale for varying
sentence structures, and
the requirements and
formulas for compound
sentences.
Stage 3: Model
Show the students how
the strategy is performed
by performing it yourself
while “thinking out loud.”
Stage 5 & 6:
Controlled and
Advanced
Practice
•Use Worksheets
1A-D through 6A-D.
•Graph progress
on chart.
Group Activity
• Turn to the Describe Stage of Compound Sentences on page 57. (2030 min. lesson)
• Read each of the numbered steps to see what the teaching sequence
is.
• Look at Cue Cards #7-10 at the back of the book.
• Do Worksheets 1A, 2A, 3A, (or half of each) that are in your Activities
packet.
• Score them using the directions in the back of the Proficiency in
Sentence Writing Student Lessons book. (Guidelines – p. 100-1)
(Answers p.113-116)
Teaching Proficiency in Sentence
Writing Strategy
Complex Sentences
• Celebrate
• Set goals
• Prompt
• Remind
• Require
• Reward
• HAVE FUN!
Scoring
Directions: Instruction Manual p.137144
Score Sheet: Instruction Manual p.174
Pre-test
What types of sentences do you write?
Write six sentences on
one of the following
topics. Try to vary the
types of sentences you
write.
Topic List
Sentence Writing Strategy
My favorite meal
Summer activities
The best things about school
Life as a teenager
The best place to live
My favorite sport
My favorite store
The best job in the world
My New Year's resolution
Name __________________________________
Date ________________
Topic ________________________________________
Write at least 6 sentences. Use the Sentence Writing Strategy.
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Comments: ______________________________________
Simple
Compound
Complex
Non-sentence
_________________________________________________________
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AIM
TODAY
% complete
100%
_________________________________________________________
% compound/complex
33 %
66%
_________________________________________________________
% complicated with
correct punctuation
_________________________________________________________
Check your writing
How many complete?
How many simple?
How many compound?
How many complex?
How many are punctuated correctly?