8 Stages of Strategy Acquisition
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Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Stage 6:
Stage 7:
Pretest & Make Commitment
Describe
Model
Verbal Practice
Controlled Practice with Feedback
Advanced Practice with Feedback
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
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Pretest and Commitmentresource packet
Cue Cards #1-14 p 94-107
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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 List
My 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
Acquisition Stages
STAGE 2: Describe
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Purpose
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Rationales / benefits
Characteristics of
situations for use
Example situations
Results to expect
Simple sentences
Formulas
Describe the steps of the
strategy
Goal setting
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Materials:
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Cue Cards
Example Sets
Pretest & Practice
Samples
4” x 6” Cards
Student Folders
Progress Charts
2-3 hours
IM pp.17-37
Critical Teaching Behaviors
Every Lesson/Every Day
Advance Organize
Body
Post Organizer
Elicit Benefits from Students
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In School
In Employment
In General
Summarize
Situation Characteristics for
Use
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Book reports
Essay questions
Chapter questions
Job applications
Letter writing
On the job writing tasks
Email
Share expected results
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Writing samples
P. 146
100
80
60
Tom
40
Esther
John
20
0
1st
3rd
Qtr
Qtr
Cue Card # 1
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 # 2
The Subject of a Sentence
The subject is the
person
place
thing
quality
or idea
Nouns
that the sentence is about.
IM pp.154
Brainstorm and Post

Quality (trait, describes)
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Bravery
Happiness
Honesty
Responsibility
Beauty
Illness
Loneliness

Idea

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Freedom
War
Peace love
Nothing
Something
Cue Card # 2
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 # 3
Verbs
A verb is a word that shows the
state of being
or
action
of the subject of the sentence.
IM pp.155
Linking Verbs
am
are
was
were
seem
is
be
been
become
Cue Card # 3
Verbs
Examples:
Sally sneezed.
(Physical action)
John thinks.
(Mental action)
Jesse is my friend.
(State of being)
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–Subject
Identification Procedure
Cue Card # 4
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.
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.
2.
3.
4.
5.
6.
7.
8.
9.
The old gray mare limped down the lane.
The silver-winged plane soared.
Johnny’s baby sister cried for hours.
The first three girls giggled.
Fourteen good pilots died in the war.
The chairman of the meeting left early.
The chrome-plated motorcycles glistened in the sun.
The pioneers in our family fled from England.
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
am
are
Cue Card # 5
is
may
might
must
can
could
do
does
did
shall
should
has
have
had
was
were
be
been
being
will
would
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
to play
to jump
to smell
Prepositions
to the movie
to the store
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 V
1.
2.
3.
4.
Sally swam and played all afternoon.
The dogs had barked all night and slept all day.
Michelle came home yesterday and did not work all day today.
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 VI
1.
2.
3.
4.
The ponies and calves scampered and played in the field.
Kathy and her father do not like to play tennis and hate to jog.
The Army and the Navy had a football game and filled the stadium.
The two boys and their fathers were sick and did not attend the FatherSon 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
Cue Card # 6
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
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

For those students who have completed Fundamentals in Sentence Writing
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

38
University of Kansas Center for Research on Learning 2006
IM pp.175
IM pp.180
Acquisition Stages
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

IM pp.38-40
Four Instructional Phases of Modeling
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
Phase I: Advance Organizer Phase III: Student Enlistment
 Review Previous
Prompt Involvement
Learning
Check Understanding
 Personalize the Strategy
Correct and Expand Responses
 Define the Content
Engineer Success
 State Expectations
Phase II: Presentation
 Think Aloud
 Self-Instruct
 Problem-Solve
 Self-Monitor
 Perform Task
Phase
IV: Post Organizer
Review
the Model
Personalize the Strategy
Give Direction
State Expectations
Cue Progress Checks
The Heart of Strategy Instruction
Acquisition Stages
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
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Intent of the strategy
Process involved
Step design
Importance of each step to the overall process
Automatic level
Quizzes
Oral - 100%
 Written - 90%

IM p. 170
SB pp. 5-7
IM pp.41-46
Rapid Fire
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
Give oral quiz
Give written quiz (student book 5-7)
IM pp.170
IM pp.175
IM pp.180
Acquisition Stages
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
 Evaluation guidelines
 Folders

SB pp. 8-17
IM p.137
IM pp.47-53
Lesson Sequence
for Controlled Practice
Example: Student Progress
Lesson
1A
2A
2B
2C
3A
3B
% correct
90%
70%
80%
95%
85%
90%
Elaborated Feedback
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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
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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 topic
Provide positive and corrective
feedback to individuals
 Guide
Require
& prompt students to mastery
 Relate
mastery
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
Mastery
Yes
No
3rd grade Part I:
Simple Sentences
Mastery
4th grade Part II:
Go to
Another
Strategy
No
Yes
Compound Sentences
(Review Simple & Compound)
Mastery
Yes
Continue to Part III
No
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

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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
Cue Card # 7
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 # 8
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.
IM pp. 160
Cue Card # 8
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.
IM pp. 160
Cue Card # 8
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.
IM pp. 160
Cue Card # 9
Coordinating Conjunction
A word that is used with a comma to join two
independent clauses.
, for
, and
, nor
, but
, or
, yet
, so
IM pp. 161
meanings
, for
, and
, nor
, but
, or
, yet
, so
because
equal
negative, neither
contrast
choice
contrast
result
FAN BOYS
Fan Boys, Fan Boys
Seven in a row.
for, and, nor, but, or, yet, so
Cue Card # 9
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.
IM pp. 161
Cue Card # 10
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.
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
Mastery
Yes
No
3rd grade Part I:
Simple Sentences
Mastery
4th grade Part II:
Go to
Another
Strategy
No
Yes
Compound Sentences
(Review Simple & Compound)
Mastery
Yes
Continue to Part III
No
KU Paragraph Writing
Instructional Sequence
for the Sentence Writing Strategy
5th grade Part III:
Complex Sentences
(Review Simple, Compound, & Complex)
Mastery
No
Yes
Sentences
Part IV: Compound-Complex
(Final Review)
Mastery
Yes
Go to Another Strategy
No
Complex
Cue Card # 11
Complex Sentence
A complex sentence
has one independent clause
and one or more
dependent clauses.
IM pp.77-82
Dependent Clause
Cue Card # 11
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.
IM p. 163
Dependent Clause - Dec. 25
Independent Clause - Dec. 26
Cue Card # 12
Subordinating Conjunctions
Subordinating conjunctions are words
that show the relationship of the
dependent clause to the independent
clause.
IM p. 164
Cue Card # 12
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
Sequencing Complex
Sentences
Cue Card # 13
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.
IM p. 165
Sequencing Complex
Sentences
Cue Card # 13
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
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 Maintenance Probes
6 Assignments
4 Reports
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
Generalization
Report of Strategy Use Form
Your Name:
Date:
Strategy you used:
Place where you used the strategy:
Assignment or task on which you used the strategy:
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
Planning
Writing
Checking
P
E
N
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