University of Kansas (KU) Sentence Writing Strategy (MARK) and (PENS)
The first level of the two-level Sentence Writing Strategy program, called Fundamentals in the Sentence Writing Strategy, does just that. It can be used at the elementary, secondary, or post-secondary level to teach students the basic concepts, vocabulary, and skills involved in sentence writing. In a nutshell, through this program, students learn how to identify subjects and verbs and other parts of speech, the steps of the Sentence Writing Strategy (PENS), and how to write simple sentences.
Once students learn these skills, they are prepared to enter the second level of the program, called Proficiency in the Sentence Writing Strategy, in the compound sentences section. Proficiency in the Sentence Writing Strategy is designed to teach students how to recognize and generate four types of sentences: simple, compound, complex, and compound-complex.Teachers who use the two-level program in this way find that students learn the skills quickly and easily, they make a smooth transition into learning the more complicated types of sentences, and they become fluent writers with less stress.
University of Kansas (KU) Paragraph Writing Strategy (SCRIBE)
The Paragraph Writing Strategy is designed to teach students how to write well-organized, complete paragraphs by outlining ideas, selecting a point-of-view and tense for the paragraph, sequencing ideas, and checking their work.
Error Monitoring Strategy (WRITER/COPS)
The Error Monitoring Strategy is designed to teach students a process for detecting and correcting errors in their writing and for producing a neater written product. Students are taught to find errors in paragraph organization, sentence structure, capitalization, overall editing and appearance, punctuation, and spelling by asking themselves a series of questions. Students correct their errors and rewrite the passage before submitting it to their teacher.
Vocabulary Strategy (LINCS)
The LINCS Vocabulary Strategy helps students learn the meaning of new vocabulary words using powerful memory-enhancement techniques. Strategy steps cue students to focus on the critical elements of the concept; to use visual imagery, associations with prior knowledge, and key-word mnemonic devices to create a study card; and to study the card to enhance comprehension and recall of the concept.
Visual Imagery Strategy (SCENE)
The Visual Imagery Strategy is designed to improve students' acquisition, storage, and recall of prose material. Students improve reading comprehension by reading short passages and visualizing the scene that is described, incorporating actors, action, and details.
The Class Participation Strategy (SLANT)
Starter Strategy for Class Participation is a simple, easy-to-teach strategy designed to help students participate in class discussions. Students learn how to use appropriate posture, track the talker, activate their thinking, and contribute information.
Unit Organizer Routine
The Unit Organizer Routine is used by classroom teachers to introduce a new unit to students such that they see the "Big Picture," understand their assignment responsibilities, understand key relationships within the unit, and understand the coming sequence of instruction. This routine shows how to use a graphic to introduce, anchor, and gain closure on a unit of content that takes one or more weeks to complete. The routine demonstrates how to teach a unit in a manner that will benefit a wide range of students.
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