The SIM Paragraph Writing Strategy (SCRIBE, PENS)
Strategy Parameters
- Genre: Paragraph Level, Persuasive, Narrative, Informational, Descriptive, Expository
- Grade Level: Grades 5-12
- Writing Process: Prewriting, Planning, Drafting, Revising
At-A-Glance
With the Paragraph Writing Strategy, students learn to list ideas related to a topic; plan the point of view and verb tense to be used in the paragraph; plan the sequence in which ideas will be expressed; and write a variety of topic, detail, and clincher sentences in well-organized paragraphs. Teachers use the stages of instruction from the Strategic Instruction Model (SIM).
Learn More
Best Practices
- Follow the guidance provided in the Instructor’s Manual. To order in the KUCRL Store: https://kucrl.company.site/products/The-Paragraph-Writing-Strategy-Instructors-Manual-Printed-Manual-p656960454 To order via Purchase Order: https://sim.ku.edu/kucrl-order-forms
- Use the Learning Sheets in the Student Materials manual in combination with the Instructor’s Manual.
- Promote generalization and transfer of the strategy steps with all writing across the school day.
- Use the student cue cards (provided in the manual) as posters and handouts for other teachers in the school to reinforce strategy use.
Common Pitfalls
- Don’t teach only mnemonic steps without using the stages of instruction provided in the manual lessons.
- Don’t skip the teacher model entirely or don’t model with the think aloud part (demonstrating only).
- Don’t overlook the importance of feedback during guided and independent practice.
- Don’t have students complete additional learning sheets even after they have achieved mastery (harms motivation for learning).
Implementation Tips
- Before beginning instruction, it’s important to give a pre-test of students’ paragraph writing skills and knowledge of concepts.
- Station teaching can help teachers provide more targeted feedback during independent practice.
- This strategy has been successfully taught with large classes taught by one teacher or two co-teachers as well as in resource settings as part of tiered systems of support.
