The implementation of the strategy resulted in both successes and challenges.

The successes of teaching this strategy were twofold.  First, the students were able to apply the four formulas of sentence types to vary their writing.  Using “PENS” and “MARK” afforded the students the opportunity to think through the process before writing a sentence and provided a means for students to self-check their work.  Secondly, the students no longer considered writing a task but something they knew they could do and do well.  This resulted in greater confidence in the area of writing during small group instruction and in their general education classrooms. 
The challenges of teaching this strategy consisted of organization of materials and coordinating the re-teaching for some students while others progressed.  To combat these challenges, I was able to create a system whereby students could independently pull the learning sheet they needed as I was working with a student or students.  This promoted independence in the students and provided for more efficient time-management.