Presentation on theme: "Self-Regulated Strategy Development"— Presentation transcript:
1 Self-Regulated Strategy Development School Committee MeetingMillbury Street Elementary SchoolMarch 24, 2014
2 Background Scheduled to co-teach together for ELA this year Saw a need to pursue professional development in the area of writing – decided to attend a two day workshop offered by Hill for Literacy over the summerExcited to try what we learned in our class and to share it with other fifth grade teachers
3 What is it?Self-regulated strategy development (SRSD) is an extensively validated approach to writing instruction (including sentence construction, planning and revising, and genre element knowledge) and self-regulation strategies for writing (including goal setting, self- instruction, self-assessment, self-monitoring, and self- reinforcement).SRSD is a research and evidence-based strategy – it is not a “program;” it can be used with existing programs or as a stand-alone tool.SRSD is appropriate for use in grades 2 through high school, and designed for students in both general education, and special education.
4 Self-Regulated Strategy Development SRSD was developed to address students’ difficulty with the writing process AND their attitudes and beliefs about writing, motivation, and self-efficacy.The SRSD approach explicitly teaches strategies for specific writing genres (narrative, opinion/persuasive, informative/report writing), as well as general writing strategies (word choice, interesting openings).
5 Connections to the Common Core Text Types and Purposes:CCSS.ELA-LITERACY.W.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CCSS.ELA-LITERACY.W.5.1.AIntroduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.CCSS.ELA-LITERACY.W.5.1.BProvide logically ordered reasons that are supported by facts and details.CCSS.ELA-LITERACY.W.5.1.CLink opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).CCSS.ELA-LITERACY.W.5.1.DProvide a concluding statement or section related to the opinion presented.
6 Connections to the Common Core Production and Distribution of Writing:CCSS.ELA-LITERACY.W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-LITERACY.W.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
7 Components of SRSD Mnemonics (STOP & DARE; REVISE, FLAIR) Graphic organizersModeling, exemplarsPositive self-talk statementsRubrics (including extension)Color-coding (reasons and support)Mini-lessons (topic paragraph, reasons, concluding paragraph)Transition words and thought stemsGuided partner practice, sharing/feedbackSelf-scoringTeacher scoring/conferencingGoal settingCharting progressEngaging and varied writing promptsRevising and editing checklists
8 STOP Planning Strategy S = Suspend judgmentT = Take a sideO = Organize ideasP = Plan more as you write
9 DARE Planning Strategy D = Develop your topic sentenceA = Add supporting ideasR = Reject arguments for theother sideE = End with a conclusion
15 Thought StemsThought stems are used to extend and develop the arguments or reasons in the persuasive essay.Examples of Thought StemsWhat I mean by this is…Another way to say this is…This connects to my argument because…The reason for this is that…To put it another way…This shows that…This is important because…For example…
23 (Scores out of a possible 15 points) Persuasive Writing(Scores out of a possible 15 points)PROMPT 1PROMPT 2PROMPT 3PROMPT 4Student 1367Student 2515Student 3413Student 411214Student 511Student 6Student 7Student 82Student 9Student 1010Student 11Student 129Student 13Student 14Student 15Student 16Student 17Student 18Student 19Student 20Student 21Student 22Average188.8.131.523.8Median9.5
24 ReflectionsStudents seemed more motivated to write – even the reluctant and struggling writers.Because of the structure and rubrics, students knew exactly what was expected.Mini-lessons and follow-up partner practice was very valuable and allowed for a gradual release of responsibility.All students showed substantial growth from their first writing sample to their final prompt.We saw a transfer of strategies used for persuasive/opinion writing to informative writing.