1. Self-regulated strategy development (SRSD) instruction
Harris, K, Graham, S, Mason, L. & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.

2. Objectives
Describe how self-regulated strategy development can support struggling writers.
Name strategies for teaching informational writing, narrative, and revising.
Identify how writing instruction can embed self- regulation.

3. Agenda What is a struggling writer?
What does the research says works for struggling writers?
Self-Regulated Strategy Development
Writing Strategies
Informational
Narrative
Revising
How to Teach the Strategies
Self-Monitoring
Let’s Try this-what makes writing difficulty
Identify what are the strengths and needs of struggling writers

4. Let’s Try This! 30 seconds to plan 3 minutes to write
Write about your most memorable school year.

5. Let’s Try This!
30 seconds to plan
3 minutes to write

6. A Few New Rules Include a period after ever 5th word.
Puts quotations marks around every “verb.”
Capitalize every five letter word.
Spell every four letter word backward.
Also, you MUST write with your non-dominant hand.

7. Let’s Try This! 30 seconds to plan 3 minutes to write
An Inspirational Person in your life.
Remember the rules.

9. Struggling Writers
Strengths
Challenges

10. Informational Writing Assignment
Students will select a state gems or minerals (quartz, amethyst, etc.) or a mineral that is native to their region. They will use various internet and nonfiction resources to gather information and write a report about their mineral or gem. Their reports will include: where the mineral is found, a description of its physical attributes, and its uses.
In order for participants to gain confidence in assessing student writing samples, it is essential that they have multiple opportunities to apply the new Georgia Grade 5 Writing Rubric.
Remind participants that they aren’t looking for an exact match with the rubric description; they are looking for a best fit. A student paper may demonstrate characteristics of two adjacent score points.

11. Informational Paper 1

12. Informational Paper 2

13. Informational Paper 3

14. Informational Paper 4

15. The Challenge of Helping Struggling Writers
Generating content:
Struggling writers do not know how to access what they know in writing
They do not have as much difficulty when given the opportunity to “say” rather than “write” what they know
Making revisions
Less than 20% of revisions made by struggling writers change the original text
Revisions tend to focus on word substitution, mechanical errors, or a neater product because these “rules” are concrete and accessible.

16. Why Do Students Struggle?
Struggling writers do not respond to the abstract terms that are a part of the writing process (brainstorm, plan, draft, and revise), even though they have received writing instruction.

17. Recommendations Strategy instruction has a high evidence base
Teach the writing process
The planning step is often short-changed
Revising and editing are challenging
Time needs to be allocated to writing instruction
Writing experiences should be purposeful and offer variety
Research supports the Self-Regulated Strategy Development Model
After the discussion, show this slide to make sure all the important recommendations were covered.

18. Philosophy of the Self-regulated Strategy Development Strategy
Provides struggling writers with specific, concrete strategies
Helps students by providing concrete models for “what has to happen in the mind”

19. Review of research supporting SRSD
Over 40 studies using the SRSD model of instruction have been reported (elementary through high school)
Significant findings in four main aspects of student performance:
Quality of writing
Knowledge of writing
Approach to writing
Self-efficacy
Meaningful improvements found with average-to-better writers, as well as students who score at or below the 25th percentile on writing measures
Research based practice according to CEC’s Evidence Based Practices Identification Criteria

20. “Pros” of the strategy Little to no start up cost
Materials readily available
“transparency” of the materials
Systematic, explicit, and consistent implementation strategy for teaching

21. “Cons” of the strategy Sheer number of strategies
Newness of strategy; many teachers may be unfamiliar with approach
Does not specifically teach mechanics of writing

22. Target Audience
Wide range of students from “average-to-better” writers, as well as students who score at or below the 25th percentile on writing measures
Can be effective in one-to-one, small group, or inclusive classroom instructional setting

23. Stages of Instruction Develop Background Knowledge Discuss It Model It
Memorize It
Support It
Independent Performance

24. Student Assessment Prior to Implementation
Assessment is integrated in steps of implementation:
Stage 1: Develop background knowledge (can assess preskills here)
Stage 2: Discuss it
Stage 3: Model it (think alouds)
Stage 4: Memorize it
Stage 5: Support it (use scaffolding; critical and longest stage)
Stage 6: Independent performance (goal: “covert” self-instruction)

25. Step 1: Activate and Develop Background Knowledge
Discuss the characteristics of good writing.
Teach text structure for genre to be developed
Develop the vocabulary of the genre.
Introduce the mnemonic for the strategy.
Use a mentor text in the genre being address to develop relevant vocabulary, genre knowledge, and writing techniques.
During this stage of instruction students acquire the vocabulary, knowledge, and concepts needed to apply POW and the strategy for story or persuasive writing. Teachers begin by talking with students about writing, to assess what they already know about good writing and help foster new ideas and ways of thinking about writing. The characteristics of good writing (e.g., fun to read and write, makes sense, has several parts, includes exciting colorful descriptive words) are discussed. Vocabulary specific to the genre they are learning is also introduced. We discuss considering the reader and techniques that help capture and maintain the reader’s attention (e.g., a catchy opening, transition words).
POW and its corresponding steps are introduced, and the teacher and students discuss what each letter stands for and why it is important. The genre specific strategy (TREE or WWW) is then introduced and each genre element is discussed. The mnemonics, or “tricks,” help students remember the writing process and parts of a good story or essay. Teachers and students discuss each part and brainstorm examples of the parts. Students next find the parts in a story or essay the teacher reads out loud. This model story or essay is written to be an example of what students can achieve in their own writing.
As students identify parts in the model compositions, the teacher models taking notes by writing notes on the graphic organizer, explaining that notes are short phrases, not complete sentences, to help the writer remember thoughts and ideas. This process is repeated until students can accurately identify all of the parts from a story or essay with ease, assist in making notes, and identify the characteristics of good writing.
A Metascript of Instructional Stages in Self-Regulated Strategy Development (SRSD)

26. Step 2: Discuss It
Introduce the strategy to be taught and discuss its benefits and applications.
Practice finding the genre-specific elements in different selections.
Introduce graphing (self-monitoring) using prior compositions (this assists with goal setting).
Poor stories or essays can be presented and collaboratively improved.
Emphasize effort to improve. Establish a commitment to learn the strategy and act as a collaborative partner.
In this stage, teachers continue to help students memorize POW, the genre-specific mnemonic (TREE or WWW), their meanings, and their importance. Students continue to practice finding the genre-specific elements as teachers read a story or essay out loud and write notes for each part of the composition on the graphic organizer. Gradually, students begin to write on their own organizers. Teachers and students discuss how the writing tricks can help improve the student’s writing. Poor stories or essays may also be presented and collaboratively improved. Teachers and students discuss the importance of using the new strategies in different contexts and for different purposes, and brainstorm where the strategies can be used (e.g., other classes or home), setting the stage for maintenance and generalization. Teachers stress that these tricks cannot work unless the student puts forth the effort to use them, and the student is asked to commit to making that effort.

27. Step 3: Model It
Model strategy steps and self‑regulation procedures across varied tasks.
Discuss ways that strategy steps may need to be modified for varied tasks, settings, or goals.
Collaboratively develop self‑talk, self-monitoring, and self‑reinforcement procedures.
Develop personalized self-instructions that will be used throughout the writing process.
Begin exploring application across tasks and settings (generalization).
Point 3: self-talk includes statements, questions, and exhortations to self to cope with negative thoughts, feelings, and behaviors associated with writing; include, “I will use my strategy to be successful,” “This is hard, but I can do it if I try,” and “I need to concentrate so I don’t get distracted.”
Teachers model by “talking out loud” how to Plan, Organize, and Write a story or essay using POW and the genre-specific strategy. Teachers begin by setting a goal to include all of the parts and emphasize the importance of using POW and the writing strategies. Students can observe or help teachers during the modeling process, generating ideas for the parts of the composition as well as “million dollar” (exciting and descriptive) words for stories or transition words for essays. Teachers record these ideas on a graphic organizer in note form.
While apply the strategies, teachers use a variety of self-statements to assist with problem definition (e.g., What do I have to do here?), planning (e.g., What comes next?), self-evaluation (e.g., Do I have all my parts?), self-reinforcement (e.g., I really like that part!), and coping (e.g., I can do this if I use my strategy and take my time.). Students can help with additional planning while the composition is written, suggesting new words and ideas, or modifying ideas initially recorded on the graphic organizer. 
Once the story or essay is written, the importance of what we say to ourselves while writing is discussed and the self-statements teachers used are identified. Students create two or three self-statements that they can use while planning an essay or story, while writing, and to check their work when the composition is complete. These statements are recorded on a small chart to be used in future lessons as a reference for students when they are struggling, or write something of which they are proud. These statements can be said out loud or thought to yourself. Students are not forced to use these statements, but encouraged to do so until they can write independently. 
Next, self-monitoring and graphing are introduced. Teachers and students examine the composition they wrote, checking for all parts and determining if their goals were met (e.g., the composition was fun to write, fun to read, makes sense, and captures the reader’s attention). They graph the results by coloring in a rocket divided into parts that equal the number of genre elements expected in the composition (7 parts for story or 5 parts for essays). If all genre elements are included, the student colors all of the rocket and has “blasted off” the rocket. Students color in a star next to the rocket for each million dollar word or transition word used in the story or essay. Students who write a persuasive essay with more than three reasons, resulting in more than 5 parts, can write their total number of essay elements above the rocket. Each student has a chart containing several of these rockets with stars around them, in order to track their progress. Teachers then model self-reinforcement for a job well done.

28. Step 4: Memorize It
Have students memorize strategy steps, mnemonics, and self‑talk.
During each lesson, students have practiced recalling the POW and WWW, What = 2, How = 2 or POW and TREE mnemonics and their meanings. Practice includes writing the mnemonic on a sheet of paper and explaining the mnemonics as well as fun activities using flash cards. At this point, most students have the mnemonics memorized. For students who need it, further practice is provided. Memorizing the strategies promotes automaticity when students begin to write independently.

29. Step 5: Support It
Collaboratively practice using the strategy steps and self‑regulation procedures.
Collaboratively establish challenging but attainable writing goals.
Gradually fade support as students gain competence.
Discuss generalization and maintenance; assign homework for generalization.
During this stage, teachers and students examine students’ essays or stories written before SRSD instruction began, and discuss how the writing tricks have helped improve the students’ writing. (Typically, this had been done earlier in instruction, but we moved this to the Support It stage to allow these students to successfully use the tricks before examining their pretest writing abilities, given their behavioral challenges.)
This stage is characterized by collaborative writing experiences. Teachers and students begin by setting goals for their composition (e.g., includes all the parts, makes sense, is fun to read and write, captures the reader’s attention). Then they plan, organize their notes, and write the story or essay together using POW plus the genre-specific graphic organizer and self-statements. Teachers scaffold students’ strategy use, encouraging students to work independently, providing prompts and guidance only as needed to ensure students achieve their goals. 
Students respond differently during this stage. Some students need a lot of assistance and guidance through the writing process for some time, while other students quickly pick up and apply the tricks independently. Additional goals (e.g., write a story with a moral, write an essay that refutes counter arguments) may need to be developed to keep the student engaged and motivated. During this stage, when each composition is complete, students identify and graph the included parts, verbally self-reinforcing themselves for meeting their goals. They also look for and graph the use of million dollar or transition words. Teachers and students discuss how the strategies can help them make each part of a story or essay better and more fun to read and write.
When students are ready, teachers explain that students may not always have the graphic organizer available, but they can create their own on any paper. Teachers model this process by writing POW at the top of a piece of notebook paper and writing either the story or persuasive writing strategy mnemonic down the side of the paper, which is then used for making notes. Students apply this strategy for creating their own notes to write a story or essay.

30. Step 6: Independent Practice
Students use the writing strategies and self- regulation procedures independently.
Monitor use. Support as necessary.
Fading of overt self-regulation may begin.
Plans for maintenance and generalization continue to be discussed and implemented.
During this stage of instruction, students use POW and the genre-specific writing strategy without props (w.g., chart with strategy steps, graphic organizer, self-statement chart) or assistance from teachers. At this point, graphing compositions may be faded out as well. For the purpose of our studies, we considered independent performance to be met when students were able to include all necessary elements (e.g., 7 parts for story or 5 parts for essays) in their compositions independently.

31. Some Tips on Promoting Strategy Maintenance and Generalization
Strategy instruction must be prolonged, covering implementation across tasks, settings, and people
Make the expectation for continued use in many contexts explicit
Solicit students’ ideas about the conditions under which a strategy might be deployed and what modifications might be necessary
Use other school personnel as confederates (i.e., have them prompt and reinforce strategy use and report on students’ efforts; have students report back as well)

32. Some Tips on Promoting Strategy Maintenance and Generalization
Always relate task performance to strategy use (e.g., discuss performance before versus after strategy instruction; have students evaluate pretest/posttest writing samples written by others who learned the strategy)
Plan instructional booster sessions
Have students teach the strategy to others
Have students create a transportable binder in which cue sheets or procedural facilitators are inserted and indexed
Encourage students to personalize the strategy after they have mastered the original steps
Authorize students who excel at particular strategies (or knowledge or skills) to be experts and serve as a resource for fellow students

33. Types of Strategies

34. Two Major Text Structures
Informational Story (Expository) (Narrative) Opinion Story Informative Personal Narrative Explanatory Research
To be able to successfully use strategy instruction, teachers need to be VERY CLEAR about the differences between the two main text structures. You actually don’t need to have a lot of different strategies...but you do need a strategy for teaching informational writing and one for story writing.

35. Writing Strategies CDO SEARCH COLA PQP (Peer-Revising)
Planning Strategies
Revising Strategies
POW+TREE (persuasive)
STOP and DARE (persuasive)
TREE BRANCH (expository)
PLANS (expository)
POW + WWW WHAT- 2, HOW=2 (narrative)
CDO
SEARCH
COLA
PQP (Peer-Revising)

36. P-O-W! Pick my idea Organize my notes (T-R-E-E) Write and say more
This is a general strategy that reminds students to PLAN AND ORGANIZE before they write.

37. When you introduce a strategy... remember the SRSD Model
Build background
Discuss
Model
Memorize
Support
Independent Practice

38. Strategies for Informational Writing
POW + TREE
STOP and DARE
TREE BRANCH

39. T-R-E-E: Paragraph Version
Topic Reasons End it Examine
Have participants make this on the front page of their manila folders—just like you would have students make this and keep in their writing folders.

40. T-R-E-E: Essay Version
Topic Reasons Explain your reasons End it
This is the essay version.

41. SHOULD CHILDREN HAVE TO GO OUTSIDE FOR RECESS?
Everyone should have to go outside for recess. One reason why everyone should go outside is because children need to move their bodies. When kids are outside for recess, they are doing a lot of running, jumping, and climbing. Another reason for going outside is to get out of the classroom. It is hard to sit in one place all day. Kids need to get up and go outside. Another good reason for going outside is that you get to meet kids from different grades. They can teach you games that you don’t know. A final reason for going outside is to play sports. The teacher won’t let you play soccer or dodge ball inside. These are some of the reasons why I believe kids should go outside for recess.
SHOULD CHILDREN HAVE TO GO OUTSIDE FOR RECESS? Everyone should have to go outside for recess (TOPIC SENTENCE - WHAT YOU BELIEVE). One reason why everyone should go outside is because children need to move their bodies (REASON). When kids are outside for recess, they are doing a lot of running, jumping, and climbing (EXPAND). Another reason for going outside is to get out of the classroom (REASON). It is hard to sit in one place all day. Kids need to get up and go outside (EXPAND). Another good reason for going outside is that you get to meet kids from different grades (REASON). They can teach you games that you don’t know (EXPAND). A final reason for going outside is to play sports (REASON). The teacher won’t let you play soccer or dodge ball inside (EXPAND). These are some of the reasons why I believe kids should go outside for recess (ENDING). Is it better to live in the city or the country? (Country) I think that it is better to live in the country than the city (TOPIC SENTENCE - WHAT YOU BELIEVE). First, country living is fun (REASON). You can play in the fields and woods. You can play and hide in the wheat and the corn. You can play hide-and-go-seek in the trees (EXPAND). Second, when you live in the country you get to work with the animals (REASON). While working on the farm, you feed all the horses, cows, and chickens (EXPAND). Third, you feel better when you live in the country (REASON). The city is dirty and noisy. The country has clean air and it is so quiet at night that you can hear the crickets and other bugs sing (EXPAND). The country is where I would like to live. I am ready to move there now! Then I would have more fun, feel better, and get to be with the animals (ENDING).

43. TREE BRANCH The parts of a good report include:
T  Tell what your topic is and why it’s important with a good lead
R  Relate important and interesting facts about your topic
E  Elaborate on the facts with supporting data
E  End with a summary that makes the reader want to find out more
The steps to write a good report are:
 B  Brainstorm idea words for my plan
R  Recite my self-talk to keep me going strong
A  Ask myself if my ideas will meet my writing goals
N  Now write a report with good organization, powerful words, and accurate information
C  Challenge myself to come up with more good ideas
H  Have a close look at my paper for mistakes

44. PLANS Do P Pick Goals Write and Say More Test Goals
L List Ways to Meet Goals
A And
N Make Notes
S Sequence Notes
Write and Say More
Test Goals

45. Strategies for Narrative Text

46. Strategies for Narrative
W-W-W, What= 2, How=2
Who, When, Where
What do the characters want?
What happens?
How does it end?
How does the main character feel?
Story Maps

48. Supporting Self-Regulation
Goal Setting
Self-Instructions (Talk)
Self-Monitoring
Self-Reinforcement

49. Components of Self‑Regulation
Goal Setting
enhances attention, motivation, and effort
facilitates strategic behavior
prompts self‑evaluation
goals should be challenging, specific, proximal, and, if possible, self‑selected
goals can focus on a process or an aspect of the product (for product goals, quality and quantity goals can be established)
Goals might include:
complete a planning sheet/organizer using words or phrases
revise at least twice, once with a checklist, once with a peer
use the spell checker plus backward read aloud to correct spelling mistakes
include an initiating event, then two actions, and finally a consequence  increase organization score by one point
include 5 main ideas in a report  increase content score by two points
include 15 action helpers, descriptive words, or transition words  increase word choice score by two points
have no more than 5 errors per page  increase conventions score by one point

50. Sample Goals
complete a planning sheet/organizer using words or phrases
revise at least twice, once with a checklist, once with a peer
use the spell checker plus backward read aloud to correct spelling mistakes
include an initiating event, then two actions, and finally a consequence  increase organization score by one point
include 5 main ideas in a report  increase content score by two points
include 15 action helpers, descriptive words, or transition words  increase word choice score by two points
have no more than 5 errors per page  increase conventions score by one point

51. Self‑Instruction (instructions or questions)
help orient attention to relevant information, organize thoughts, plan actions, and execute behaviors
help cope with anxiety, frustration, self‑doubt, and impulsivity
provide self‑affirmation and encouragement
Self‑Monitoring
comprised of self‑monitoring and self‑recording
can self‑assess attention, strategy use, and performance
most effective for performance deficits

52. Environmental Management
Self‑reinforcement
requires self‑evaluation in relation to a performance standard
just as powerful as external inducements
Environmental Management
arranging work environment to maximize productivity (e.g., seeking a quiet work space, having all necessary materials, playing soothing music)

53. Goal-Setting
I can set goals for my writing.
Self-Evaluate
I have met my goal. I used my strategies.
I have not met my goal yet. I have improved.

54. Self-Talk
I will pick my idea. I will organize my notes and then I’ll write to say more.
T-What will be my topic sentence.
R-What are my reasons?
E-I will explain my reasons.
E-I will end it.

55. Self-Talk
I will pick my idea. I will organize my notes and then I’ll write to say more.
T-What will be my topic sentence.
R-What are my reasons?
E-I will explain my reasons.
E-I will end it.

56. Self-Monitoring
I self-monitoring my use of the strategy.
I self-monitor the use of transition words.

57. Revising

58. What is Revising? Re-seeing goals, ideas, and text
Dissonance location and resolution
Occurs throughout the writing process
Metaphor of pruning and grafting
Point 1: revising is perhaps the most challenging aspect of written composition because it places a premium on self-regulation and metacognition
Point 2: Jill Fitzgerald; dissonance between author intentions and beliefs, reader goals, and written text; micro-structural and macro-structural changes and those associated with content and form, which can interfere with each other
Point 3: recursive (revision affects further planning, transcription, and revision and these affect revision) and iterative (the process occurs multiple times); research is mixed on when revising occurs most (e.g., while drafting versus after completing a draft)
Point 4: a good gardener will increase knowledge about the plant through the process of growing it, and so a good writer will gain more knowledge about a topic and the process through revision

59. Why is Revising So Difficult?
Make inaccurate presuppositions regarding shared understanding
Focus on localized and superficial issues rather than discourse-level issues
Miss inaccuracies and confusing spots and/or do not know what to change when a problem is detected
Feel too wedded to text already produced
Difficulty managing revising along with other cognitive, linguistic, physical, and motivational operations
Little instruction is devoted to helping students revise
Teachers give limited helpful feedback on papers
Point 1: Bartlett (1982) found that elementary age children were able to detect problems and revise more when reading someone else’s paper than when reading their own
Point 6: NAEP data suggest that half of students in grade 4 almost always change their writing to fix mistakes; only 45% of students write multiple drafts once or more per week
Point 7: Clare et al. (2000) found that nearly 60% of comments made by teachers on 3rd and 7th grade students’ papers was surface level (80% of papers at elementary level were narrative, while 60% of papers at secondary level were expository)
Generally speaking, revision efforts increase with age and competence in writing, as does the effectiveness of those revision efforts

60. How Can We Foster Effective Revising?
Examination of touchstone texts and comparing these with weak exemplars
Activities to develop genre and topic knowledge
Extensive modeling
Word-processing software
Checklists (e.g., COLA, SEARCH)
Peer and teacher conferencing (e.g., PQP)
Tactical procedures (e.g., goal setting, flash-drafting, CDO)
Snapshots and thoughtshots to explode the moment
Point 4: word processing often results in more revisions, but they tend to be superficial; revision prompting programs (e.g., Daedalus Group) can be helpful (see research by Bridwell, Gould, and Daiute); using a word processor alone to support revision does not result in better writing quality (MacArthur et al.); speech synthesis can help students detect errors (Raskind & Higgins, 1995)
Point 5: checklists should begin with items that are most pertinent to needs of students and become longer with increased skills
Point 6: see work by Martin Nystrand
Point 7: process versus product and qualitative versus quantitative goals; CDO based on work done initially by Scardamalia & Bereiter and extended to poor writers by De La Paz & Graham
Point 8: see article by Harper, 1997 that describes various revision tools:
Snapshots (use camera as reminder) are drawings with text to zoom in on a point in text, and can zoom in again on a part of drawing and write about that
Thoughtshots (use light bulb as reminder) use flashforwards (predictions made by character), flashbacks, and monologue to get inside a character’s head
Explode the moment (use dynamite as reminder) uses snapshots and thoughtshots to slow down the action at a critical moment in text

61. Adapted from De La Paz & Graham, 1999
Research with students with writing problems done by De La Paz, Graham, and colleagues; emphasizes self-regulation; each cycle is color-coded:
compare—students identify discrepancies between text and intentions
Diagnose—students select a specific reason for the mismatch
Operate—students perform the operation to resolve the dissonance and evaluate its effectiveness
Adapted from De La Paz & Graham, 1999

62. Adapted from Singer & Bashir, 1999
Developed by Singer & Bashir (1999); comprehensive but limited to exposition and persuasion, although items can be modified to be used with narration
Adapted from Singer & Bashir, 1999

63. Adapted from Ellis & Friend, 1991
Developed by Ellis & Friend (1991); teaching format utilizes a high degree of scaffolding:
Teacher writes (with errors) and fixes it using SEARCH
Teacher writes (with errors) and gives to cooperative groups to fix using SEARCH/groups switch papers to find and correct additional errors and are awarded more points/each member is assigned a role (e.g., master editor, task manager)
Groups write papers (with errors), give to another group for revising/editing, and then switch with yet another to find and correct more errors
Individual students write papers and use SEARCH
Adapted from Ellis & Friend, 1991

64. The PQP Method of Responding to Writing
P (Praise) What do you like about my paper?
Q (Question) What questions do you have about my paper?
P (Polish) What kinds of polishing do you feel my paper needs before it can be published?

65. Compare/contrast elements of the strategy with class
Provides
Strategies to
support this
6 stages
Variety of
Strategies to
Teach different
writing skills
Provided for
In stages and
specific
strategies

66. Monitoring student progress
Students self evaluate (written products)
Assess changes in student writing behavior, attitudes, and cognition
Assess
before (cognition)
During (process)
After (final product, portfolio, benchmarks)

67. Addressing learning differences
Attention: Embedded in model, specific emphasis on scaffolding during stage 5 (support)
Spatial and sequential processing: Embedded in model
Language: Use very specific language during modeling stage
Memory: Embedded in model (allow extended use of strategy rather than memorization); book marks, etc.
Higher order thinking: Embedded in model
Motor skills: Consultation with OT, HWWT, assistive technology

68. A Final Word… Please, please, please don’’t PEE in the classroom!
Posting, Explaining, and then Expecting
PEEing doesn’’t make a meaningful difference for most students. Real improvement requires all stages of instruction be implemented with integrity. There’’s no magic in the mnemonics. It is in the teaching, modeling, and holding students’ accountable.