Self-Regulated Strategy Development (SRSD)
- 1. Pedagogical Shifts to Instructional Strategies: The Role of Writing with Literacy in the Content Areas Self-Regulated Strategy Development (SRSD)
- 3. Questions to think about while you’re learning this topic: Define high-quality writing. What does that look like in your classroom? What is SRSD? How can you use SRSD in your classroom? Can this strategy be used across all grade levels and in all content areas? How?
- 4. SRSD The Self-Regulated Strategy Development approach is designed to help students learn, use, and adopt the strategies used by skilled writers. This approach integrates all aspects of authentic writing skills into writing instruction. Quoted from http://www.thinksrsd.com/self-regulated-strategy-development/ What does Self-Regulated Strategy Development look like in a classroom? Self-Regulated Strategy Development follows a 6 stage gradual release of responsibility model. Students first receive explicit supportive instruction in how to carry out each phase of the writing process, with a community-centered and meaning-based approach to writing instruction. Children progressing through these stages become increasingly independent writers.
- 5. OStage 1: Activate and Develop Background Knowledge • Build enthusiasm for genre • Develop background knowledge (and pre-skills) • Read and discuss models • Teach genre vocabulary
- 6. Stage 2: Discuss It • Teach strategy (mnemonics) • Map out models with graphic organizers • Review and repair poor models, together then alone • Establish benefits of strategy use • Explore when / where to use strategy (generalization)
- 7. OStage 3: Model It • Introduce self-talk • Introduce focused model think alouds • Students personalize and record self-statements • Introduce collaborative writes • Practice self and peer scoring with scales • Begin graphing • Introduce goal setting
- 8. OStage 4: Memorize It • Internalize strategy via mnemonics • Internalize personalized self-statements
- 9. Stage 5: Collaborative Practice Continue collaborative writing experiences Support students’ strategy use, fading support when ready Support self-regulation, fading support when ready Provide feedback on writing and self-regulation Fade prompting strategy use and self-regulation
- 10. OStage 6: Independent Use • Students use strategies and self-regulate independently • Fade overt self-instruction to covert (“in your head”) • Ensure transfer and buy in to strategies and self-regulation
- 13. Supplemental resources: 1. National Writing Project: Strategies http://www.nwp.org/cs/public/print/resource_topic/teaching_writing 2. ASCD: How to Create and Use Rubrics http://www.ascd.org/publications/books/112001/chapters/An-ASCD-2013- Study-Guide-for-How-to-Create-and-Use-Rubrics-for-Formative- Assessment-and-Grading.aspx 3. DBU University Writing Center: Beyond the Five-Paragraph Essay http://www3.dbu.edu/uwc/BeyondtheFive-ParagraphEssay.pptx 4. 3rd Grade Informational/Explanatory Writing Rubric http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric- Gr3.pdf 5. 4th/5th Grade Informational/Explanatory Writing Rubric http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric- Gr4-5.pdf 6. 6th – 8th Grade Informational/Explanatory Writing Rubric http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric- Gr6-8.pdf 7. 9th – 12th Grade Informational/Explanatory Writing Rubric http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric- Gr9-12.pdf