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SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) INSTRUCTIONHarris, K, Graham, S, Mason, L. & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.

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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.

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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

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

Write about your most memorable school year.

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

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A Few New Rules1. Include a period after ever 5th word.2. Puts quotations marks around every

“verb.”3. Capitalize every five letter word.4. Spell every four letter word backward.

Also, you MUST write with your non-dominant hand.

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

An Inspirational Person in your life. Remember the rules.

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Struggling Writers

Strengths Challenges

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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.

Informational Writing Assignment

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Informational Paper 1

InformationalPaper 2

Informational Paper 3

Informational Paper 4

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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.

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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.

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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

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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”

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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

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“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

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“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

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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

Target Audience

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Develop Background KnowledgeDiscuss ItModel It Memorize ItSupport It Independent Performance

Stages of Instruction

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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)

Student Assessment Prior to Implementation

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A Metascript of Instructional Stages in Self-Regulated Strategy Development (SRSD)

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.

Step 1: Activate and Develop Background Knowledge

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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.

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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).

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Step 4: Memorize It Have students memorize strategy

steps, mnemonics, and self‑talk.

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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.

Step 5: Support It

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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.

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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)

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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

34Two Major Text StructuresInformational Story(Expository) (Narrative)Opinion StoryInformative Personal NarrativeExplanatoryResearch

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Writing 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)

Planning Strategies Revising Strategies

36P-O-W!

Pick my idea

Organize my notes (T-R-E-E)

Write and say more

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When you introduce a strategy...remember the SRSD Model

Build background Discuss Model Memorize Support Independent Practice

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POW + TREESTOP and DARETREE BRANCH

Strategies for Informational Writing

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T-R-E-E: Paragraph Version

Topic Reasons End it Examine

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T-R-E-E: Essay Version

TopicReasonsExplain your reasonsEnd it

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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.

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TREE BRANCHThe parts of a good report include:T Tell what your topic is and why it’s important with a good leadR Relate important and interesting facts about your topicE 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 goalsN Now write a report with good organization, powerful words, and accurate information C Challenge myself to come up with more good ideasH Have a close look at my paper for mistakes

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PLANS Do P Pick Goals

L List Ways to Meet Goals A And N Make Notes S Sequence Notes

Write and Say More Test Goals

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Narrative Text

Strategies for Narrative Text

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Strategies for NarrativeW-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

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Goal SettingSelf-Instructions (Talk)Self-MonitoringSelf-Reinforcement

Supporting Self-Regulation

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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)

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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

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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

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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)

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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.

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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.

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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.

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Self-Monitoring

I self-monitoring my use of the strategy.

I self-monitor the use of transition words.

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What is Revising? Re-seeing goals, ideas, and text Dissonance location and resolution Occurs throughout the writing process Metaphor of pruning and grafting

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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

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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

61Adapted from De La Paz & Graham, 1999

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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?

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Compare/contrast elements of the strategy with class

6 stages

Provides Strategies tosupport this

Variety of Strategies to Teach differentwriting skills

Provided forIn stages and specific strategies

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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)

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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

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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.