Good Morning!•Please make sure that there is at least one person from each subject area and grade level at your table.

AN INTRODUCTION TO SRSD

Self Regulated Strategy Development

Agenda for Today

•Writing Next report•A survey of writing strategies we use•Article study•An introduction to SRSD•Engaging in SRSD activities

Goals for Today

•Engage as learners, reflect as teachers•Share our knowledge •Grow in our confidence in incorporating writing into our classrooms

•Enhance our current writing instruction•Equip ourselves so we can prepare our students

Quick Write

•For the next three minutes write about the strategies you explicitly teach and/or require your students to use when they write.

•When the time is up, turn and talk to someone at your table about the writing strategies you teach and/or require in your classroom.

•Whole group discussion/Instructional Implications

High Impact Teachers from 2014 WA

From Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School - A Report to Carnegie Corporation of New York (Graham and Perin, 2007).

•70% of students in grades 4-12 are considered low-achieving writers.

•College instructors estimate that 50% of high school graduates are not prepared for college-level writing.

•35% of high school graduates in college and 38% of high school graduates in the workforce believe that their writing does not meet expectations of quality.

•About half of private employers and more than 60% of state government employers state that writing skills impact promotion decisions.

•Poorly written applications are likely to doom candidates' chances for employment.

Eleven Key Elements of Effective Writing Instruction (Graham and Perin, 2007) :• 1. Writing Strategies: Teaching students strategies for planning,

revising, and editing their compositions

• 2. Summarization: Explicitly and systematically teaching students how to summarize texts

• 3. Collaborative Writing: Instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions

• 4. Specific Product Goals: Specific, reachable goals for the writing they are to complete

Eleven Key Elements of Effective Writing Instruction :• 5. Word Processing: Using computers and word processors as

instructional supports for writing assignments

• 6. Sentence Combining: Teaching students to construct more complex, sophisticated sentences

• 7. Prewriting: Engaging students in activities designed to help them generate or organize ideas for their composition

• 8. Inquiry Activities: Engaging students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task

Eleven Key Elements of Effective Writing Instruction :•9. Process Writing Approach: Interweaving a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing

•10. Study of Models: Providing students with opportunities to read, analyze, and emulate models of good writing

•11. Writing for Content Learning: Using writing as a tool for learning content material

Article Study•Please read pages 78-80 of “Using Self-Regulated Strategy Development to Support Students Who Have Trubol Giting Thangs Into Werds”. Stop when you get to the end of the “Persistence” passage on pg. 80.

•With your group, delineate the differences that exist between skilled and struggling writers

•Discussion/ Instructional Implications

What is SRSD?

- A collection of best practices in writing instruction

- A six stage gradual release model (I do, we do, you do)

- It involves explicit strategy instruction

- It teaches and reinforces self-regulation skills

What are strategies?What does self regulation mean?

Why do our students need SRSD?

What Does the Data Show?

Student Samples

Sample 1 (Myths about Insects): Spiders, ticks and bugs can creep in your house.

Sample 2 (Surprising caterpillar birth facts): There are several facts about the birth of a caterpillar. the mother lays its egg at the end of summer, then dies. The egg is laid on a milkweed leaf. a newborn is up to 2-3 millimeters. when a baby caterpillar hatches it eats its own eggshell. Maybe the egg is laid on a milkweed plant to protect it from predators.

After 2 weeks of SRSD…

A: Pre-test (Myths about insects)Spiders, ticks and bugs can creep in your house.

B: Post-test (Surprising caterpillar birth facts)There are several facts about the birth of a caterpillar. 1) the mother lays its egg at the end of summer, then dies. 2) The egg is laid on a milkweed leaf. 3) a newborn is up to 2-3 millimeters. 4) when a baby caterpillar hatches it eats its own eggshell. Maybe the egg is laid on a milkweed plant to protect it from predators.

What do teachers say about SRSD?•Union Elementary 1st grade teachers -more intentional about writing - gives us a structure - the mnemonic helps the students generate ideas - it helps the students who struggle have some success -they are seeing some students begin to elaborate after they use the graphic organizer to plan - it has made me feel more confident in my ability to teach writing - parents have noticed that we are writing more, and they like it! - the kids love using POW TIDE

What do teachers say about SRSD?•Core Coaches/Tennessee teachers

-students have more confidence

-planning is better, more organized, better structure

-evidence cited is more relevant to the prompt, not copying as much

-more willing to write, less fear, more perseverance and confidence

-addressing the prompt better

What do teachers say about SRSD?• The best strategies from SRSD

-making planning a requirement

-mnemonics and graphic organizers

-annotating/color coding exemplars and student samples

-collaborative planning

-backwards mapping

-self scoring/ scoring with scales

- rewrites/ revisions

- investing the time and taking your time

Our focus for today…

•Stage 1 :Activate and Develop Background Knowledge

( mnemonics, exemplar essays, assessing/reviewing mode knowledge)

•Stage 2 : Discuss It

( graphic organizer, map out exemplar essays, revision vs. editing)

•Stage 3 : Model It

(collaborative planning, scoring scales)

Stage 1: Activate and Develop Background Knowledge (mnemonic)POW + TIDE LL (for informational/explanatory)• P (Pull apart the prompt)

• O (Organize your ideas ); TIDE is used within this part of POW

• W (Write)

+

• T (TOPIC and THESIS introduction)

• I (IMPORTANT EVIDENCE)

• D (DETAILED EXAMINATION OF EVIDENCE)

• E (ENDING)

• LL (LANGAUGE AND LINKS)

Stage 1: Activate and Develop Background Knowledge (mnemonic)•We are going to practice the P in POW.

•With your group, read and pull apart each prompt on your “Prompts” page in your packet. Please post your work on chart paper (one poster per group).

•Discussion/ Instructional Implications/Adaptations

Stage 1: Activate and Develop Background Knowledge (evaluate exemplars)

Please read the following texts: “Earthquakes and Plate Boundaries” and “Earthquake Information”.

Now, with your group, evaluate the exemplar and weak essays. Annotate the following information:

Topic Introduction (T)

Thesis Statement (TH)

Important Evidence (underline)

Detailed Examination of Evidence (wavy line)

Ending (E)

Stage 1: Activate and Develop Background Knowledge (evaluate exemplars)

•Why is this such an important part of developing background knowledge?

•What is the value in evaluating weak essays?

•Instructional Implications/ Adaptations

Stage 1: Activate and Develop Background Knowledge (mode knowledge)

•Please look through the “Pre-Assessment of Mode Knowledge” pages in your packet.

•How do they differ across the grade levels? What do these differences reflect?

•Instructional Implications

Stage 2: Discuss It (graphic organizer, map out exemplar)•Please turn to the TIDELL graphic organizer in your packet.

•With your group, map out the exemplar essay using the graphic organizer as your guide. Please post your organizers on chart paper (one poster per group). You can paraphrase for the sake of space and time.

•Discussion/Instructional Implications/ Adaptations

Stage 3: Model It (collaborative writing)•Please read the text titled, “ What is the Electoral College?” After everyone in your group has read the text, turn to prompt 1.

•As a group, complete a POW+TIDE organizer to plan an essay for prompt 1. Please post your organizer on chart paper (one poster per group).

•Discussion/Instructional implications/Adaptations

Stage 3: Model It (scoring guides)

•The scoring guides are for peer review, teacher review, and self-scoring.

•The scoring guides are completely adaptable to the mode of writing and can be adapted to more closely reflect the language of the rubric.

•When scoring essays with the scoring guides, don’t spend too much time deliberating over what you think the students meant to write. Simply ask yourself, “Is it there or not?”.

•Use the scoring guides for goal setting and tracking progress.

Anchor Charts:

Anchor Charts:

Anchor Charts:

Anchor Charts:

Anchor Charts:

To sum it all up…

•Last minute thoughts or “aha moments”?

•Please complete the 3-2-1 ticket.

3 things you learned

2 things that you found interesting

1 question you still have

I will answer FAQ’s and email them out to everyone.