Unleashing the Power of Writing
Using Self-Regulated Strategy
Development (SRSD): MS & HS
“America’s future
walks through
the doors of our
schools
everyday.”
Mary Jean LeTendre
Sandra D. Jones, Ph.D.
[email protected]
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2
Choosing a Level
3
Stage 1: Discuss
Informative
EssayAsk Questions
4
Stage 1: Read
Model Essays
5
Stage 1: Provide Strategy
Overview
6
The Secret Communication of Wolves
A long piercing howl shatters the quiet night of a northern forest. The howl grows into a
chorus of yelps and barks, and the valley echoes to the chilling sound. The leader of the
pack starts the noise, while other pack members, as well as other wolf packs, join in
(O’Toole 22). (Into – lead)
Among wolves, communication is a very highly developed skill. For instance, the howl of
the pack leader has many different meanings. (IE) Most of the time a lone howl is a warning
for other packs. (DE) It tells them to stay away, for there are many young to be protected
and food to be guarded (O’Toole 23). (IE)A howl can also be a way of marking their
territory. (DE)Many wolves howl when they feel another pack is too close. (IE)Some
wolves howl when they are lost or trying to find another member of the pack. (DE)Most
wolves use this howl at least once a day to locate missing pups or other pack members
(Primate).
(DE/A) To wolves, the territory that they occupy (the territory of some packs may cover
20-120 square miles) is like a house to a human being. They feel that they must protect it
all times, and, other packs must not trespass. Neighboring packs may share up to a mile of
territory, but rarely will they share more than that (Primate). All wolves know that if they
run through another pack’s territory, they run the risk of being killed (Primate). In addition,
wolves mark their territory by scent (mostly urine). This helps all wolves know where their
territory begins. (Achieve the Core, Grades 9-10, p. 493-495)
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Transitions
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Stage 2: Map Models Using
Graphic Organizers –
Find TIDE +LA!
9
Types of Self-Statements
Older
Students
10
TIDE Level 6 Rubric
Name:
Essay Topic/Title:
Date:
Points Adult Peer
Topic Introduction
Introduction examines and conveys complex ideas, concepts and
1
information to make important connections and distinctions
Focused thesis statement
3
Important Evidence and Detailed Examination (related information grouped & tied back to introduction);
Self
5 paragraph essay not expected. If more than 3 paragraphs, a random 3 will be scored.
ID 1
DE 1
ID 2
Student
Sample
TIDE Level 6
DE 2
ID 3
DE 3
Ending
Paragraph develops well-chosen, relevant and sufficient evidence ,
appropriate to audience’s knowledge of topic
Extended definitions, details, quotes or other information examined
Paragraph develops well-chosen, relevant and sufficient evidence ,
appropriate to audience’s knowledge of topic
Extended definitions, details, quotes or other information examined
Paragraph develops well-chosen, relevant and sufficient evidence ,
appropriate to audience’s knowledge of topic
Extended definitions, details, quotes or other information examined
Conclusion follows from and supports central information / examination
Language
Uses formal / concise style, precise language, objective tone, specific
vocabulary to manage complexity of topic; Choose among simple,
1
2
1
2
1
2
2
2
compound, complex, and compound-complex sentences to signal differing
relationships among ideas and to add variety and interest to writing
Links
Appropriate, varied transitions link major sections of the text, create
cohesion and clarify relationships among complex ideas and concepts
Conventions
CCSS grade level: grammar, punctuation for effect and spelling
Evidence of planning, revising and editing present
Notes, plans, improvements and rewrites made, are visible or attached
TOTAL
Done Well:
1
1
1
20
/20
/20 /20
Goals for Next Writing Piece:
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12
Teach Students How
to Write a Conclusion
Types of Conclusions in Informative Writing
Formal Conclusion
Concise Closing
Uses formal language
Provides a clear
statement about the
point
Restates the key ideas
Direct and relevant
Restates the points
Provides key ideas to
remember
Grabber
Restates the points using
a friendly tone
Includes some emotion
Tends to get readers
motivated
Explain that each type of conclusion has a purpose
· Summarizes important ideas & purpose of essay
· Flows naturally from text/body of paragraph
· Don’t raise new issues
· Reflect topic sentence and share an observation
about the topic
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Teach Sentence Types
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Teach Sentence Structures
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Write to Sources with TIDE
POW+TIDE+TWA
“Powerful Writing Strategies for All Students” Karen Harris, Steve Graham,
Linda Mason, & Barbara Friedlander. 2008. Paul H. Brookes Publishing
Company, Baltimore, MD.
Constructed Response
POW+RIDE
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RIDE Level 6 Rubric
Name:
Essay Topic/Title:
Date:
Points Adult Peer
Topic Introduction
Introduction examines and conveys complex ideas, concepts and
1
information to make important connections and distinctions
Focused thesis statement
3
Important Evidence and Detailed Examination (related information grouped & tied back to introduction);
Self
5 paragraph essay not expected. If more than 3 paragraphs, a random 3 will be scored.
Constructed
Response
RIDE Scoring
Rubric Level 6
ID 1
DE 1
ID 2
DE 2
ID 3
DE 3
Ending
Paragraph develops well-chosen, relevant and sufficient evidence ,
appropriate to audience’s knowledge of topic
Extended definitions, details, quotes or other information examined
Paragraph develops well-chosen, relevant and sufficient evidence ,
appropriate to audience’s knowledge of topic
Extended definitions, details, quotes or other information examined
Paragraph develops well-chosen, relevant and sufficient evidence ,
appropriate to audience’s knowledge of topic
Extended definitions, details, quotes or other information examined
Conclusion follows from and supports central information / examination
Language
Uses formal / concise style, precise language, objective tone, specific
vocabulary to manage complexity of topic; Choose among simple,
1
2
1
2
1
2
2
2
compound, complex, and compound-complex sentences to signal differing
relationships among ideas and to add variety and interest to writing
Links
Appropriate, varied transitions link major sections of the text, create
cohesion and clarify relationships among complex ideas and concepts
Conventions
CCSS grade level: grammar, punctuation for effect and spelling
Evidence of planning, revising and editing present
Notes, plans, improvements and rewrites made, are visible or attached
TOTAL
Done Well:
1
1
1
20
/20
/20 /20
Goals for Next Writing Piece:
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