Unleashing the Power of Writing
Using Self-Regulated Strategy
Development (SRSD) K-5
“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
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Stage 1: Discuss
Informative
EssayAsk Questions
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Stage 1: Provide Strategy
Overview
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Transitions
Sample Transition Words
Basic
First
Second
Third
Fourth
Fifth
Another
Also
Next
Finally
To begin
After that
A different
One more
One example
In addition
Firstly
My final
First of all
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Stage 2:
Map
Models
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Parts of a plant
How are the parts of a plant important? Here
are some ways the parts of a plant are
important. One way is that the roots suck
nutrients from the soil so the plants can grow,
roots also secure the plant in the ground, so it
doesn’t blow away. Another way is flowers,
seeds are kept in flowers, and the flower
keeps the seeds safe. Stems are also
important they carry nutrients through the
plant. Also leaves, leaves collect sunlight for
food for the plant. And last but not least,
seeds, when seed gets in the ground the
plants life begins. Those are some things That
show how the parts of a plant are important.
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Build
Collaborative
Partnership:
Peer Scoring
From: A. Allwarden, Amy Janoch
& staff, SAU #1 ConVal, NH
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Types of Self-Statements
When
Type of Self-Statement
Before Problem Definition: defining the
task demands
Focusing of Attention and
Planning: attending to task and
making plans
During Strategy Implementation:
engaging with and using a
strategy
Self-Evaluation: error detection
and correction
Coping and self-control: dealing
with difficulties/frustrations
After Self-Reinforcement: rewarding
oneself
Examples
“What am I supposed to do?”
“What should I do first?”
“I need to concentrate.” “I need
to make a plan.”
“I need to write down my
POW+TREE reminder.”
“How am I doing?” “Does this
sentence look right?” “Do I have
all the parts?”
“I know I can do this!” “Hang in
there.” “Don’t worry, I know the
steps.”
“Way to go!” “I like the way this
sounds.” “I’m getting better at
this!” “Hard work pays off!”
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TIDE
Level 2
Rubric
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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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Constructed Response
RIDE Scoring
Rubric Level 2
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