Pedagogical Shifts to Instructional

Strategies: The Role of Writing with

Literacy in the Content Areas

Self-Regulated Strategy

Development (SRSD)

Learn

ing

Obje

ctives:

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?

SRSDThe 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.

OStage 1: Activate and Develop

Background Knowledge

• Build enthusiasm for genre

• Develop background knowledge (and

pre-skills)

• Read and discuss models

• Teach genre vocabulary

• 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)

Stage 2: Discuss

It

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

OStage 4: Memorize It

• Internalize strategy via

mnemonics

• Internalize personalized self-

statements

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

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

http://lighthouseview.wordpress.com/2011/0

2/17/self-regulated-strategy-development-

srsd-approach-and-writing-instruction/

https://teal.ed.gov/tealGuide/strategydev

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