Persuasive Writing - Millbury Street Elementary School

Report
Self-Regulated Strategy
Development
School Committee Meeting
Millbury Street Elementary School
March 24, 2014
Background
• Scheduled to co-teach together for ELA this year
• Saw a need to pursue professional development
in the area of writing – decided to attend a two
day workshop offered by Hill for Literacy over
the summer
• Excited to try what we learned in our class and
to share it with other fifth grade teachers
What is it?
• Self-regulated strategy development (SRSD) is an
extensively validated approach to writing instruction
(including sentence construction, planning and revising,
and genre element knowledge) and self-regulation
strategies for writing (including goal setting, selfinstruction, self-assessment, self-monitoring, and selfreinforcement).
• SRSD is a research and evidence-based strategy – it is not a
“program;” it can be used with existing programs or as a
stand-alone tool.
• SRSD is appropriate for use in grades 2 through high
school, and designed for students in both general
education, and special education.
Self-Regulated
Strategy Development
• SRSD was developed to address students’
difficulty with the writing process AND their
attitudes and beliefs about writing, motivation,
and self-efficacy.
• The SRSD approach explicitly teaches strategies
for specific writing genres (narrative,
opinion/persuasive, informative/report writing),
as well as general writing strategies (word
choice, interesting openings).
Connections to the
Common Core
Text Types and Purposes:
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.
Connections to the
Common Core
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3
above.)
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
Components of SRSD
Mnemonics (STOP & DARE; REVISE, FLAIR)
Graphic organizers
Modeling, exemplars
Positive self-talk statements
Rubrics (including extension)
Color-coding (reasons and support)
Mini-lessons (topic paragraph, reasons, concluding paragraph)
Transition words and thought stems
Guided partner practice, sharing/feedback
Self-scoring
Teacher scoring/conferencing
Goal setting
Charting progress
Engaging and varied writing prompts
Revising and editing checklists
STOP Planning Strategy
S
T
O
P
= Suspend judgment
= Take a side
= Organize ideas
= Plan more as you write
DARE Planning Strategy
D = Develop your topic sentence
A = Add supporting ideas
R = Reject arguments for the
other side
E = End with a conclusion
More Mnemonics
Positive Self-Talk Statements
Positive Self-Talk Statements
Rubrics
Graphic Organizer
Thought Stems
•
Thought stems are used to extend and develop the
arguments or reasons in the persuasive essay.
Examples of Thought Stems
What I mean by this is…
Another way to say this is…
This connects to my argument because…
The reason for this is that…
To put it another way…
This shows that…
This is important because…
For example…
Student Samples –
Before SRSD
Student Samples – Before SRSD
(color-coded)
Student Samples – Before SRSD
(color-coded)
Student Samples - Introductory
Paragraphs after Mini-Lesson
Sample Student Essay after All MiniLessons in SRSD
Sample Student Essay, continued
Student Sample –
Self-Monitoring Progress
Persuasive Writing
(Scores out of a possible 15 points)
PROMPT 1
PROMPT 2
PROMPT 3
PROMPT 4
Student 1
3
6
7
Student 2
5
15
15
15
Student 3
4
7
13
7
Student 4
1
6
12
14
Student 5
4
7
11
15
Student 6
6
12
14
14
Student 7
5
14
15
15
Student 8
2
6
7
11
Student 9
3
12
14
15
Student 10
6
10
7
14
Student 11
3
3
7
14
Student 12
5
9
14
14
Student 13
4
11
12
15
Student 14
2
5
7
13
Student 15
6
10
13
15
Student 16
2
13
12
15
Student 17
6
12
14
14
Student 18
6
13
10
15
Student 19
4
7
11
14
Student 20
4
12
14
14
Student 21
1
6
9
12
Student 22
4
7
13
15
Average
3.9
9.2
11.4
13.8
Median
4
9.5
12
14
Reflections
• Students seemed more motivated to write – even the
reluctant and struggling writers.
• Because of the structure and rubrics, students knew
exactly what was expected.
• Mini-lessons and follow-up partner practice was very
valuable and allowed for a gradual release of
responsibility.
• All students showed substantial growth from their first
writing sample to their final prompt.
• We saw a transfer of strategies used for
persuasive/opinion writing to informative writing.

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