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SRSD and POW+TIDELL

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by

Christie DeHart

on 29 July 2014

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Transcript of SRSD and POW+TIDELL

SRSD Stage 3
Teacher modeling of writing a essay using
previously outlined POW+TIDELL
In the classroom:
Model self-talk to students by thinking aloud
Explain to students that thinking aloud is similar to self-talk
Model writing an essay
Use collaborative writing (SpringBoard already prompts ELA teaachers to use this strategy)
Introduce scoring rubric (handout)
What is SRSD?
Self-Regulated Strategy Development
SRSD is an extensively validated program for writing (including sentence construction, planning and revising, and genre element knowledge) and self-regulation strategies for writing (including goal setting, self-instructions, self-assessment and self-monitoring, and self-reinforcement).
We will use SRSD as a vehicle to apply
another writing strategy.
SRSD Stage 2
SRSD Stages 4 & 5
Stage 4: Daily review, practice, and other methods to apply the strategies as chosen by teams, teachers, PLCs, etc.
You can also use content area text books and articles for additional practice
Stage 5: Students use SRSD and POW+TIDELL with teacher support
Apply color-coding
Practice peer reflection and review (use scoring guide)
Small group conferencing can take place
Differentiation may occur. For example: Cut up stimulus and have students practice sequencing essays in a logical order
Practice could occur using preassessment prompt and essay
SRSD Stage 1
In the classroom: Conduct a "cold" preassessment
Evaluate exemplar essays
Discuss relevant writing concepts
Apply POW: Read prompt
With your group: Use POW to pull apart the prompt
SRSD and POW+TIDELL
http://www.hillforliteracy.org/products/writing-workshops
Pull apart prompt
Organize my notes
Write and say more
T-Topic Introduction
I-Important Evidence
D-Detailed Examination
E-End
L-Links
L-Language
Pull apart prompt-What is the prompt asking me to do?
Organize my notes-How am I going to write my essay? (compare/contrast, chronologically, etc.)
Write and say more-What is my purpose? What else would be helpful before I begin to write?
Debrief:
P:

O:

W:
How did your team apply the mnemonic?
In the Classroom:
Apply TIDELL: Read the Stimulus/Text
Use color-coding in the classroom (details on your graphic organizer)
Repair weak essays as a practice for improving writing for the writing assessment
Map out or outline exemplar essays
For additional weak essays use the TNCORE and PARCC websites
1) Read text and apply TIDELL
Highlight each area of text the following colors:
T(topic)-Blue
I(Important Evidence)- Green
D(Details)-Green
E(Ending/Conclusion)-Pink
L(Links/Transitions)-Yellow
L(Language)-Box

2) Complete the graphic organizer with your team.
Teacher Team Practice
Self-Talk
http://www.greatschools.org/parenting/motivation-confidence/4337-giving-your-child-pep-talks-video.gs
SRSD Stage 6
Students apply strategies and self-regulate independently
Fade overt self-instruction to covert
Ensure transfer of strategies and self-regulation
Collect final (post) assessment
For additional prompts: Scholastic is excellent
How this will work...
We will model/practice using SRSD and POW+TIDELL in steps 1-3 of SRSD.
We will discuss steps 4-6 of SRSD as a way to gradually release teacher control and allow students to write independently.
Full transcript