“Helping Struggling writers succeed: A self-regulated strategy instruction program”
SRSD: Self Regulated Strategy Development: combines explicit teaching or writing strategies with instruction in self regulatory skills. Nation’s Report Card: Writing in 2002 indicates that only one of five high school seniors acquires the writing knowledge and skills needed at their grade level. Self Regulatory Strategies: -setting goals -carefully appropriate strategies when approaching a task -generating self instructions on how to complete the task -managing time effectively -creating effective environmental settings -monitoring progress -evaluating one’s own performance -seeking help from appropriate sources when needed -providing rewards or consequences based on performance
--Some students move through these stages naturally while others need direct assistance (taught through experience or instruction)
SRSD Model Goals: 1.) help students master higher level cognitive processes of composing while developing autonomous, reflective, self regulated use of effective writing strategies. 2.) Increase characteristics of good writing in students compositions (organization, adequate detail, meaningful revisions) 3.) Help students form positive attitudes about writing
Launching the Writing Workshop Here are the notes that we took on the chapter of this book:
Desks clustered to support the conversations Plans for your own short piece of writing, both important to you and true Chart paper, marker Stationary, an envelope and some other kinds of texts (such as the words of a known song on chart paper) Paper for each child-for kindergarteners, blank pages; for first graders, a space for drawing and a line or two for writing Marker or another writing utensil for each child, after the milestone Two pocket folder for each child to store work in Way to take notes on your conferences-a notebook with a page for each child in alphabetical order, might be helpful
Minilesson
Connection: Explain that everyday children will work in a writing workshop and that the workshop will always begin with a meeting. Tell the children they are going to become writers. Teaching: Show children how you go about choosing a topic you know and care about, show children that you begin by thinking about your subject, and then you sketch it from the image in your mind, next show children that you begin by thinking about your subject and then you sketch the image from in your mind, then show children that you say the whole idea that you’ll write then you separate one word or one part of a word and then record it, tell children what you hope they saw you doing as you wrote and drew, explain to the students that what you have demonstrated is what they will now do, Active Engagement: Ask children to think of a topic they’ll write about and to tell someone that topic, Link: Ask children to begin writing on their own.
After the Workshop Share
Ask children to share their work by holding it up for the world to see Point out what you hope they will do in their writing; include details, depict a small important moment, write words, and do more you admire. End the writing workshop and the writing workshop time with an exclamation of excitement for the writing to come and the start that the children have made.
Including Students with special Needs in a writing Workshop. -This article looks at a study, done in a southeast state with about 300 k-5 students. The majority of these students are of color and 85 percent of those are african america in low economic status. -93 percent are on a free and reduced lunch. -The study looks at the inclusion model the administration adopted for the 4th and 5th grades because of newly mandated state standards and federal laws requiring that all students meet adequate yearly progress. -Most of the teachers taught language arts in a direct instruction format for grammar and language skills. In previous years the students who received special Ed services were taught to write in a linear, step-by-step process : brainstorm on specific planing worksheet in response to a prompt provided by the teacher, transfer the panned writing to a narrative or essay form, edit and make " corrections," submit the work to the teacher and recopy the teachers corrections. This is a very common approach the study points out but The 4th grade teacher nancy, did something different. -She has 9 special ed students out of 29 total and they aren't identified as needing special ed services. -she started the day with 50 minuets of instruction and read aloud after this period it was individual writing time. During this time the students were encouraged to change seats, work with others or just found somewhere comfortable to write. While this was going on she would meet with groups or individuals to work with them on their writing. They kept a class chart to see who had met with her so no student felt that others weren't having to conference with her. -first the lessons were on writing workshop procedure. the students had lessons on all parts of the workshop including but limited to: Teacher and peer conferences, peer responses to writing, classroom policy regarding student-selected seating, expectations of work production ,and writing-share in authors chair. -she allowed them to write at first with their spoken language and had the students concentrate on conversation in their writing. She evaluated the students on their current performance. Goals were set by the teacher and student and were as simple as working on word order or for others developing their continuous expression beyond one or two sentences. -She read stories to the students that they could connect to and would relate to their lives. She read stories that had strong African American characters and she would even have the children act out the illustrations of the stories she read.
“Helping Struggling writers succeed: A self-regulated strategy instruction program”
ReplyDelete SRSD: Self Regulated Strategy Development: combines explicit teaching or writing strategies with instruction in self regulatory skills.
Nation’s Report Card: Writing in 2002 indicates that only one of five high school seniors acquires the writing knowledge and skills needed at their grade level.
Self Regulatory Strategies:
-setting goals
-carefully appropriate strategies when approaching a task
-generating self instructions on how to complete the task
-managing time effectively
-creating effective environmental settings
-monitoring progress
-evaluating one’s own performance
-seeking help from appropriate sources when needed
-providing rewards or consequences based on performance
Self regulation of summary writing
Level 1: observational learning
Level 2: imitative learning
Level 3: self controlled
Level 4: self regulatory
(INSERT TABLE 1)
--Some students move through these stages naturally while others need direct assistance (taught through experience or instruction)
SRSD Model
Goals:
1.) help students master higher level cognitive processes of composing while developing autonomous, reflective, self regulated use of effective writing strategies.
2.) Increase characteristics of good writing in students compositions (organization, adequate detail, meaningful revisions)
3.) Help students form positive attitudes about writing
SRSD STAGES
INSERT TABLE 2
Launching the Writing Workshop
ReplyDeleteHere are the notes that we took on the chapter of this book:
Desks clustered to support the conversations
Plans for your own short piece of writing, both important to you and true
Chart paper, marker
Stationary, an envelope and some other kinds of texts (such as the words of a known song on chart paper)
Paper for each child-for kindergarteners, blank pages; for first graders, a space for drawing and a line or two for writing
Marker or another writing utensil for each child, after the milestone
Two pocket folder for each child to store work in
Way to take notes on your conferences-a notebook with a page for each child in alphabetical order, might be helpful
Minilesson
Connection: Explain that everyday children will work in a writing workshop and that the workshop will always begin with a meeting. Tell the children they are going to become writers.
Teaching: Show children how you go about choosing a topic you know and care about, show children that you begin by thinking about your subject, and then you sketch it from the image in your mind, next show children that you begin by thinking about your subject and then you sketch the image from in your mind, then show children that you say the whole idea that you’ll write then you separate one word or one part of a word and then record it, tell children what you hope they saw you doing as you wrote and drew, explain to the students that what you have demonstrated is what they will now do,
Active Engagement: Ask children to think of a topic they’ll write about and to tell someone that topic,
Link: Ask children to begin writing on their own.
After the Workshop Share
Ask children to share their work by holding it up for the world to see
Point out what you hope they will do in their writing; include details, depict a small important moment, write words, and do more you admire.
End the writing workshop and the writing workshop time with an exclamation of excitement for the writing to come and the start that the children have made.
Including Students with special Needs in a writing Workshop.
ReplyDelete-This article looks at a study, done in a southeast state with about 300 k-5 students. The majority of these students are of color and 85 percent of those are african america in low economic status.
-93 percent are on a free and reduced lunch.
-The study looks at the inclusion model the administration adopted for the 4th and 5th grades because of newly mandated state standards and federal laws requiring that all students meet adequate yearly progress.
-Most of the teachers taught language arts in a direct instruction format for grammar and language skills. In previous years the students who received special Ed services were taught to write in a linear, step-by-step process : brainstorm on specific planing worksheet in response to a prompt provided by the teacher, transfer the panned writing to a narrative or essay form, edit and make " corrections," submit the work to the teacher and recopy the teachers corrections. This is a very common approach the study points out but The 4th grade teacher nancy, did something different.
-She has 9 special ed students out of 29 total and they aren't identified as needing special ed services.
-she started the day with 50 minuets of instruction and read aloud after this period it was individual writing time. During this time the students were encouraged to change seats, work with others or just found somewhere comfortable to write. While this was going on she would meet with groups or individuals to work with them on their writing. They kept a class chart to see who had met with her so no student felt that others weren't having to conference with her.
-first the lessons were on writing workshop procedure. the students had lessons on all parts of the workshop including but limited to: Teacher and peer conferences, peer responses to writing, classroom policy regarding student-selected seating, expectations of work production ,and writing-share in authors chair.
-she allowed them to write at first with their spoken language and had the students concentrate on conversation in their writing. She evaluated the students on their current performance. Goals were set by the teacher and student and were as simple as working on word order or for others developing their continuous expression beyond one or two sentences.
-She read stories to the students that they could connect to and would relate to their lives. She read stories that had strong African American characters and she would even have the children act out the illustrations of the stories she read.