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Hype the genre! The SRSD steps are the same regardless of the genre. Cool, right?                            

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Hype the genre! The SRSD steps are the same regardless of the genre. Cool, right?                            

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In Stage 2 teachers more systematically examine the strategy:  map models using graphic organizers, review and repair poor models, provide deeper discussion of the benefits of strategy use, begin to graph student progress, develop self-talk and goal-setting statements

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In Stage 2 teachers more systematically examine the strategy:  map models using graphic organizers, review and repair poor models, provide deeper discussion of the benefits of strategy use, begin to graph student progress, develop self-talk and goal-setting statements

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In Stage 3, Model It, teachers:  Model planning, writing and self-regulation strategies, think-aloud while planning and writing an authentic composition, and  use self-statements throughout the process. 

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In Stage 3, Model It, teachers:  Model planning, writing and self-regulation strategies, think-aloud while planning and writing an authentic composition, and  use self-statements throughout the process. 

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**The goal is to have students develop their own goals and self-statements as the work progresses.

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**The goal is to have students develop their own goals and self-statements as the work progresses.

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*Teacher creativity in the modeling is critical here. You know your students best--relate this material to them as you normally do, gradually releasing them to use the strategies.

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*Teacher creativity in the modeling is critical here. You know your students best--relate this material to them as you normally do, gradually releasing them to use the strategies.

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In Stage 4, teachers want to verify that students have thoroughly memorized the mnemonic steps. Practice!!

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In Stage 4, teachers want to verify that students have thoroughly memorized the mnemonic steps. Practice!!

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Stage 5 focuses on the need for teacher scaffolding of the strategies that have been previously taught in Stages 1—3. Activities will include collaborative writing, development of self-statements, goal setting and generalization of skills throughout this stage. 

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Stage 5 focuses on the need for teacher scaffolding of the strategies that have been previously taught in Stages 1—3. Activities will include collaborative writing, development of self-statements, goal setting and generalization of skills throughout this stage. 

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*Pace is determined by student need. This stage will take the longest amount of time.

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*Pace is determined by student need. This stage will take the longest amount of time.

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Introduce mnemonics (ex. STOP, AIMS, & DARE)

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Introduce mnemonics (ex. STOP, AIMS, & DARE)

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Move from overt to covert writing, fading supports such as graphic organizers and self-instruction planners.Focus here is on generalizing the knowledge to other environments.

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Move from overt to covert writing, fading supports such as graphic organizers and self-instruction planners.Focus here is on generalizing the knowledge to other environments.

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*Booster sessions may be necessary during this stage.

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*Booster sessions may be necessary during this stage.

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Examine & score student’s pre-assessment writing, graph

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Examine & score student’s pre-assessment writing, graph

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Orally review strategy components with prompts

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Orally review strategy components with prompts

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Discuss and develop positive self-statements

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Discuss and develop positive self-statements

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Orally review strategy components with prompts as needed

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Orally review strategy components with prompts as needed

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Independent planning and writing (strategy-related prompts if needed)

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Independent planning and writing (strategy-related prompts if needed)

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Score with rubric, graph, and set goals for the next lesson

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Score with rubric, graph, and set goals for the next lesson

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Graham, S., & Harris, K.R. (2013). Common core state standards, writing, and students with LD: Recommendations. Learning Disabilities Research & Practice, 28(1), 28-37.

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Graham, S., & Harris, K.R. (2013). Common core state standards, writing, and students with LD: Recommendations. Learning Disabilities Research & Practice, 28(1), 28-37.

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Kiuhara, S. (2009). The effects of self-regulated strategy development training on the persuasive essay writing of high school students with disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences. ProQuest Information & Learning. 

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Kiuhara, S. (2009). The effects of self-regulated strategy development training on the persuasive essay writing of high school students with disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences. ProQuest Information & Learning. 

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SRSD Online (2017). Writing to Learn: 6-12. Retrieved November 15, 2018, from https://course.srsdonline.com/lessons/stage-2-discuss-it-2/

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SRSD Online (2017). Writing to Learn: 6-12. Retrieved November 15, 2018, from https://course.srsdonline.com/lessons/stage-2-discuss-it-2/