Learn to use methods that have been extensively validated as effective in teaching struggling writers, such as formative assessment, rubrics, modeling, goal setting and graphic organizers. You will also learn to cultivate the necessary self-regulation in students that expert writers possess, and gradual release methods to empower students to own their writing. The methods learned in this course will strengthen your existing writing instruction.
Module 1 | Course Overview |
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Unit 1 | SRSD Introduction |
Unit 2 | Language Abilities |
Unit 3 | What is SRSD? |
Unit 4 | SRSD Results & Case Studies |
Unit 5 | Who Needs SRSD? |
Unit 6 | Teacher Self-Assessment Activity |
Unit 7 | 6 Stages of SRSD |
Unit 8 | Common Core Alignment |
Unit 9 | Activity: Linking Classroom Instruction to CCSS |
Unit 10 | Review Common Core Analysis |
Unit 11 | Identify Your Students' Skill Level |
Module 2 | Course Packets K-12 |
Unit 1 | Choose Your Students' Level |
Unit 2 | Leveled Course Packets |
Module 3 | Stage 1: Activate & Develop Background Knowledge |
Unit 1 | Introduction to Stage 1 |
Unit 2 | Task 1: Hype The Genre |
Unit 3 | Task 2: Develop Background Knowledge, Pre-skills, and Vocabulary |
Unit 4 | Task 3: Read/Discuss Positive Models |
Unit 5 | Task 4: Collect Pre-Assessment |
Unit 6 | Task 5: Provide Strategy (Mnemonic) |
Unit 7 | Introduce Rubrics |
Unit 8 | Task 6: Introduce Self-Regulation Strategies |
Unit 9 | Post-Assessment |
Unit 10 | Review of Stage 1 |
Module 4 | Stage 2: Discuss It |
Unit 1 | Introduction to Stage 2 |
Unit 2 | Task 1: Map Models Using Graphic Organizers |
Unit 3 | Task 1: Activity 1 |
Unit 4 | Task 1: Activity 2 |
Unit 5 | Task 1: Activity 3 |
Unit 6 | Task 2: Review and Repair Poor Models |
Unit 7 | Task 3: Build Collaborative Partnerships - Part I |
Unit 8 | Task 3: Build Collaborative Partnerships - Part II |
Unit 9 | Task 4: Establish Benefits of Strategy Use |
Unit 10 | Task 5: Begin Graphing |
Unit 11 | Task 6: Develop Goals and Self-Talk Statements - Part I |
Unit 12 | Task 6: Develop Goals and Self-Talk Statements - Part II |
Unit 13 | Task 6: Develop Goals and Self-Talk Statements - Part IV |
Unit 14 | Task 7: Explore When/Where to Use Strategy |
Unit 15 | Review of Stage 2 |
Module 5 | Stage 3: Model It |
Unit 1 | Introduction to Stage 3 |
Unit 2 | Task 1: Model Planning and Writing Using Think-Alouds |
Unit 3 | Task 1: Activity 2 |
Unit 4 | Task 1: Activity 3 |
Unit 5 | Task 2: Model Collaborative Planning and Writing Experiences |
Unit 6 | Task 3: Model Personalization of Self-Talk Statements |
Unit 7 | Troubleshooting Self-Talk with Adolescents |
Unit 8 | Task 4: Model and Practice Self & Peer Scoring with Rubrics |
Unit 9 | Task 4: Activity 1 |
Unit 10 | Task 4: Activity 2 |
Unit 11 | Task 5: Model and Practice Graphing Routines |
Unit 12 | Task 6: Model and Support Goal Setting |
Unit 13 | Task 6: Activity 1 |
Unit 14 | Task 6: Activity 2 |
Unit 15 | Review of Stage 3 |
Module 6 | Stage 4: Memorize It |
Unit 1 | Introduction To Stage 4 |
Unit 2 | Task 1: Internalize Strategy Via Mnemonics |
Unit 3 | Task 2: Internalize Personalized Self-Talk Statements |
Unit 4 | Review of Stage 4 |
Module 7 | Stage 5: Support It |
Unit 1 | Introduction to Stage 5 |
Unit 2 | Task 1: Continue Collaborative Writing Experiences |
Unit 3 | Stage 5 - Task 1: Activity 1 |
Unit 4 | Stage 5 - Task 1: Activity 2 |
Unit 5 | Stage 5 - Task 1: Activity 3 |
Unit 6 | Stage 5 - Task 1: Activity 4 |
Unit 7 | Task 2: Support Students' Strategy Use |
Unit 8 | Fading Support |
Unit 9 | Color Coding |
Unit 10 | Task 3: Support Self-Regulation Fading Support |
Unit 11 | Task 4: Provide Feedback on Writing, Self-Regulation, and Scoring |
Unit 12 | Combining Grammar with SRSD |
Unit 13 | Review of Stage 5 |
Module 8 | Stage 6: Independence |
Unit 1 | Introduction to Stage 6 |
Unit 2 | Independent Use of Strategies and Self-Regulation |
Unit 3 | Stage 6 Review |
Module 9 | Conclusion |
Unit 1 | Conclusion |