Self-Regulated Strategy Development – Writing Intervention
Self-Regulated Strategy Development – Writing Intervention
Intervention Summary:
This intervention requires five 20-25 minute sessions, in which students explore the Self-Regulated Strategy Development model (SRSD) in a small group setting. The strategies provided by this model enable students to improve the content, length, and quality of their writing.
Materials Needed:
1. Individual student folders
2. Poster board displaying the mnemonic device DARE (see attached example)
3. Poster board illustrating the three steps of the SRSD model (see attached example)
4. Markers/crayons
5. Overhead projector or chalkboard
Procedures:
Obtaining Baseline Data
Twenty-six essay topics should be generated by English teachers within the school building, out of which three will be used as baseline probes. Ideas for these topics may be collected from educational instruction manuals or test material used in other classes. The remaining essay topics will be implemented throughout the intervention as progress monitoring probes or practice essays.
To administer each baseline probe, read aloud the essay topic to the students. Then say, “based on the topic provided, write an essay”. Students should be given 15 minutes in which to complete their writing. Three baseline sessions (not necessarily on the same day) should be administered for a total of three data points. After the baseline data have been collected, plot the data along with the goal line on the graph. The three points are to be plotted in sequential order, with a heavy vertical line separating these three measurements from the following intervention data points. This same graph is used to plot weekly progress monitoring data.
After obtaining a baseline, select a reasonable, attainable goal for student progress post-intervention. Draw a line from this point to the goal. This is called the aim line. If the student fails to perform at or above this line for 3 consecutive weeks, examine the intervention and/or need for additional/alternative intervention.
Intervention Steps
STEP 1: DEVELOP BACKGROUND KNOWLEDGE
1. Explain the steps which combine to create the mnemonic DARE (Develop a topic sentence, Add relevant details, Reject opposition’s beliefs, End the paper with a conclusion) and Allow time for students to memorize the mnemonic.
2. Provide students with a writing topic (can use sentence starters; see attached examples)
3. Encourage students to create details which support their beliefs and reject those of the opposition
STEP 2: INITIAL CONFERENCE: STRATEGY GOALS AND SIGNIFICANCE
1. Hold individual conference with each student and discuss their baseline data, goal setting, and the grading rubric to be used with writing assignments so they understand what you are looking for. Provide each student with a folder in which to keep their essays and a chart on which to graph their own performance.
2. Create target goal for each student
3. Explain SRSD’s three-step writing strategy:
(a) Consider your audience and the reason why you are writing it
(b) Utilize DARE in the development of your essay (c) Write more words
4. Discuss the importance of the SRSD steps
STEP 3: MODELING THE STRATEGY
1. Re-examine the SRSD steps with students
2. Read aloud an essay topic to the students or use projector/board so students can read aloud.
3. Re-examine the SRSD steps and model the steps described earlier while discussing the essay topic
4. Discuss the importance of self-instruction techniques such as “Problem Definition, Planning, Self-Evaluation, and Self-Reinforcement” (Chalk, Hagan-Burke, & Burke, 2005)
STEP 4: STRATEGY MEMORIZATION
1. Allow time for the students to memorize the SRSD and DARE steps (may provide students with opportunity to create their own visual aid reminder of mnemonic device with paper and markers).
2. Arrange for children to copy examples of self-instruction statements in their folders
3. Allow students to create examples of self-instruction techniques (i.e., an example of Planning would be “Now that I’ve figure out this problem, I need to….”)
STEP 5: COLLABORATIVE PRACTICE
1. Compose an essay with the students on projector/board using visual models of the SRSD steps and DARE
2. Encourage the use of self-instruction techniques
3. Privately discuss with each student his goals, adjusting as needed
STEP 6: INDEPENDENT PRACTICE
1. Require students to compose two essays by themselves
2. Read aloud the essay topic(s) to students.
3. Allow access to visual aids if required by any students and have poster boards displaying the SRSD and DARE steps in sight.
Progress Monitoring:
Several of the essay topics generated at the beginning of the intervention should be used to collect progress monitoring data. The probes should be administered six times during the intervention and twice afterwards to determine maintenance and generalization of skills. Students are allowed 15 minutes in which to compose an essay and once finished, are instructed to put their pencils down, similar to the instructions provided them during baseline. Probes should be graded based on the writing’s quality and length (Table 2). Review the progress monitoring data each week. If the progress monitoring data points are below a student’s goal line three times in a row, the intervention plan needs to be reviewed to determine if changes in the intervention or goal need to be made.
Those implementing the strategy should fill out an intervention implementation checklist once per week to determine the extent to which the intervention was implemented as intended. Probes utilized to examine the students maintenance and generalization of skills should be administered two weeks after the completion of the intervention.
Alternate Ideas/Variations
This intervention was originally designed for use with high school students with learning disabilities. However, it may be modified to suit children of all ages and capabilities, and can be used at Tier 1, Tier 2 or Tier 3.
Based On:
Chalk, J.C., Hagan-Burke, S., Burke, M.D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning Disability Quarterly 28, 75-87.
Saddler, B. (2006). Increasing story-writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly 29, 291-305.
Goddard, Y.L., & Sendi, C. (2008). Effects of self-monitoring on the narrative and expository writing of four fourth-grade students with learning disabilities. Reading and Writing Quarterly 24, 408-433.
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(Chalk, Hagan-Burke, & Burke, 2005)
Intervention Implementation Checklist
|STEPS |Yes or No |
|I explained the steps which combine to create DARE |Yes or No |
|I allowed time for the students to memorize DARE |Yes or No |
|I provided students with an essay topic |Yes or No |
|I encouraged the use of supporting details |Yes or No |
|I held conferences with each student |Yes or No |
|I discussed the grading rubric |Yes or No |
|I examined each student’s baseline data with him/her |Yes or No |
|I discussed the significance of goal setting |Yes or No |
|I provided students with folders |Yes or No |
|I created a target goal for each student |Yes or No |
|I explained the SRSD steps |Yes or No |
|I discussed the importance of the SRSD steps |Yes or No |
|I reexamined the SRSD steps with each student |Yes or No |
|I read aloud an essay topic |Yes or No |
|I used a projector screen so that the students could follow along |Yes or No |
|I asked questions about the essay |Yes or No |
|I discussed the importance of self-instruction techniques |Yes or No |
|I allowed time for students to memorize DARE and the SRSD steps |Yes or No |
|I requested students make visual models for themselves |Yes or No |
|I required students to recite steps aloud or write them on a piece of paper |Yes or No |
|I arranged for students to copy examples of self-instruction techniques |Yes or No |
|I allowed students to create their own examples of self-instruction techniques |Yes or No |
|I composed an essay with the students |Yes or No |
|I encouraged the use of self-instruction techniques |Yes or No |
|I discussed each student’s goals with him/her and adjusted as needed |Yes or No |
|I required students to independently compose two essays |Yes or No |
|I asked students to clear their desks except for paper and pencil |Yes or No |
|I read aloud the essay topic |Yes or No |
|I said, “Based on the topic provided, write an essay” |Yes or No |
|I allowed access to visual aids |Yes or No |
|I provided positive feedback |Yes or No |
ESSAY/SENTENCE STARTER IDEAS
1. Today was...
2. Today I feel...
3. Today I am...
4. Today I...
5. If I could do anything I wanted I would...
6. What I really want right now is...
7. What I really need right now is...
8. Five things that I am grateful for are...
9. Five things that I am really good at are...
10. Five things that I love to do are...
11. What I would most to love to change about my life is...
12. What I love most about my life is...
13. What I am most afraid of is...
14. If a genie gave me three wishes right now I would wish for...
15. If I had to describe my ultimate life, it would consist of...
16. If I had to describe my ultimate self, I would be...
17. Taking action toward my ultimate life/self makes me feel ...
18. On my journey thus far, three things I have learned about myself are...
19. On my journey thus far, three things I have learned about life are...
20. Five things I believe about myself are...
21. Five things I believe about life are...
22. I deserve...
23. If I had $1 million I would...
24. I believe love is...
25. I believe money is...
26. Something I have wanted to do in a long time is...
27. If I had a year in which I could do anything I wanted, I would...
28. My ultimate relationship would be...
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1. Consider Your Audience and Why You Are Writing It
2. Utilize D.A.R.E. in the Development of Your Essay
3. Write More Words!!!
-----------------------
Develop A Topic Sentence
End Paper with A Conclusion
Reject Opposition’s Beliefs
Add Relevant Details
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