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STAGE 4: MEMORIZE IT

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Goals for Stage 4: Memorize It

Participants will:•Consider strategies to use daily to help students internalize the mnemonics.

•Support internalizing self-instruction plans

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Memorize it

Students should have daily practice reviewing mnemonics and other strategies until they are internalized. • Games – e.g. ball toss or “popcorn”• Chants and/or motions• Regular quizzes• Pictorial representations • Student created charts of each step

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GO EAGLES (mnemonic)

G – Get ready O – Organize your thoughts

E – Examine the prompt A – Always introduce the topicG – Gather relevant text evidenceL – Link evidence to the claim/thesisE – Explain the evidenceS – Strong conclusion

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Your Turn

•Brainstorm a few methods you could use to help your students memorize each step of GO EAGLES.

•How do you think having this mnemonic to internalize the writing process will help your students?

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Goals for Stage 5: Support It

•Identify and describe the components of Stage 5.

•Describe how to provide instruction to students based on the tasks in Stage 5.

•Investigate the use of peer feedback to help students improve their writing.

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STAGE 5: SUPPORT IT

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•SRSD won’t make a meaningful difference without Stage 5

•There is no magic in the mnemonics or modeling!

•Real improvement requires all 6 stages of instruction be implemented with integrity.

Students Given Needed Time

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Students Given Needed Time

Devote time daily to writing in mode

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What are the best student examples to show?

Scaffold Planning and Writing

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Fade Graphic Organizers

• Remove the scaffold gradually.

• Goal: Students become independent and use the strategies as they plan without being given a graphic organizer

• Students should be able to plan on their own paper.

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Support Internalizing Strategy Use

•“Taking notes in the corner helps me remember what to write.”

•“I check it off so I know what parts I’ve done and still need to do.”

How has the mnemonic helped you?

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Introduce Peer Feedback

Austin’s Butterfly

http://www.youtube.com/watch?v=hqh1MRWZjms

http://vimeo.com/38247060

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Table talk: Feedback & The Writing Process

1)How does each stage of Austin’s Butterfly relate to various stages of writing?

2)How can advice about revising a paper be broken down into types of feedback like the students did with Austin’s Butterfly (shape, pattern, color)?

3)What things did the students say or not say that made their advice helpful for Austin to be successful at the task at hand?

4)What is your biggest take away from this video that you will apply when teaching students to peer revise and edit as well as when giving feedback yourself?

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Regular Scoring Practice and Introduce Peer Feedback

• Directly teach self and peer scoring

• Give specific, structured feedback

• Focus on one area at a time

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Provide Feedback

•Feedback can be used right away •Feedback from self, peer, and adult is ideal•Hunt for treasures, not errors•Keep feedback relevant to specific criteria you have taught/areas of focus (goals)•Separate feedback from grades•Students must believe feedback to be attainable •Ask students how/when they use strategies•Practice peer and self scoring (see handout)

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Small Group Conferring

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Differentiate Instruction

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Differentiated Practice

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Differentiated Materials

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