SRSD Strategies Empower Student Writing
SRSD helps teachers understand the critical genre content that their students need to have at different ages and grades. It helps teachers understand the critical vocabulary that their students need to develop to work in the genre. Once students become aware of these strategies, begin to master them, use them in their writing. It changes their whole approach to writing.
With writing to learn, you will find unique research-based strategies for every grade level, k through 12 and for every genre. For instance, the TREE strategy for opinion TIDE for informative or WWW for narrative and please don't be overwhelmed by this chart. We will help you choose your first strategy and help you get to mastery. It is important to note that the research is clear for best results. Use all six stages of SRSD and teach one strategy to mastery before moving on to a new strategy. We suggest that you start with opinion and argument because it's more motivating to students. It's easier for them to grasp the idea of having an opinion because they all have one and once they can express those opinions in writing and text, they get excited about the aspect and they get motivated. The first one that happens as an umbrella strategy is POW.
P stands for pick my idea. O is the organization of my actual writing piece and W is write and say more. So when we look at opinion for K-3 the pneumonic or strategy that we use as TREE, the t stands for topic sentence and tell what they believe the R makes them choose reasons. They have to have at least three. The E makes them explain those reasons so they have to give more detail. The final E makes them end it with a conclusion. and so this mnemonic, like the others that you're going to encounter, help move the students through that task. As you move to the older grades three through four in the opinion genre, we will use tree plus LL we make it a little more complicated. We make sure they have their links, are there transition words and they have language that's appropriate to their level.
Now we want to look at grades six through 12 children who are older have more cognitive ability to analyze, to think, synthesize and provide higher level sophisticated writing. And this is what we're going to ask them to do. So when we think about pneumonic strategies at this level, we know right away they're going to be more sophisticated and more complex. And that's good. So the bottom line here is you don't have to worry about the specific pneumonic strategy. They're all laid out for you. What's important is that you choose the level that works for your students. So if you have fifth graders who are really writing in a third grade level, you would want to look at those pneumonic strategies to teach first.
It's an instructional technique that brings the best of what we've learned, uh, from the learning sciences and educational psychology. You know, basically, we use a mastery approach to learning. You know, students don't move from one stage to the next until they've mastered a particular thing. And so each of these components that exist within SRSD are well thought out, are evidence based, and are things that can be used to teach the learning level within a classroom by bringing not just new writing strategies, but new ways of thinking about how to provide instruction.
But each student, once they learn the basic structure, they set their own pace. They set their own goals. So every child's coming out learning how to write in the same genre. However, each one is achieving different unique goals depending on what skills they're lacking at that time. And they're also moving at their own pace. Each child striving to reach their own personal success.
I hear teachers say, my students need a higher level. Our kids are much higher than this and they probably are, but they don't have the organization. So I say, go back, get the organization in hand, then move them through the higher level content and to the higher level language structures.