Jigsaw Article- Hessel and Greenburg

Hessel and Greenburg: Helping struggling writers succeed

Throughout this article, the authors introduce a writing model entitled SRSD, Self-Regulated Strategy Development. This model is specifically helpful for students who are struggling with the writing process. Since the students are independently developing a plan to execute their writing and choosing a goal, it results in students having a desire to independently write. The SRSD model is characterized into five different stages. In the first stage the teacher works with the student to develop the necessary background knowledge needed to learn a specific writing strategy. Next, students discuss the strategy. In the third stage, the teacher models the strategy. In the fourth stage, the student memorizes the strategy and steps of the strategy. Next, the student begins to write as the teacher supports their writing. Finally, students have a chance to independently perform. The article also discusses a particular experience the author used with a sixth grade struggling writer.

I think I could definitely use this strategy in my fourth grade classroom. It is pretty much the approach that the writer’s workshop uses, only individualized. In the article, it discusses that this particular approach is useful for tutoring or one-on-one instruction. Since it works best in that environment, I am not sure it would be as useful or easy to use with the entire class. However, since we conference during writer’s workshop, perhaps this strategy could be used for certain students who are struggling. Since the strategy allows students to see the steps that they are taking, it gives them an individualized plan with steps that they understand. Students could have a model to refer to and once they practice, the steps will become easier and more fluent.

In order to use this in a professional setting, I believe I would need to learn how to manage my writing time in order to incorporate SRSD with struggling writers. Since I cannot spend the entire time with struggling students, it would take a lot of planning and even small group work to consider.

I think overall throughout this module I have learned that there is not just one good way to assess students work. One of the main things that teacher’s use to monitor writing growth occurs by keeping running records, or conference notes with each student. It also reminds me that it is important to assess students before and after to make sure the student’s are truly gaining the information given throughout mini-lessons. My lesson is focused mainly on spelling and phonics, but I will have an opportunity to walk around as the students are trying to spell out certain words. This inspires me to keep running records of words that students are having trouble with. It will also be easier to do this since I will have a smaller group of students that I’m working with, and by smaller I mean 20. I also think it will be important for me to model the type of behavior and responses I expect during phonic instruction.