A Strategy for Teaching Strategies

We have developed a sequence of instruction that we call Strategy for Teaching Strategies (see Philippakos, MacArthur & Coker, in press). Instruction in a genre begins with read alouds that serve as a vehicle that connects reading and writing. Read alouds are not only used as mentor texts but are also used to introduce the elements of a genre and to make evident to learners how understanding of the elements can enhance reading comprehension. Students may retell the information from a book they read using the genre elements and may even write a summary and a response (in the case of persuasive writing).

The sequence of writing lessons begins with evaluation of sample papers using the elements of the genre (and other relevant writing components depending on grade-level expectations).

Then, the teacher models how to plan, draft, evaluate, revise and edit a paper. Next, students and teacher collaboratively apply the steps of the writing process (Writing Strategy Ladder; see Philippakos, MacArthur & Coker, 2015).

What follows is Guided practice with multiple opportunities for students to write and receive feedback from their teacher. Students are trained for peer review and self-evaluation before they evaluate their work and before they meet with a peer or multiple peers. Students are ready to work independently after multiple opportunities to practice writing and receiving feedback.

Mini-lessons are provided throughout this sequence as well as differentiated instruction and support in self-regulation.