Cognitive Strategy Instruction

Self-Regulated Strategy Development

Stage of Instruction Description of Instruction
Develop background Students are taught any background knowledge needed to use the
knowledge strategy successfully.
Discuss it The strategy as well as its purpose and benefits are described and
discussed.
Model it The teacher models how to use the strategy and introduces the concept
of self-instruction.
Memorize it The student memorizes the steps of the strategy.
Support it The teacher supports or scaffolds student mastery of the strategy.
Independent use Students use the strategy with little or no supports.
Harris, K.R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution
of self-regulated strategy development. Scientific Studies of Reading, 7, 155-262.

PURPOSE OF STRATEGY
MNEMONIC STEPS of STRATEGY
AUTHOR(S)
Inform
What I Know
KWL What I Want to Know
What I Learned

All genres Capitalization

Organization
COPS Punctuation
Schumeker (1981) Spelling
Sentence Structure
All genres Tenses
Organization
STOPS Punctuation
Spelling
Who is the main character?
When does the story take place?
Where does the story take place?
Narrate What does the main character do or want to do? What do
WWW, What=2, How=2 other characters do?
Harris, Graham, Mason, What happens then? What happens with the other
& Friedlander, 2008 characters?
How does the story end?
How does the main character feel? How do the other
characters feel?
(In older grades, tell the story from the point of view of different
character or add a surprising twist to the story.)

Compiled by Terri Zerfas, Ph.D.

tzerfas@swbell.net 22
 Cognitive Strategy Instruction
All genres Role of writer
Audience
RAFT Format
Reading Rockets Topic

Inform/Persuade/Analyze Pick my ideas

POW Organize my notes
Write and say more
Harris, Graham, & Mason 2002
Topic sentence
Informational and Argumentative Essays Reasons (3 or more)
TREE Explain reasons
Ending (or Explain for older students)
Harris, Graham, & Mason 2002
Suspend judgment
Persuade/Analyze Take a side
STOP Organize ideas
Plan more as you write
De La Paz, 1999
Develop topic sentence
Persuade/Analyze Add supporting ideas
DARE Reject argument for other side
End with a conclusion
De La Paz, 1999
Decide on position
Persuade Examine reasons for position
Form list of points that explain each
DEFENDS reason
RTI Expose position in the first sentence
Note each reason and supporting points
Drive home position in the last sentence
SEARCH for errors and correct
See if it makes sense
Eject incomplete sentences and
Persuade unrelated information
SEARCH Ask if it’s convincing or what you mean
RTI Review for COPS
Copy over neatly
Have a last look
Planning
General Writing Process Organizing
Writing
POWER Editing
Englert, Raphael, Anderson, Revising
Anthony, & Stevens, 1991
1. The passage is about
Summarizing WHO
2. It takes place WHEN and
W's WHERE
Neuhaus Education Center, 2004 3. WHAT happens because

Compiled by Terri Zerfas, Ph.D.

tzerfas@swbell.net 23
 Cognitive Strategy Instruction
WHY
Read a paragraph or passage.
Ask questions. What is the topic?
Summarizing What is the most important thing it
RAP tells me about the topic? What are
Graham & Hebert, 2010 the important details?
Paraphrase. Put the information into
your own words.
Summarize Reword the question using key words
WRITER Answer the question
Cite evidence and clarify X2
Julie Faulkner
End the response
http://www.teacherspayteachers.com
Stop/set goals,
Think
STOP Of
Purposes
& List
LIST Ideas
Harris, Graham, Mason, Sequence
& Friedlander, 2008 Them
STEM-based Writing Power
Assisted
PAWS Writing for
Hitchcock & Rao, 2013 Science
www.cec.sped.org/TECplus
Think up topic and ideas
Persuade Organize ideas
TOWER Write a draft
http://rti.ccsnc.wikispaces.net/file/view/Mnemonic+Devices.pdf Elaborate, Evaluate, and Edit
Rewrite and Reread
Write on every other line
Read paper for meaning
Persuade Inspect using COPS
WRITER Take your paper to someone else to
http://rti.ccsnc.wikispaces.net/file/view/Mnemonic+Devices.pdf look over
Execute a final copy
Reread a final time
Capitalization
Overall appearance
Punctuation
Persuade Spelling
COPS on STILTS Sentences
Bargabos, C. (2004) Transitional Words
Interesting Words
Lengths varied and in logical order
Take my time and revise
Sentences complete and varied

Compiled by Terri Zerfas, Ph.D.

tzerfas@swbell.net 24