Self-Regulated Strategy

Development- SCORE

Megan McCaffrey
Student ● Inner city school
Background ● 4th grade class
Information ● 21 students
● 13 boys/ 8 girls
● 5 students receive special
education services
Lesson
Students will be able to demonstrate their
understanding of SCORE through multiple

Objectives
measures including:

● Completing a knowledge measure

(multiple-choice quiz) with 100% accuracy
● Demonstrating the use of each of the 5
SCORE skills through participation in small
group discussions during the inclusion
inquiry unit (measured by SCORE
component of the project rubric)
● Demonstrating the use of each of the 5
SCORE skills through the completion of
daily SCORE cards
6 Instructional Stages
Develop Background Knowledge
● Video Clip: Non-example of effective
communication and self-regulation
○ https://www.youtube.com/watc
h?v=Cjgdiy_SGjA
● Brainstorm: “If you had never seen
this movie before, what would you
think of this discussion?”
● Brainstorm: “What was Riley, the girl,
doing to make this an ineffective
discussion? What about the dad?”
● Ask: “Do these behaviors help us
have effective discussions?”
○ “What other behaviors might
prevent us from having effective
discussions?”
● Show conversation stoppers
○ Brainstorm solutions as a class
● How does it make you feel when
people do not listen or ignore you?
● How do you feel when people listen
and really seem to care about our
ideas?
Discuss It
● Share SCORE poster and review
each element
● Provide students with handout
about how to SCORE and
discussion stoppers
● Share and distribute SCORE
cards
● Need to memorize SCORE
● Discuss why we should SCORE
○ To practice effective
communication
○ To reinforce social skills
like effective listening
○ To promote inclusivity
● Remind students that “soft
skills” such as communication
are necessary for success in
the future
How can we SCORE?
Conversation Stoppers
SCORE Cards
Model It
● Read Officer Buckle and Gloria aloud to the class
● Remind students to think about SCORE and
Conversation Stoppers as I read
● Tell students that this book discussion is a good
opportunity to practice SCORE
Read Aloud Discussion

● Discuss: What are some conversation stoppers you saw in the book?
● What about SCORE?
● How do these affect Officer Buckle?
○ Does it make him feel included?
● What is perspective and why is it important to understand?
● Model for the students how to fill out a SCORE card from the perspective
of Officer Buckle, Gloria, then the audience
Model It

● Teacher Demonstration-- Exemplar and Non-example:

○ My mentor teacher and I will role play two scenarios
■ Non-example: we will have a conversation where one of us
hyperbolizes conversation stoppers
■ Exemplar: we will interact using elements of SCORE
■ Students will report out what they saw
■ How did conversation stoppers affect the conversation?
■ Which elements of SCORE were used?
■ How could we have done better?
○ Have students evaluate each teacher using the SCORE card
Model It
● Partner Practice: As a warm up, have students discuss with their partner what they wrote
about for their opinion writing: Do cats or dogs make a better pet? (Students have already
done their research on this topic so they should have evidence to support their opinion)
● Have students reflect on the two perspectives we have read from Wonder and The Julian
Chapter
● Provide the students with the prompt: “If you were Auggie, would you forgive Julian for
everything he did? Why or why not?”
● Remind students that they should be prepared to support their opinions with evidence while
practicing SCORE
● Students will complete their SCORE card of their discussion
● Teachers will circulate around the room and take notes on the SCORE skills observed
● After discussions wrap up, teachers can share some of the SCORE skills observed
● Give students the opportunity to share a SCORE skill that their partner used
Memorize It

● Continue discussion of SCORE

○ Read and review SCORE poster each day
○ Be sure to point out SCORE skills that occur
naturally throughout the day
Memorize It

● Guess the SCORE game-- What SCORE skill is this an example of?
○ When a person has an idea they want to add, but someone else is still
talking, so they wait until the speaker is done speaking (Exercise
Self-Control)
○ When someone is having a difficult time explaining their ideas and another
person asks if they can help (Offer help or encouragement)
○ When someone contributes an idea to a discussion (Share ideas)
○ When someone shares their opinion, but another person doesn’t agree, the
other person may ask, “do you have evidence for that idea?” (Recommend
changes nicely)
○ When someone says, “I really like that idea” (Compliment others)
Memorize It

● Multiple Choice Quiz

● Students will be able to make
corrections on the quiz in order
to ensure 100% accuracy of the
SCORE components
Support It (Guided Practice)

● Students will have the opportunity to work in small groups for

their Inquiry Projects
● Students will use SCORE skills throughout their inquiry of topics
related to inclusion
Support It (Guided Practice)

● Book Practice: Students will be given a variety of books with

themes of inclusion
● Students will Jot It to write a question, a clarification, a
comment, and a connection independently
● Pair/ Share/ Compare with group members to discuss what
they took away from the books
● Students will complete SCORE card
Support It (Guided Practice)

● Video Practice: Students will be provided with videos

focusing on their inclusion topic
● Students will use Jot It to write a question, a clarification, a
comment, and a connection in response to the video
independently
● Pair/ Share/ Compare with group members to discuss what
they learned from the video
● Students will complete SCORE card
Support It (Guided Practice)

● Article Practice: Students will be provided with articles focusing

on their inclusion topic
● Students will use Mark It independently
● Pair/ Share/ Compare with group members to discuss what they
learned from the article
● Students will complete SCORE card
Independent Practice

● Discuss how using SCORE relates to our Inclusion Inquiry Unit

● Discuss when it is important to use SCORE
● Discuss what it should look and sound like when SCORE skills are
being used
○ Everyone listening
○ Everyone contributing
○ Everyone speaking loud enough
○ Respecting and building on each other’s ideas
4 Self-Regulation Processes
Goal Setting

● Students will teach SCORE strategy to the

school principal, classroom teachers, and other
4th grade classes
● Students will practice SCORE skills during
classroom discussions and in their daily lives
● Students will be leaders in demonstrating how
using SCORE helps others feel included
Self-Monitoring

● Students will
use SCORE
cards to
self-monitor
their use of
SCORE skills
Self-Instructions

● Students will refer to the

SCORE chart in the
classroom or their handout
with the 5 SCORE skills and
conversation stoppers
before class as a reminder
of the class expectations
 Self-Reinforcement-- Keeping SCORE

● SCORE Board: Students will

write down a specific SCORE
skill they used on a Post It
Note
● Students post SCORE skills
they demonstrated on the
SCORE Board
● Students sign their name in
order to take ownership of the
skill and encourage their peers
to continue to SCORE