Transcript 2-5 Day 2-PPT

Reading Academy 2-5
Day 2
February 19, 2014
Presented by:
Lori Bailey
Group Expectations
To make this day the best possible, we need your assistance and
participation
• Be Responsible
– Attend to the “Come back together” signal
– Active participation…Please ask questions
• Be Respectful
– Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
– Share “air time”
– Please refrain from email and Internet browsing
• Be Safe
– Take care of your own needs
Acknowledgements
The material for this training day was developed with the efforts of…




Cathy Claes
Melissa Nantais
Pam Radford
Melanie Kahler
 Stephanie Dyer
 Tennille Whitmore
 Soraya Coccimiglio
 Mary Jo Wegenke
Content was based on the work of…
– Dr. Anita Archer
– Teaching Reading Sourcebook; Core Literacy Library
Some slides are adapted directly from Dr. Anita Archer’s Explicit Instruction
The content of this session is expanded in the book:
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching.
NY: Guilford Publications.
Videos that illustrate explicit instruction can be found on this website.
www.explicitinstruction.org
The slides in this presentation were designed by Anita Archer and modified as needed
by the trainer.
Key Resources
Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient
teaching. New York: Guilford Press
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust
Vocabulary Instruction. New York, NY: Guilford Press
Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. CORE Literacy
Library. Berkeley, CA: Brookes Publishing
Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook 2nd Edition. Novato, CA: Arena Press
Marzano, R., & Pickering, D. (2005). Building Academic Vocabulary.
Alexandria, VA: Association for Supervision and Curriculum
Development
Moats, L. (2005). Language Essentials for Teachers of Reading and
Spelling, Module 4 & 7. Longmont, CO: Sopris West
Scope and Sequence of the
Reading Academy Series
Day 1
 Explicit Instruction
• Introduction to all elements
• Content Elements
–
Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics
• Delivery Element
–
Require frequent responses
Day 2
 Content and Assignment Review
 Explicit Instruction Foundation Principles and Strategies
 Explicit Instruction
• Focus on CCSS Foundation Skills-Phonics and Word Recognition,
Vocabulary
Day 3
 Content and Assignment Review
 Delivery of Instruction and Judicious Review Elements
 Explicit Instruction
• Focus on CCSS-Fluency and Comprehension
Learning Targets
Participants will be able to:
• Explain the three Foundation Principles of Explicit
Instruction and why they are important
• Discuss some of the elements of Explicit Instruction
including Content, Design of Instruction, Delivery of
Instruction and Practice
• Use alphabetic principle strategies in their classroom
• Use vocabulary strategies in their classroom
Agenda
• Welcome, purpose, & intended outcomes
• Content and Assignment Review
• Explicit Instruction
 Foundation Skills
 Review of Content, Design, and Delivery of
Instruction
 CCSS Foundational Skills
 Focus on Phonics & Word Recognition and
Vocabulary
• Assignment
Assignment Review
Review of Engagement Activity
1.
2.
3.
4.
5.
Without talking to anyone write your thoughts
about the activity on the chart paper under
Positive and/or Negative
At the bottom write in how it felt to be
observed, to observe a peer, and if it was
helpful
Read what the other people at your table
have written.
Talk with your tablemates about how the
activity went, positives and negatives
Choose a spokesperson to share what was
discussed
Explicit Instruction:
Foundation Principles
#1 Optimize Academic
Learning Time
Increasing student achievement can occur by
increasing—
 the amount of time
 that students
 are successfully engaged
 in academic tasks
A few words about time
Available time in school
 About 6 hours
Allocated time
 About 4 hours: if increased, slight impact on achievement
Engaged time
 Amount of time actively engaged in learning tasks is about
2 hours: If increased, moderate impact on achievement
Academic Learning time that is explicit, scaffolded, goal
oriented, and students are being successful
 Increase in academic learning time has a strong impact
on achievement.
#2 Promote High Levels of
Success
Success improves with increased amount of
instructional time; this is time being taught directly
by the teacher.
Class time should include:
• Whole group instruction with embedded and
planned engagement strategies
• Small group instruction in general education class
based on instructional needs and current functioning
• Tier 2 and Tier 3 intervention groups of 6 to 8, or 1
to 1.
Reminder: all small groups should also have
embedded and planned engagement strategies.
Scaffolding of Lessons
What to think about when scaffolding instruction,
according to Anita Archer—
1. Teach material that is not too difficult. If so, pre-teach
concepts and vocabulary before starting.
2. Carefully sequence instruction
3. Break down complex tasks into small steps
4. Increase the amount of instruction that is presented within
small groups
5. Teach pre-skills before target skills if necessary
6. Provide models of target skills
Scaffolding of Lessons
7. Provide clear demonstrations of skills (I Do It)
8. Provided guided practice (We Do It)
9. Provide additional scaffolding to support
performance (e.g., hints, prompts)
10. Provide worked problems
11. Systematically reduce the level of scaffolding when
possible
12. Provide immediate and corrective feedback
13. Ensure level of accuracy before independent
practice (You Do It)
#3 Optimize the amount of
content covered well
 Remember the best way to ensure academic
achievement is to teach important skills to
mastery.
 Research shows that when content is
covered WELL, there is much greater
potential for student learning.
Explicit instruction is designed to
increase the amount of content
covered well.
Some ways to optimize content covered
include-• Focus on critical content for instruction
• Teach skills that generalize to other areas
• Use instructional practices that are effective
but efficient
• Increase the amount of instruction time
through grouping of students
• Organize content to promote learning
Time for practice…
Do you remember why would we use
Explicit Instruction?
• ALL students benefit from Explicit Instruction
• It is essential for struggling learners
• These extremely cost effective strategies, if
implemented well, will improve student
outcomes, regardless of content area or core
program used.
Allocating time for instruction is not enough…if
it is not engaged time, it will not make enough
difference for all students.
Elements of Explicit Instruction--
Content
1.
Instruction focuses on critical content
Skills, strategies, vocabulary terms, concepts, rules, and
facts that will empower students in the future are taught
2.
Skills, strategies, and concepts are sequenced
logically
•
•
•
•
Easier skills before harder skills.
High frequency skills before low frequency
skills.
Prerequisites first.
Similar skills separated
Elements of Explicit Instruction
Content
3. Complex skills and strategies are broken
down into smaller (easy to obtain)
instructional units
Be aware of cognitive overloading, processing
demands, and capacity of working memory
Elements of Explicit Instruction
Content Review
• Review the three elements under Content and fill in
the blanks.
• Check with your partner to be sure you agree.
The engagement strategy is Partner Work.
Elements of Explicit Instruction
Content
1. Instruction focuses on ____________ content
2. Skills, strategies, and concepts are ___________
logically
3. Complex skills and strategies are ______________
into smaller (easy to obtain) instructional units
Elements of Explicit Instruction
Design of Instruction
Lessons
1. Are organized and focused
2. Begin with a statement of goals
3. Provide review of prior skills and
knowledge
Elements of Explicit Instruction
Design of Instruction
4. Provide step-by-step
demonstrations
5. Use clear and concise language
6. Provide a range of examples and
non-examples
7. Provide guided and supported
practice
Elements of Explicit Instruction
Design of Instruction-Review
• Review the seven elements under content and fill
in the blanks by yourself.
• Read along with me and be sure the blanks are
filled in correctly.
• The engagement strategy is Choral Response.
Elements of Explicit Instruction
Design of Instruction
Lessons
1. Are ___________ and focused
2. Begin with a statement of
_____________
3. Provide _______________ of prior skills
and knowledge
Elements of Explicit Instruction
Design of Instruction
4. Provide step-by-step _____________
5. Use __________ and ___________
language
6. Provide a range of ____________ and
________
7. Provide _______________ and
supported practice
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
1. Require frequent responses
2. Monitor student performance closely
3. Provide immediate affirmation and
corrective feedback
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
4. Deliver instruction at a brisk pace
5. Help students organize knowledge
Elements of Explicit Instruction
Delivery of Instruction-Review
• Review the five elements under content
and fill in the blanks.
• Give me a thumb’s up when you are
finished.
• I will read the sentences and pause at
the blanks. After 3 – 5 seconds of Think
Time we will respond together at my
signal.
The engagement strategy is Think Time.
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
1.
Require frequent _______________
2.
_____________ student performance
closely
3.
Provide immediate affirmation and
corrective ___________
Elements of Explicit
Instruction
Delivery of Instruction
Teachers:
4.
Deliver instruction at a _________ pace
5.
Help students ___________ knowledge
Elements of Explicit
Instruction
Practice-Review
Teachers should provide judicious
practice including:
*Initial practice
*Distributed practice
*Cumulative review
What kind of practice did we just do? Discuss with
your partner and share with table.
What are the “Five Big
Ideas” of Reading?
1. Phonemic Awareness
2. Alphabetic Principle
3. Fluency
4. Vocabulary
5. Comprehension
Explicit Instruction:
Focus on Critical Content -
Phonics & Word
Recognition
(Big Idea #2-Alphabetic Principle)
Alphabetic Principle & PhonicsDidn’t we do this last time?
It is worth doing again because systematic and explicit
phonics Instruction…
•
significantly improves students’ ability to comprehend
what they read
•
is beneficial for all students, regardless of their
socioeconomic status
•
is effective in helping to prevent reading difficulties
among students who are at risk
•
is beneficial in helping students who are having
difficulty learning to read
•
Teaching Reading Sourcebook; Updated Second Edition.
If you need more convincing…
It is part of CCSS Foundation Skills.
The meta-analysis of research done by John
Hattie showed that “as findings piled up, it
became more and more apparent that one of the
major causes of reading failure lay in the fact
many children were stuck on mental processing
at the level of word access.”
Visible Learning and the Science of How We Learn; John Hattie and Gregory Yates
Your phonics instruction in elementary school
is priceless, especially for those students that
are not learning decoding skills easily!
Ehri’s Phases of Word Recognition
Development
Pre-Alphabetic
Phase: “read”
visual clues
Consolidated
Alphabetic
Phase:
chunks of
letters within
words
Partial Alphabetic
Phase: some
sound/spellings
Full Alphabetic
Phase: most common
sound/spellings
Automatic Phase:
proficient word
reading
Ehri and McCormick 1998; Ehri 2002; Ehri and Snowling 2004
Phonics and Word Recognition
Foundational Skills-CCSS
Appropriate instruction for grades
2 through 5:
Know and apply grade-level
phonics and word analysis
skills in decoding words.
Second Graders should be learning
to-• Distinguish long and short vowels when reading
regularly spelled one-syllable words
• Know spelling-sound correspondences for
additional common vowel teams
• Decode regularly spelled two-syllable words
with long vowels
• Decode words with common prefixes and
suffixes
• Identify words with inconsistent but common
spelling-sound correspondences
• Recognize and read grade-appropriate
irregularly spelled words
Third Graders should be learning
to-• Identify and know the meaning of the most
common prefixes and derivational suffixes
(With derivational suffixes, the new word has a new
meaning, and is usually a different part of speech. But the
new meaning is related to the old meaning - it is "derived"
from the old meaning.)
• Decode words with common Latin suffixes
• Decode multisyllable words
• Read grade-appropriate irregularly spelled
words
Fourth and Fifth Graders should
be learning to-• Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes)
to read accurately unfamiliar
multisyllabic words in context and
out of context
At All Grade Levels
Identify and teach the Phonics and
Word Recognition Foundational
Skills from the CCSS that are
already available in your reading
core. Be sure they are included in
daily reading instruction.
Mid-Year Review of
Screening Data
Check R-CBM Tier Transition (AIMSweb) or
ORF (DIBELS) scores.
 Is the percentage of students at benchmark at or
above 80%?
 If yes, continue to include some word analysis
instruction into core instruction and design
additional instruction for smaller groups of
students. Monitor progress.
 If no, continue to emphasize word analysis
activities in core instruction.
Move to Instructional Grouping Form and fill in
student names.
There will be students that
need differentiated instruction
in small groups. How do I
know which ones they are and
what they need?
Tools can include the
Instructional Suggestions
Form (Quadrant Sort)
and the Classroom
Analysis Flowchart
Tools for Planning
Differentiated Instruction
Step 1—
Fill out Instructional Grouping
Suggestions form for your grade
level, using your January
screening data
Ended here
You can find the Instructional
Grouping Suggestions forms
(Quadrant Sorts) and Grade Level
Classroom Analysis Forms on the IISD
Wikis.
After you go to the Ingham ISD
website follow these links…
Wiki Spaces→Literacy→Reading
Academy, Grades 2-5→Day 2
Classroom Analysis
Step 2—Look at the Classroom
Analysis Flowchart for your grade level
1. Check recommendations for Group 1
2. Write a few goals for this group on your
Classroom Analysis Action Plan
3. Do the same for Groups 2, 3 and 4
4. Share your plans with your partner and
copy/steal any of their goals that would
work for you too!
Anita Archer Video-
Pronunciation (and reading)
of Multisyllabic Words
Sixth Grade
(Can be found on explicitinstruction.org)
Here are some examples of Phonics and
Word Recognition activities taken from the
Teaching Reading Sourcebook; Updated
Second Edition.
The activities have been tied directly to the CCSS
and are grounded in scientifically based reading
instruction.
All of the activities in this powerpoint can
be found on the IISD Literacy wiki under
Reading Academy 2-5 Day 2
Introducing Open and Closed
Syllables
Benchmarks
• Ability to identify and read
open and closed single
syllables
Materials
• none
Syllable Division Strategy: VC/CV
and VCV
Benchmarks
• Ability to divide two-syllable words with the
VCCV and VCV patterns
• Ability to read two-syllable words with the
VCCV and VCV patterns
Materials
• Transparency
• Connected text
Syllable Segmentation Strategy
Benchmarks
• Ability to segment multisyllabic words
into syllables
• Ability to decode multisyllabic words
• Ability to retain multisyllabic words in
memory
Materials
• None
Flexible Strategy for Reading Big
Words
Benchmarks
• Ability to segment a multisyllabic word
into parts
• Ability to read multisyllabic words
independently
Materials
• Transparency
• Connected text
Root Word Transformation Strategy
Benchmarks
• Ability to recognize a root word
• Ability to decode words by morphemes,
or word parts
• Ability to recognize words in a word
family
Materials
• None
Table Time
1. Get a piece of chart paper and bring it back to
your table
2. As a group, discuss other phonics strategies that
you have used in your classrooms
3. Choose strategies that you have found to be
effective and write them on the chart paper
4. When finished put the chart paper on the wall
5. All do a Museum Walk. If there are strategies you
would like to know more about mark them with a
sticky
Explicit Instruction:
Focus on Critical Content -
Vocabulary
Research indicates that explicit
vocabulary instruction is critical
For accomplished decoders, vocabulary
knowledge probably plays more of a role in
reading comprehension than word recognition
skills (Biemiller 2005b).
From about third grade on, 95% of students
can read more words than they can define or
explain (Biemiller and Slonim 2001).
According to Chall and Jacobs (2003) there
may be a sudden drop-off in reading scores
at about 4th grade as students try to read
more demanding academic texts containing
concepts beyond their oral vocabularies and
knowledge base.
They recommend focusing on vocabulary
development to “expand world knowledge
along with reading fluency and automaticity”.
Once again, instruction of your students is
priceless!
Characteristics of
Effective Vocabulary Instruction
1. Instruction is clear and unambiguous.
2. Instruction involves presentation of word
meanings and contextual examples.
3. Multiple exposures to the word are
provided.
4. Sufficient instructional time is devoted to
vocabulary instruction.
5. Students are actively engaged in
vocabulary instruction.
Preparation for explicit
vocabulary instruction before
introducing new text
Step 1-Select words for explicit instruction
Step 2-Develop or adopt student-friendly
explanations
Step 3-Develop examples and nonexamples for introducing the
word or for checking
understanding
Explicit Vocabulary Instruction
Step 1: Selection of Vocabulary
• Select a limited number of words for
robust, explicit vocabulary instruction
• Three to ten words per story, portion of
story, or section of a chapter
• Briefly tell students the meaning of
other words that they might not know but
are needed for comprehension
Explicit Vocabulary InstructionSelection of Vocabulary
• Select words that are unknown
• Select words that are critical to passage
understanding
• Select words that students will encounter in the future
(Stahl, 1986)
 Focus on Tier Two words (Beck & McKeown, 2003)
 Academic Vocabulary
• Select words that are more difficult to obtain
 Words having an abstract versus concrete reference
 Words with unfamiliar or unknown concepts
 Words not adequately explained within the text
Selection of Vocabulary
(Beck et al. 2002)
• Tier One - basic words whose meanings students are
likely to know
-- family, penny, wish, glass
• Tier Two – words that students are unlikely to know, are
generally useful, meaning can be explained in everyday
language, have good instructional potential and the
meaning is necessary for comprehension of text.
-- knowledge, thousands, arranged
• Tier Three – words that students are unlikely to know,
are specialized and unlikely to appear frequently in
written or oral language, or are specific to a particular
content area.
-- anthracite, shoal
Vocabulary Logs
All students should have vocabulary logs. You can
also have a class wide vocabulary log posted in a
public place. Words should be added regularly and
students receive positive reinforcement when
using them in conversation.
What should be included?
 Word
 Student-friendly explanation
 Any of these options
• Sentence to illustrate the word’s meaning
• Examples and non-examples
• An illustration
Read the story Common Sense: An
Anansi Tale to yourself
1. Choose three to 10 Tier 2 words that you
would chose for vocabulary instruction
2. Write them on your Vocabulary Chart
3. Share your chosen words with your partner
and discuss your choices
4. Share the words with your table and decide
on three to 10 words as a group
5. Check to see if they are on the Glossary:
Teachable Words for “Common Sense: An
Anansi Tale”
6. Do you agree with the glossary choices? Why
or why not?
Step 2: Preparation
Student-Friendly Explanations
•
Dictionary Definition
relieved - (1) To free wholly or partly from pain, stress,
pressure. (2) To lessen or alleviate, as pain or pressure
•
Student-Friendly Explanations
(Beck, McKeown, & Kucan, 2003)


Uses known words
Easy to understand
 You feel relieved when something that was
hard is over or never happened at all.
Preparation - Student-Friendly
Explanations
•
Dictionary Definition

Attention - a. the act or state of attending through applying
the mind to an object of sense or thought
b. a condition of readiness for such attention involving a
selective narrowing of consciousness and receptivity
•
Dictionary for English Language Learners
(Collins COBUILD School Dictionary of American English)
If you give someone or something your attention,
you look at them, listen to them, or think about
them carefully.
Dictionaries for English
Language Learners - Online
www.collinslanguage.com
definitions and oral pronunciations
www.ldoceonline.com
definitions (oral pronunciations on CD)
www.learnersdictionary.com
definitions and oral pronunciations
Don’t know the pronunciation of a word?
Go to www.howjsay.com
Refer back to the list of words that
you chose from Common Sense: An
Anansi Tale
1. Write a student friendly definition for three of
your words on your Vocabulary Chart
2. Write a sentence that uses the word correctly
3. Share the explanations with your partner and
give each other feedback on how easy it would
be for your students to understand the
definitions
What can I do in the
classroom?
Identify and teach the vocabulary
lessons that are already available
in your reading core and be sure
they are included in daily reading
instruction.
What Can I do in the
Classroom?
• The following slides are activities taken
from the Teaching Reading Sourcebook;
Updated Second Edition.
• The activities have been tied directly to the
CCSS and are grounded in scientifically
based reading instruction.
Text Talk: Read Aloud Method
Benchmark
• Ability to develop in-depth knowledge of word
meanings
Sample Text
• Read-Aloud—”Common Sense: An Anansi Tale”
*Adapt this strategy to text that is most appropriate for
your own students.
Method for Independently Read Text
Benchmarks
• Ability to develop in-depth knowledge of word meanings
Sample Text (Resources)
• “Alaska Adventure”
Complexity Level: Grades 4-5
Materials
• Copies of “Alaska Adventure”
*Adapt this strategy to text that is most appropriate for your own
students.
Vocabulary Hotshot Notebooks
Benchmarks
•
Ability to keep track of target vocabulary words
•
Ability to extend word use beyond the classroom
Sample Text (Resources)
•
“Alaska Adventure”
Activity Master (Resources)
•
Vocabulary Hotshot Notebook Page
Materials
•
PDF and copies of Hotshot Notebook Page
•
Three-ring binders
•
Three-hole punched paper
•
Vocabulary Hotshot Scoreboard
•
dictionaries
Semantic Map
Benchmarks
• Ability to classify words related to a specific
concept
• Ability to understand and use vocabulary related to
specific content
Sample Text (Resources)
• “Alaska Adventure”
Materials
• Vocabulary Hotshot Notebooks
Word Families
Benchmark
• Ability to use concept of word families to derive
the meanings of unfamiliar words
Prerequisites
• Ability to identify root words
Materials
• Dictionaries
• Vocabulary Hotshot Notebooks
Animal Idioms
Benchmarks
• Ability to interpret literal and figurative meanings of
idioms
• Ability to research origins of idioms
Materials
• Small plastic toy horses
• Drawing paper
• Crayons or markers
• Dictionaries
Source
• Scholastic Dictionary of Idioms (2006) by Marvin Terban,
New York: Scholastic
Step 3: Designing
Examples and
Non-examples
What is
mischief?
Designing Examples and
Non-examples
To teach what something is,
sometimes you have to show
what it is not.
(Engelmann, Carnine,1991)
Designing Examples and
Non-examples:
Demonstration
What is not
mischief?
Anita Archer video on
Vocabulary Instruction
Sixth Grade
(Can be found at explicitinstruction.org)
Examples and Non-examples
in Vocabulary Strategies
The strategies presented in the Teaching
Reading Sourcebook have examples but have not
included non-examples. However, taking our cue
from Anita Archer, we know that including nonexamples is best practice.
• Each partner choose a different activity
• Decide where a non-example should go and
what it should be.
• Share that with your partner
Conclusion
“Words are all we have.”
Samuel Beckett
Review of the Three Foundation
Principles of Explicit Instruction
1. Optimize Academic Learning Time
Is my instruction explicit, scaffolded, goal oriented, and
am I sure that my students are being successful?
2. Promote High Levels of Success
Can I increase embedded and planned engagement
strategies and/or plan more small group time based on
instructional needs and current functioning?
3. Optimize the amount of content covered well
Can I reduce the ‘fluff’ in my lessons and/or class work so
that I can ensure that the most important content is taught
to mastery for 80% of my students?
Eye Contact Partners
• Think about the three Foundation Principles and
decide which one would be most beneficial to use
with your students
• Write down the Principle that you are planning to
address in your classroom before you return for
Day 3
• Write at least one specific way that you will use it
• When prompted get up and make eye contact with
someone that is not sitting at your table
• Share your plans with each other
• Take your notes with you and put them in a place
that will remind you to do that activity
Before
we get
together
again---
Assignment
Prior to Reading Academy Day 3, work on
the following:
Use the Foundation Principle plan in the your classroom
Use at least one new literacy activity in the areas of Phonics
and Word Recognition or Vocabulary
Share the activity with your partner, talk about how it went
and exchange activities
If your partner recommends it, use their activity in your own
classroom
Record the results of both the Foundation Principle Plan and
the literacy activities on the form provided
Plan to share the activities, with recommendations, on Day 3
How did we do today ?
Did we meet
the Learning
Targets?
Or not?
Learning Targets
Participants will be able to:
• Explain the three Foundation Principles of Explicit
Instruction and why they are important
• Discuss some of the elements of Explicit Instruction
including Content, Design of Instruction, Delivery of
Instruction and Practice
• Know the Foundational Skills for your grade level in
Phonics and Word Recognition included in the Common
Core
• Use strategies in their classroom to address the
Foundational skills in the areas of: phonics and word
recognition, and vocabulary
Scope and Sequence of the
Reading Academy Series
Day 1
 Explicit Instruction
• Introduction to all elements
• Content Elements
–
Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics
• Delivery Element
–
Require frequent responses
Day 2
 Content and Assignment Review
 Explicit Instruction Foundation Principles and Strategies
 Explicit Instruction
• Focus on CCSS Foundation Skills-Phonics and Word Recognition,
Vocabulary
Day 3
 Content and Assignment Review
 Delivery of Instruction and Judicious Review Elements (this part of
the day is subject to change)
 Explicit Instruction
• Focus on CCSS-Fluency and Comprehension
Thank you for all you do!
Contact Melanie Kahler with questions or comments.
[email protected]
517-244-1244