Transcript Explicit Instruction

Reading Academy K-1
Day 2
December 11, 2013
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
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-Phonemic Awareness, 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 phonemic awareness strategies in their
classroom
• Use alphabetic principle 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 Phonological Awareness, Phonics and
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
#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 the amount of content
covered WELL, the 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.
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 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
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-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 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 nonexamples
7. Provide guided and supported practice
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-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 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
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 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/Phonics
3. Fluency
4. Vocabulary
5. Comprehension
Mid-Year Review of
Phonemic Awareness
• Kindergarten teachers check PSF scores
that will be given in January.
• First grade teachers check PSF scores
from September.
 Is the percentage of students at benchmark at
or above 80%?
 If yes, design additional instruction for smaller
groups of students and monitor progress.
 If no, continue to incorporate phonemic
awareness activities into core instruction.
CCSS and Phonemic
Awareness
You can use the Common Core State
Standards to decide on critical skills to teach.
The following slides include the CCSS
Foundation Skills for kindergarten and first
grade.
Kindergarten—
• Count, pronounce, blend and segment syllables in
spoken words
• Identify initial sounds in spoken words
• Blend the onset and rime to say a whole word
• Isolate and pronounce the beginning, middle and
final sounds in CVC words
• Blend beginning, middle and final sounds fluently,
when given each individual sound
• Add or substitute individual sounds in simple, onesyllable words to make new words
First Grade—
• Distinguish long from short vowel sounds in
spoken single-syllable words
• Orally produce single-syllable words by
blending sounds (phonemes), including
consonant blends
• Isolate and pronounce beginning, middle
and final sounds in spoken single-syllable
words
• Segment spoken single-syllable words into
their complete sequence of individual
sounds (e.g. list: /l/ /i/ /s/ /t/)
What can I do in the
classroom?
Identify and teach the Foundation
Skills from the CCSS that are
already available in your reading
core and be sure they are included
in daily reading instruction.
In addition, 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.
All of the activities can be found on the IISD
Literacy wiki under Reading Academy K-1
Day 2
Salad Toss
Benchmarks
• Ability to clap and count syllables in two- and threesyllable words
• Ability to say each syllable in two- and threesyllable words
• Ability to orally blend syllables into a whole word
Materials
• Pictures or models of vegetables whose names
have two or three syllables—carrot, lettuce, pepper,
radish, cucumber, celery, potato, tomato
• Brown construction paper for salad bowls
• Colored markers
Critter Sitter
Benchmark
• Ability to blend onset-rime to produce one-syllable
words
Materials
• Pictures or plastic models of animals whose
names have one syllable, for example—bat, bear,
bee, bird, cat, cow, deer, duck, fish, fox, frog, goat,
goose, hen, horse, mouse, pig, shark, sheep,
skunk, snake, swan, toad, wolf
• Kitchen items whose names have one syllable—
cup, fork, glass, knife, lid, pan, plate, pot, spoon
• A hand puppet (one that is not an animal)
Bridge Game
Benchmarks
• Ability to isolate the initial sound in a onesyllable word
• Ability to isolate the final sound in a onesyllable word
Materials
• Toy animals or pictures of animals—ant, ape,
bat, bee, bird, cat, deer, dog, fish, fox, goat,
goose, horse, mole, moose, mouse, mule,
pig, rat, seal, toad, wolf, worm
Simon Says
Benchmark
• Ability to blend spoken phonemes to
form one-syllable words
Materials
• Hand puppet
Say-It-and-Move-It
Benchmarks
• Ability to segment spoken phonemes in onesyllable words
• Ability to blend spoken phonemes to form onesyllable words
Resources
• Say-It-and-Move-It-Board
Materials
• Copies of Say-It-and-Move-It Board
• Manipulatives—small cubes or buttons
Elkonin Sound Boxes
Benchmarks
• Ability to segment spoken phonemes in onesyllable words
• Ability to blend spoken phonemes to form onesyllable words
Resources
• Elkonin Card
Materials
• Copies of Elkonin Card
• Crayons or markers
• Self-stick notes
Partner Work
1. Choose one of the phonemic activities
from your reading curriculum or one that
was just presented (each partner should
have a different activity)
2. Read about it in your teacher’s manual, on
the wiki, or from the Teaching Reading
Source book
3. Teach the activity to your partner
Explicit Instruction:
Focus on Critical Content Alphabetic Principle &
Vocabulary
Alphabetic Principle & Phonics
Didn’t we do this last time?
It is worth doing again because Systematic and Explicit
Phonics Instruction…
• significantly improves students’ reading and spelling in
Kindergarten and Grade 1
•
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 work in kindergarten and
first grade is priceless!
If your students are following the
typical road to becoming a reader…
Kindergarten - At this time of year, you should see
students mastering phonemic awareness and be able
to shift your instructional focus to alphabetic principle
First Grade – This is the most critical time of the year
for your students in becoming a reader. This is when
you see students who master both parts of alphabetic
principle (correct letter sounds and blending the
sounds into a whole word) take off with reading. Those
who do not master both parts will be struggling
Mid-Year Review of
Alphabetic Principle
Kindergarten and first grade teachers check
NWF scores that will be given in January.
 Is the percentage of students at benchmark at or
above 80%?
 If yes, continue to include some phonics
instruction into core instruction and design
additional instruction for smaller groups of
students. Monitor progress.
 If no, continue to emphasize beginning phonics
activities in core instruction.
Move to Instructional Grouping Form and fill in
student names.
Differentiating Instruction-Using
Instructional Grouping Form &
Flowchart
1. Fill in student names on the appropriate
Instructional Grouping form and in the
appropriate quadrant.
2. When finished move to appropriate
Classroom Analysis Flowchart.
3. Follow through the flowchart and use the
information to guide instruction for the
students in your classroom.
CCSS and Alphabetic Principle
Kindergarten
Know and apply grade-level phonics and
word analysis skills in decoding words
•
Identify and name consonants
•
Associate the long and short sounds with
common spellings for the five major vowels
•
Read common high-frequency words by sight
•
Distinguish between similarly spelled words by
identifying the sounds of the letters that differ
•
Add or substitute individual sounds in simple,
one-syllable words to make new words
CCSS and Alphabetic Principle
First Grade
Know and apply grade-level phonics and word analysis
skills in decoding words
•
Know the spelling-sound correspondences for common
consonant digraphs
•
Decode regularly spelled one-syllable words
•
Know final –e and common vowel team conventions for
representing long vowel sounds
•
Use knowledge that every syllable must have a vowel
sound to determine the number of syllables in a printed
word
•
Decode two-syllable words following basic patterns by
breaking the words into syllables
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
Anita Archer VideoDecoding Instruction
First Grade
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.
Integrated Picture Mnemonics
Benchmarks
•
Ability to produce a sound associated with a
letter
•
Ability to write a letter that stands for a sound
Resources
•
Letter Picture Worksheet
Materials
•
PDF and copies of Letter Picture Worksheet
•
Unlined paper
Introducing Short Vowels
Benchmarks
•
Ability to recognize vowels and short-vowel
sounds
•
Ability to discriminate short vowels in initial and
medial positions in words
Materials
•
Small index cards (one per student)
•
Two large index cards
•
Pocket chart
•
Picture cards: ax, apple, bag, cat, bat, hat, cap,
bath, map
Reading and Writing CVC
Words
Benchmarks
•
Ability to blend CVC words
•
Ability to spell CVC words
Materials
•
Letter cards a, m, p, s, t (one set per student)
•
Picture cards: ant, monkey, paper, seal, 10
•
Decodable text
•
Small dry-erase board
•
Dry-erase marker
Reading and Writing CVCe
Words
Benchmarks
•
Ability to blend CVCe words
•
Ability to spell CVCe words
Materials
•
Picture cards: cake, cap, cape, cat, gate, map, pan,
van, wave
•
Decodable text
•
Small dry-erase board and dry-erase marker (one
per student)
*The same type of instruction can be used for vowel
combinations and phonograms
Method for Reading
Decodable Text
Benchmarks
• Ability to accurately and fluently
apply phonics knowledge in
reading decodable text
Materials
• Decodable text
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
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).
And, first-grade orally tested vocabulary was
predictive of eleventh-grade reading comprehension
(Cunningham and Stanovich 1997).
Once again, your instruction of young readers
is priceless!
Vocabulary Data
Grade
Average Student
(at 2.4 root words
per day
Bottom 25%
(at 1.6 root words
per day)
End of Pre-K
3440
2440
End of K
4300
3016
End of Grade 1
5160
3592
End of Grade 2
6020
4168
How can we close the gap?
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
1.
Select words for explicit instruction
2.
Develop or adopt student-friendly
explanations
3.
Develop examples and non-examples
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
Instruction-Selection of
Vocabulary
• Select words that are unknown
• Select words that are critical to passage
understanding
• Select words that students will encounter in 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
-- chair, bed, happy, house
• 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.
-- balcony, murmur, splendid
• 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
• For kindergarten and first grade there should
be a class log or vocabulary wall for review
• 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.
Meaning Vocabulary: Direct
Explanation Method
Benchmarks
• Ability to develop in-depth knowledge of many
word meanings
• Ability to improve story comprehension
Sample Text
• Read-Aloud—”Common Sense: An Anansi
Tale”
*Adapt this strategy to text that is most appropriate
for your own students.
Concept Picture Sort
Benchmarks
• Ability to classify grade-appropriate categories of words
• Ability to identify and sort common words from within basic
categories
Read-Aloud Text
• “A Lost Button” from Frog and Toad are Friends (1970)
Materials
• Pictures of living and nonliving things
• Old magazines
• Scissors
*Adapt this strategy to text that is most appropriate for your own
students.
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
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
Kindergarten
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 Phonemic
Awareness, Alphabetic Principle 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 Sub-skills to Achieve the Reading
Standards in the Common Core
• Use strategies in their classroom to address the Foundational
skills in the areas of: phonological awareness, 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-Phonological Awareness, 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