Activity3

Your Name:

Date:

Grade(s) You Teach:

Instructional Practice Identification Table

Length of Lesson:

Focus of Instruction:

Group:

Lesson Day #:

Instructional Practice

Instructional Practice that is the primary focus of the video clip at the time stamp you indicated.

Description and Metacognition

1. Write what you said and did to show the instructional practice.

2. Explain your thinking. Why did you choose this example? 

-- Be very specific.

Time Stamp

Start/stop time of video clip.

Example:

Multisensory Instruction

Example: 

1. I used multisensory instruction during the Elkonin box portion of the session. Specifically, when I said “mat”, I pushed up a token for each sound, and said /m/, /a/, /t/.

2. I chose this example because Elkonin boxes was my chosen multisensory strategy for modeling each of the sounds in the word “mat”. This allowed students to both listen for the sounds in the word and use manipulatives to represent each of the individual sounds they heard.

Example:

Time Stamp: 2:34-2:42

Explicit Instruction

Systematic Instruction

Multisensory Instruction

Accomplished

Emerging

Not Yet Evidenced

Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This module gave me lots to think about. For instance, my mindset was that my students have difficulties with comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it almost seems impossible that decoding could still be a problem after all this time—or that they just need practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of the problem” so I could teach more systematically. After analyzing the assessment data using the model, I now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills might be missing. I think this model will be something I continue to use in my classroom going forward.

Demonstrate research-based instructional practices for developing students’ reading skills.

I have the skills to provide Explicit Instruction

I can do, and I can identify examples of the following:

· Use the “I Do, We Do, You Do” sequence. 

· Use clear and concise language.

· Use instructional strategies that ensure that students do not rely on guessing or discovering the skill.

· Provide a brief purpose for instruction.

· Fluency example: “Learning to read words at a good rate helps us understand what we are reading.”

· Comprehension example: “Today we’ll be learning how the Generating Questions strategy will help us better comprehend what we’re reading.”

Accomplished

Emerging

Not Yet Evidenced

Reflection:

I have the skills to provide Systematic Instruction 

(e.g., consider levels of skill development; when students are ready for an intervention targeting a particular skill)

I can do, and I can identify examples of the following:

· Considers levels of fluency instruction. 

· Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e., accuracy develops first, then automaticity, then prosody).

· Considers the usefulness of information (high frequency before low frequency).

· Chooses text at an appropriate level for students.

· Assists students in developing an appropriate rate while reading aloud.

· Uses strategies for gradual release of responsibility (i.e. shift from teacher to student over time).

· PA example: Mixing words with /b/ and /p/, and /d/ and /t/

· Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q) when students are not yet ready for that level of complexity

Accomplished

Emerging

Not Yet Evidenced

Reflection:

I have the skills to engage students with Multisensory Instruction

I can do, and I can identify examples of the following:

· PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes.

· Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult sounds, etc.

Accomplished

Emerging

Not Yet Evidenced

Reflection:

Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning.

I have the skills to teach lessons that are directly linked to assessment 

I can do, and I can identify examples of teaching lessons that are directly linked to assessment data.

Accomplished

Emerging

Not Yet Evidenced

Reflection:

Use a variety of instructional practices to motivate and engage students in reading.

The length of time I teach is appropriate for the target skill and allows for student mastery.

I can do, and I can identify examples of teaching an appropriate length of time.

Accomplished

Emerging

Not Yet Evidenced

Reflection:

In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large group teaching alone.

Accomplished

Emerging

Not Yet Evidenced

Reflection:

I have the skills to provide students with various opportunities to respond.

I can do, and I can identify examples of providing various opportunities to respond.

· I use choral and individual responses. 

· All students respond during choral responding; if not, I correct and redirect and engage the student.

· I provide students with individual turns.

Accomplished

Emerging

Not Yet Evidenced

Reflection:

Consider your experiences in the practicum. Reflect on one practice that you believe ensures that students receive equitable instruction. Provide a detailed example.

Examples:

· The data tells me that Dani will need more fluency practice than the other students in her group. 

· During one of my classroom observations, my literacy coach collected data on my questioning during my intervention group. I realized that I was asking some students much higher-level questions than other students.

· My formative assessment shows that Raul is mastering the content quickly. I’m planning to move him to a more advanced group. 

Equality and Equity are not the same. Equality is about dividing resources (instructional time, targeted assessing and planning, scaffolding, practice opportunities, etc.) evenly so all students get the same thing. Equity is about dividing resources proportionally to achieve a fair outcome for all.

What aspects of your teaching went well in the video? 

What would you do in future lessons to improve your instruction? 

Consider the assess, plan, implement cycle you just completed. How will you incorporate this process into your ongoing practice?

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