Explicit instruction is teacher-led, interactive instruction where the words and actions of the teacher are unambiguous and direct. The teacher begins with a clear explanation of the targeted skill, followed by modeling of the skill. Ample practice opportunities, including guided practice with corrective feedback, supported application and student independent practice using aligned student materials help the student to apply what they have been taught. The purpose of explicit instruction is to convey the content and skills clearly so that students can be led to mastery of the information. Steps Teacher/Student Action Examples Teacher The teacher explains the new skill in The teacher explains, “A Explains concise and specific language that does compound word is two words not rely on the student’s ability to that are put together to make establish concepts independently. one word.” Teacher The teacher models the task exactly as The teacher models, “The Models the student is expected to perform it. word sail and the word boat make the compound word, sailboat.” Teacher The student practices what the teacher Teacher: “What word do you provides modeled. This structured practice time is have when you put cup and guided when the teacher provides immediate cake together? practice feedback to the student. “cake” Student: “When Teacher: you put cup and cake together it makes the word cupcake. What word do you get when you put cup and cake together? Student: “cupcake” Teacher: Very good. When you put cup and cake together, you have the compound word “cupcake.” Teacher The student applies the skill with the Teacher; “What word do you provides most appropriate responsive scaffolding have when you put sail and supported at any point during the supported boat together? “sailboat” application application process. Student: Teacher: Very good. When you put sail and boat together… Student The student applies the skill Students work in an independent independently to reinforce their independent group with practice language. picture cards of words that can be combined to form compound words. Group PA Core Focus Standard (Eligible Content)
Explicit instruction is teacher-led, interactive instruction where the words and actions of the teacher are unambiguous and direct. The teacher begins with a clear explanation of the targeted skill, followed by modeling of the skill. Ample practice opportunities, including guided practice with corrective feedback, supported application and student independent practice using aligned student materials help the student to apply what they have been taught. The purpose of explicit instruction is to convey the content and skills clearly so that students can be led to mastery of the information. Steps Teacher/Student Action Examples Teacher Explains The teacher explains the new skill in concise and specific language that does not rely on the student’s ability to establish concepts independently. The teacher explains, “A compound word is two words that are put together to make one word.” Teacher Models The teacher models the task exactly as the student is expected to perform it. The teacher models, “The word sail and the word boat make the compound word, sailboat.” Teacher provides guided practice The student practices what the teacher modeled. This structured practice time is when the teacher provides immediate feedback to the student. Teacher: “What word do you have when you put cup and cake together? Student: “cake” Teacher: “When you put cup and cake together it makes the word cupcake. What word do you get when you put cup and cake together? Student: “cupcake” Teacher: Very good. When you put cup and cake together, you have the compound word “cupcake.” Teacher provides supported application The student applies the skill with the most appropriate responsive scaffolding at any point during the supported application process. Teacher; “What word do you have when you put sail and boat together? Student: “sailboat” Teacher: Very good. When you put sail and boat together… Student independent practice The student applies the skill independently to reinforce their language. Students work in an independent group with picture cards of words that can be combined to form compound words. Group PA Core Focus Standard (Eligible Content)
Intermediate%20Curriculum.docx