Can you try using the syllable type to help you figure out how to read this word, too?” When teachers provide immediate and specific feedback, they reduce the likelihood of students practicing errors. You knew that a closed syllable meant the vowel would make its short sound. For example, a teacher might say, “You did a nice job of using the syllable type to help you figure out how to read that new word. In other words, it is not enough to simply tell a student, “Good job!” or “Why don’t you try that again.” Teachers need to indicate exactly what knowledge or skills a student demonstrated that contributed to a correct response or exactly what would need to change to increase the student’s success. The feedback teachers provide should be specific enough to result in students giving the correct answer or adjusting their behavior to correctly apply a skill. Teachers who are carefully monitoring student responses are able to provide immediate feedback. When teachers are actively monitoring student responses, they are able to determine if students are mastering the content and make adjustments to instruction if students are not. While students are responding, teachers should be monitoring students’ performance. Teachers can plan to include verbal, written, and action response opportunities. It is important that all students are engaged in responding and experiencing high levels of success with their responses. Including high levels of student-teacher interaction in lesson delivery keeps students actively involved and facilitates having them process new information and practice new skills. Teachers should plan to offer students multiple opportunities to think about and respond to questions that check their understanding. This week we will take a closer look at four big ideas that can help teachers to increase the quality of their instruction through delivery of instruction. We focused on using the components of explicit instruction to ensure students master the knowledge and skills necessary to become proficient readers. Last week we looked at increasing instructional quality through lesson design. Web Resources for Families and Educators.Professional Learning and Technical Assistance Services.Using Text Structures to Understand and Summarize Text Module.Understanding and Observing the Literacy Skills Associated With Dyslexia Module.Teaching Students to Map Phonemes to Graphemes Module.Small-Group, Skills-Based Instruction Module.Effective Vocabulary Instruction After Reading: Frayer Model Module.Implementing Literacy Programs & Initiatives.
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