1 Instructional Routines: Effective and Efficient Teaching

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Instructional Routines:

Effective and Efficient Teaching

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Anita L. Archer, Ph.D.

[email protected]

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Video #1

Record any good instructional practices.

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Video #1

Record any good instructional practices.

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What are Instructional Routines? Systematic procedures

Introducing information, strategies, skills, or vocabulary terms

Practicing information, strategies, skills, or vocabulary terms

Used consistently Embedded in curriculum materials OR Added by the instructor

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What are benefits to students? Students can attend to the content

rather than task.

Students will know how to participate in the lesson.

Students will be more confident.

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What are benefits to teachers?

Teachers become VERY familiar with the instructional routine.

As a result, Their pace will be brisk. Students will be more attentive. Preparation will take less time.

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Instructional Routines - Skills and Strategies

Model I do it.

Prompt We do it.

Check You do it.

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Instructional Routines - Skills and Strategies Model (I do it.) “My turn.”

Show Proceed step-by-step. Exaggerate the steps.

Tell Tell students what you are doing. Tell students what you are thinking.

Gain Responses Ask for responses.

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Paragraph Shrinking

Paragraph Shrinking

1. Name the who or what.(The main person, animal, or thing.)

2. Tell the most important thing about the who or what.

3. Say the main idea in 10 words or less.

(From the PALS program by Fuchs, Mathes, and Fuchs)

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Video #2 Good practices

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Instructional Routines - Skills and Strategies We do it. (“Let’s _____ together.) Prompt verbally.

- Guide or lead students through the strategy.

Step - do - Step - do - Step - do - Step - do Gradually fade your prompt.

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Instructional Routines - Skills and Strategies You do it. (“Your turn.)

Check for understanding.

Verify students’ understanding before independent work is given.

Carefully monitor students’ responses.

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Instructional Routines - Skills and Strategies

Explicit Instruction of Skills/Strategies

Model I do it. My turn.

Prompt We do it. Let’s do this together.

Check You do it. Your turn.

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Example ASounding Out VC, CVC, CVCC, CCCVC words

sip fit lip tip rimTeaching Procedure #1

1. When I touch a letter, I’ll say its sound. I’ll keep saying the sound until I touch the next letter. I won’t stop between sounds.

2. My turn to sound out this word. (Touch under each letter and say the sound. Hold continuous sounds and say stop sounds quickly. Don’t stop between sounds.)

3. Sound this word with me. (Touch under each letter.)

4. Your turn. Sound out this word by yourselves. (Touch under each letter.)

5. What word?

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Example BSounding Out VC, CVC, CVCC, CCVC words

mom top shop dot

1. (Write the first letter on the board.) What sound?2. (Write the second letter on the board.) What sound?3. (Move your hand under the two letters.) Blend it.4. (Write the third letter.) What sound?5. (Move your hand under the letters.) Blend the sounds.6. What word?

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Example CSounding Out Words with Letter Combinations

rain train paint sail seal

Precorrection Procedure

1. (Point to the underlined letters.) What sound?2. (Point to the word.) What word?3. (Have students reread the list without the precorrection.)

4. (Have individual students read the words or have them read the words to their partner.)

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Example DDecoding Words with Onset Rime

1. (Point to rime.) This part is an . What part? an2. Get ready to read words that end with an. ran3. (Point to new word.) What word? ban4. (Point to next word.) What word? fan5. (Continue with additional word.) man

Stan

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Instructional Routines - Vocabulary

Instructional Routine1. Introduce the word.2. Provide a “student-friendly explanation.”3. Illustrate with examples.4. Check understanding.

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Video #3 - Record good instructional practices.

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(Note: Teach words AFTER you have read a story toyour students and BEFORE students read aselection.)

Step 1. Introduce the word.a) Write the word on the board or overhead.b) Read the word and have the students repeat the word.

If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times.

Introduce the word with me.

“ This word is relieved. What word?”

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Step 2. Present a student-friendly explanation.

a) Tell students the explanation. OR

b) Have them read the explanation with you.

Present the definition with me.

“When something that is difficult is over

or never happened at all, you feel relieved.

So if something that is difficult is over,

you would feel _______________.”

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Step 3. Illustrate the word with examples.a) Concrete examples.b) Visual representations.c) Verbal examples.

Present the examples with me.

“When the spelling test is over, you feelrelieved.”

“When you have finished giving the speech thatyou dreaded, you feel relieved.”

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Step 4. Check students’ understanding. Option #1. Ask deep processing questions.

Check students’ understanding with me.

When the students lined up for morning recess,Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved?

When Maria was told that the soccer game hadbeen cancelled, she said, “I am relieved.” Whymight Maria be relieved?

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Step 4. Check students’ understanding.Option #2. Have students discern between

examples and non-examples.


“If you were nervous singing in front of others,would you feel relieved when the concert was over?”Yes “Why?”“If you loved singing to audiences, would you feelrelieved when the concert was over?” No “Why not?” It

was not difficult for you.

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Step 4. Check students’ understanding.

Option #3. Have students generate their own examples.


“Tell your partner a time when you were

relieved.”

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Step 4. Check students’ understanding.Option #4. Provide students with a

“sentence starter”. Have them say the

complete sentence.


Sometimes your mother is relieved. Tell your partner when your mother is relieved. Start yoursentence by saying, “My mother is relievedwhen________.”

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Video #2 Good practices

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Instructional Routines - Practice (Spelling)

Word Dictation1. Teacher says the word.2. Teacher says the word in a sentence.3. Students repeat the word.4. Teacher and students put up one finger for each sound in

the word. OR Teacher and students put up one finger for each part of the word.

5. Students say the sounds/parts to themselves as they write the word.

Feedback• Teacher writes the word on the board or overhead.

Students compare their word to model.• If a student has made an error, the student crosses out

the word and rewrites the word.

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A final word

Instructional Routines make teaching more effective and efficient.

Documents

1 Instructional Routines: Effective and Efficient Teaching