Essential Concept Instructional Guide (ECIG) School District of Lee County Intensive Reading: LANGUAGE!

Essential Concept Instructional Guide

(ECIG)

School District of Lee County

Intensive Reading: LANGUAGE!

Congratulations!!!!!! “A” School District 47 “A” schools → 60 “A” schools Improved from 34th state student

achievement ranking to 22nd in the state

Congratulations!!!!!! Lee County is 23rd in the state for Levels 3-

5 Reading scores. Lee County is 13th in the state for reading

gains. Lee County is 18th in the state for making

reading gains with the lowest 25% students.

Advantages of the Alternate Block System

Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008)

Grades and Grade point averages increase (Zepeda and Smith, 2006)

Teachers have more time to develop Key Concepts (Huff-1995)

Teachers report more time for Differentiated Instruction (Bryant and Claxton, 1996)

Teachers can have students apply new concepts immediately (Huff,1995)

Advantages of the Alternate Block System – cont.

Improved interaction with students (Adams and Salvaterra, 1998)

Positive student discipline gains (Canady and Retting, 1997)

Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)

80% of students more positive about the block schedule Would not return to non-block (Huff, 1995) 72% of Secondary Schools in the US have some sort of

Block Schedule (Queen, 2009)

Essential Support Systems for Block Scheduling (Queen, 2009)

Curriculum Alignments which identify the scope an sequence of what is to be taught (Academic Plans)

Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG)

Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG)

Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

Essential Support Systems for Block Scheduling (Queen, 2009)-cont.

Teachers should have a minimum of five strategies for student activities (Cadre resources)

Students practice the skill or concept under the teacher's direction (ECIG)

Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG)

Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.)

Entire classroom time needs to be used for instruction (ECIG)

Instructional TransitionsI DO WE DO YOU DO

Higher Order Thinking

Entice, Enlighten, Engage, Extend, Enact

Plan - Do - Study - Act

Monitoring

Responsibility for Learning

Teaching to Learning

TEACHER STUDENT

Differences in Plans

Daily Plans Short term Difficult to track progress,

strategies, and structures over time

Instructional practices can often be unspecified

Generated by skills Breadth not depth Usually tied to resources

Instructional Guide Long-range view Easy to track progress,

strategies, and structures over time

Instructional practices get careful consideration

Generated by essential concepts and Systematic, Explicit Teaching Model

Depth not breadth Lasting – not tied to

resources

Elements of the ECIG

Logically sequenced, integrated content Appealing to multiple learning styles Engaging events of instruction Aligned with standards Incorporates school initiatives Based on SBRR Incorporates movement Identifies available resources Follows Systematic, Explicit Instruction Model

Systematic Explicit Instruction During the provision of Systematic Explicit Instruction in reading the teacher typically:

1 Informs the students of WHAT is going to be learned. 2 Informs the students of WHY it is being learned.

3 EXPLAINS/MODELS the skill/strategy being learned (Examples

and non-examples). 4 Provides SUPPORT/CORRECTIVE FEEDBACK to the

students in learning the skill/strategy.

5 Provides PRACTICE opportunities for the students to stabilize the

skill/strategy. 6 Ensures appropriate student APPLICATION of the skill/strategy. 7 Establishes STUDENT SELF MONITORING of the

skill/strategy and its application.

Direct Instruction

GuidedPractice

Higher Order ThinkingAssess/Introspection

Primacy-Recency Effect

By dividing the learning time into segments, there is more prime learning time than down time.

Research has shown a positive correlation between the amount of movement the classroom teacher used and the percentage increase of students' test scores (Gilbert, 1997).

Primary-Recency Effect

During a learning episode, we remember best what comes first, second best what comes last and least what comes just past the middle.

An adolescent normally can process an item in working memory intently for 10-20 minutes then:

1. Focus drifts and mental fatigue sets in.2. Boredom with the item occurs.3. Depth not Breadth!

Three or More Activities Per ECIG

Need not be equal in length Large/small group – Interactive activity Individual productivity – Introspective activity Teacher-centered – Introduction

Informational, Instructional Activity

Vary the amount and time of activities

ECIG Momentum Considerations

A. Time Management 1. Use a timer 2. Use a time schedule (display) 3. Allow students some control of class time useB. Provisioning 1. Have all materials ready and in place 2. Plan AheadC. Movement 1. Plan for movement 2. Share responsibility and expectations for movement with students

Components of ECIG:Curriculum and Unit Alignments

Let’s define each one of the Lesson Alignments boxes and where the

information will come from.

Elements of ECIG :Unit Alignments

Schedule What Why Explain/Model Support/Corrective Feedback Perfect Practice Self-Monitor/Application Introspection/Learning Processes Reflection

Why is a Planned Schedule Important?

Ensures required instructional content is covered at the necessary rate

Is critical part of differentiation Predicts grade level achievement Protects students from the “tyranny of

time”

Elements of ECIG

Date: What is the length of unit?

The teacher is in the “I DO” phase of the learning model; the teacher determines the length of instructional time based on the needs of students.

Date

This section will be listed by unit and lesson.

Time and Order

Each of the Lesson Alignment Columns requires an estimation of the time that will be spent on that component of the lesson.

There is also a block that can be used delineate the order of activities within a component of the lesson.

Direct Instruction

Direct Instruction typically starts a unit or a new skill within the unit and/or anytime that students need more instruction to gain more understanding. (i.e. assessment shows need for additional instruction).

It includes the building of adequate Background Knowledge for students in need of such support.

Direct instruction is explicit and systematic. What, Why, Model/Explain

Elements of the ECIG

What: What are the Sunshine State Standards and Essential Concepts that aligned in the Academic Plan that the students will learn?

The teacher is in the “I DO” phase of the learning model; students understand what the content, strategy or process is for learning.

What?

The needs to be written with the end in mind.

-What is the Essential Concept?

-What is expected level of complexity?

- How will the Essential Concept be applied?

What?

The What? will be a paraphrase of the transition statement for each step in the lesson.

There will be six statements per lesson. The What? should become Lesson

Objectives that are shared as Advanced and Post Organizers.

Elements of the ECIG: Direct Instruction

Why: Why should the student learn the Essential concept? Why is Essential Concept going to make the student a better reader?

The teacher is in the “I DO” phase of the learning model; students understand what the content, strategy or process is for learning; teacher sets purpose or anchors the content, strategy and/or process for learning.

Why?

The Why? sets the rationale for learning.

The rationale may be based on the challenges that student encounters in the academic arena and will encounter in the world of work.

Elements of the ECIG: Direct Instruction

Explain/Model: How am I going to explicitly teach the Essential Concept?

The teacher is in the “I DO” phase of the learning model; the teacher explicitly and systematically instructs the Essential Concepts for students.

Explain/Model

Explain/Model will include the activities in which the purpose is direct instruction.

This is the “I Do” section. You will need to read through each step’s

activities to determine if the purpose is direct instruction.

Elements of the ECIG: Guided Practice

Guided Practice is Perfect Practice and Support/Corrective Feedback.

Feedback is constructive and supportive. Practice is not an assessment. Students are able to try the new

skill/concept without penalty and with the level of support that ensures success.

Elements of the ECIG: Guided Practice

Support/Corrective Feedback: As the student begins to apply what I have directly instructed, how can I scaffold/guide instruction to help students succeed?

Teachers/Students begin the “We Do” phase of the learning process where the students try to apply the content, strategy and/or processes for learning with teacher support.

Support/Corrective Feedback

In Support/ Corrective Feedback, the teacher is still directly involved but the purpose is to begin to guide the student through applying the learned Essential Concept. This begins the “We Do.”

You will need to read through each step’s activities to determine if the purpose is direct instruction.

Guided Practice

Perfect Practice: As the student independently practices what has been directly instructed and practiced with support, what kind of support does the student need to successfully practice to achieve mastery?

Supplants the teacher support; students tries content, strategy and/pr process with the support of answers, notes, study guides, models, textbooks, etc.

Perfect Practice

Initially, Perfect Practice will be implemented by classroom activities. Students will be provided with activities and support.

As we increase our knowledge of Perfect Practice, we will be adding classroom activities and moving to perfect practice homework.

Perfect Practice Sample

Unit 13 Lesson 9 Step 5Supporting Details and Transition Words

Read the sentence below: Bicycles have many purposes.Write 3 supporting detail sentences that include

transition words that would explain the multiple purposes bicycles have.

Supporting Detail: ________________________________________________________

_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

Back = AnswersFront = Questions

Unit 13 Lesson 9 Step 5Supporting Details and Transition Words

Read the sentence below: Bicycles have many purposes.

Write 3 supporting detail sentences that include transition words that would explain the multiple

purposes bicycles have.Answers will vary.

Supporting Detail: One purpose for a bicycle is for transportation.__________________

_______________________________________________________________________

Supporting Detail: Another purpose for a bicycle could be for exercise.___________

_______________________________________________________________________

Supporting Detail: A final purpose for bicycles would be for fun.__________________

Refer to Book C Student Text page 302 for additional support.

Perfect Practice:Student Study Cards

Front of Card

What is a

GERUND?

Back of Card

What is a

VERB FORM ENDING IN

–ING THAT IS FORMED WHEN THE PRESENT

PARTICIPLE FORM OF A VERB IS TRANSFORMED

INTO AN ACTIVITY?

Elements of the ECIG: Higher Level Thinking

Webb’s Depth of Knowledge is an example of how students may self monitor their use of higher level thinking skills with each concept they are learning.

Components of the ECIG:Higher Order Thinking

Self-Monitor/ Application: How am I going to ask the student to demonstrate mastery of the Essential Concepts?

Student begins the “You Do” phase of the learning process; student independently applies the content, strategy and/or process for learning (assessments, projects, higher order questioning, etc)

Self-Monitor/Application

Content Mastery Assessments

Content Mastery Retakes

Summative Assessment

Progress Indicator Assessment

Self-assessment Multi-media Project Research Projects

Self- Monitoring/ Application includes, but is not limited to:


Consider questions like:

-What did I learn?

-What did I do with what I learned?

-How well did I use/apply what I learned?

-What else could I have done with what I learned?


The three types of Self-Monitor/Application ensures that there is always something for the students to work toward.

Due Now (within class period) Due Later this Week Due Long Term

Introspection/Learning Processes Reflection

The student uses metacognitive/think aloud skills to self-evaluate their learning.

Student/teacher introspection and reflection dialog will result inMost effective teaching practicesMost effective learning strategies

Introspection/Learning Processes Reflection

Introspection/Learning Processes Reflection requires the student to assess

What helped me with the learning? How did I learn it? What didn’t work or inhibited my learning? What would have helped me learn more

successfully?

Components of ECIG: Curriculum Alignments

Curriculum Power Standards Unit Reading Standards Movement Strategies ESOL/ESE Strategies Florida Goal 3 Standards

Where Do I start?

Start at the Essential Knowledge Concepts.

The Essential Knowledge Concepts will always be the Six Steps of LANGUAGE!

Standard Alignment

The Standards Alignment will be taken from the Academic Plan for each of the following books: Books A/BBooks C/DBooks E/F

Reading Standards/Strategies

The Reading Standards have been included in the Standards Alignment above.

Interactive Learning Strategies

Research has shown a positive correlation between the amount of purposeful movement the classroom teacher used and the percentage increase of students' test scores (Gilbert, 1997).


Movement Strategies should be based on:PurposeGroup TypeActivity


Purpose may include but is not limited to: Learning Cycles Cooperative Groups Group Investigation Peer Tutoring Teams, Games and Tournaments Jigsaw Learning Together Long Term Learning Groups


Group Type may include but is not limited to: Interest Ability Teacher Choice Student NeedRandom


Activity Type may include but is not limited to: Fluency Drills Phonemic Awareness Drills Manipulatives Folder Activities Technology Simulate It Present It

Possible ESOL Strategies

The Possible ESOL Strategies will come from two sources:The completed Instructional Guide will

suggest ESOL strategies that are embedded in the curriculum.

The students’ LEP Plan will recommend strategies that will need to be incorporated into the Implementation Guide.

Possible ESE Strategies

The Possible ESE Strategies will come from two sources:The completed Instructional Guide will

suggest ESE strategies that are embedded in the curriculum.

The students’ IEP will recommend strategies that will need to be incorporated into the Instructional Guide.

Florida Goal 3 Standards

Florida Goal 3 Standards seek to identify applied technology processes and abilities that can be used in all subject areas of instruction and assessment and the world of work.

Teacher should directly address these processes and abilities and even call them by name.

Florida Goal 3 Standards

You have been provided the Florida Department of Education document that describes each of the FL Goal 3 Standards.

The FL Goal 3 Standards instructed will be identified in this section and should also be embedded in the daily progression of instruction.

Assessing Your ECIG

Does the unit target my standards? Does my unit meet the requirements of the

Academic Plan? Does my unit target all the areas of the

Systematic, Explicit Instruction Model? Does my unit include movement and/or

engaging activities? Does my unit include instructional strategies

and/or initiatives of my school?

Assessing Your ECIG

Do I need to adjust my timeline and/or plan?

What does my data show? What are the strengths of the unit? What are some weaknesses of the unit? Are there any threats to my success? Was there learning? Was there retention?

Teacher Introspection/Learning Process Reflection

In addition to the previous questions, the teacher needs to ask the same questions as the student but with student learning as the focus.

Teacher Introspection/Learning Process Reflection

What helped the students with the learning?

How did the students learn it? What didn’t work or inhibited the students’

learning? What would have helped the students

learn more success-fully?

Documents

Essential Concept Instructional Guide (ECIG) School District of Lee County Intensive Reading: LANGUAGE!