Keys to Strong Instruction in Teaching

How’s your instruction? Are you hitting all the key points of good instruction? What should observers see in your instruction when they come into your classroom? These are all questions we ask ourselves and wonder. Sometimes it’s nice to do some self-reflection and see if you are hitting all the marks. The following chart shows the basic “LOOK-FORS” in strong instruction. As part of professional development it is always good to do some self-reflection. Video-recording a section of your instruction and then reflecting has also shown to objectively assess your instruction.

Use this chart as a tool to do an instructional check-up on yourself.

Look-Fors	Teacher
Use of Time Transitions from one activity to another. Time spent with individual students or small groups Time spent getting lesson/class started
Pacing Too fast, too slow Time spent in each lesson component.
Questioning Connect to lesson target/objective Assess understanding Stretch students to think beyond yes/no
Clarity of Presentation Modeling – Clarifying – Providing clear directions
Student Movement Positive: quickly transitioning, following directions, taking initiative Negative: getting out of seat frequently, fidgeting, interfering with others
Differentiation Scaffolding of lesson to meet diverse student needs
Material Management Materials are ready for the instruction Student and teacher materials organized to support flow of lesson Handouts are clear, meaningful and appropriate
Classroom Arrangement Furniture placement Visual supports on walls Environment for learning Provision for multiple uses of space
Monitoring / Checking for Understanding Monitoring student progress during independent work time Pauses at appropriate point in lesson to check for student understanding
Student Engagement Positive: Volunteering responses on task student-student interaction, listening, carrying out roles Negative: speaking out while off task, off task student-student interaction, interrupting, interfering
Participation Strategies Use of cold call to ensure variety of student voices Use of discussion protocols Opportunities for partner or small group collaboration

The Importance of Rhyming!

Rhyming is a key part to understanding our English language. In recent years we have become aware that rhyming may be more important than we once thought. Studies have shown children who are unable to rhyme may have a greater chance of having other reading difficulties such as dyslexia.

Rhyming is a skill which is learned. It is not a natural innate skill we are just able to acquire. Some are able to catch on quickly while others struggle. Practice and exposure is the best way to fully understand the key to rhyming. Rhyming is an auditory skill and something that children need to hear, therefore you should use the spoken words or pictures and not just printed words.

Teaching rhyming can be a lot of fun. One of the best ways to introduce and teach rhyming is with poems. Children in many cases will not notice the rhymes until you start pointing them out. There are also a number of great books for teaching rhyming such as; Rumble in the Jungle [Giles Andreae, David Wojtowycz], Double Trouble In Walla Walla [Andrew Clements, Salvatore Murdocca], and Edward the Emu [Sheena Knowles, Rod Clement] for a start.

Other ways you can provide the students practice is to give students each a picture or pin one one and have them find their rhyme partner. Tell each student a word as they line-up and have them tell you a rhyming word back. Picture sorts are always a great learning tool and children enjoy. If you are looking for picture cards here is a place to start: Rhyming Pictures

Almost Winter Break!

I found this image showing the phases of first year teachers during their first year. I think we have all had those feelings, I know I have and always look forward to break and the second part of the year. Only a few more school days and relaxation time! You'll be refreshed to tackle the rest of the school year, but who's counting?

(I didn't find who created the chart, but thank you.)

Dyslexia In Oregon

Building Student Engagement!

A few "think-abouts" when you are providing instruction to a group of students:

• make sure you have your students attention before initiating instruction
• use a signal
• pace the lesson to maintain students attention
• keep the lesson moving
• use pair share
• have group responses
• be ready
• maintain close proximity to students
• be up and moving around the room
• don't sit at the computer or document camera
• transition quickly between tasks
• know your routines
• have materials ready 
• refocus off-task students to the lesson focus
• make sure you have stated your expectations
• make them want to engage with you

Reading - End of Unit Test -- Why Give Them?

  Barmina Iva ID 1883171 | Dreamstime Stock Photos

I met with a teacher who was very frustrated that she had just given the end of the unit test and all her students did poorly. She stated the test was a waste of time because when she went back and reviewed the the test she felt it did not cover what the unit had been covering. Have you been there? I have too!

The end of unit tests are an applied reading test covering more than just what was covered in the unit taught. They are asking the students to use skills taught in previous units of the program to check whether the students are able to retain previously taught skills and apply them. These tests are testing the students understanding not evaluating your instruction.

Within the program there are often section tests where you are able to check for understanding of the skills just taught. These are very useful for knowing if your students are understanding what you are presenting. We also often make the assumption they understand the skill but these tests do not allow the students to apply the information like in the end of unit test.

The big question then is why give these tests? We are able to gain a great deal of information from the students’ performance on these tests. If they were able to pass their section tests but not the end of unit test, they are able to perform the task but not apply that task in a different application. They also give us a view of their cognition, showing if they are able to retain the information or recall it when needed. These tests are also a great indicator of whether or not a student will be able to pass the state test. It has been shown by the publishers that if the students are able to pass these end of unit tests they are highly likely to meet or exceed on their state test. Therefore, they are a great predictor of how your students will do come state testing time.  

Use those tests as a teaching tool once you have given and scored them. Have the students make the corrections and discuss each of the sections. This will help build understanding of how to apply information which the students had indicated they are struggling to understand. Have the students retake the test or the parts they failed. Not to change their grade but to allow them to understand and comprehend the information. I can assure you by taking the time to use the test as a teaching tool you will see great results on the upcoming end of unit tests.

Understanding and Building Stronger Writing Skills K-3

1. Building Writing Skills. K-3

This chart will provide you with the CCSS for writing narratives K-3 and ways you may guide your students become stronger writers.