Explicit Instruction

Filename: explicit-instruction.pdf
ISBN: 9781609180416
Release Date: 2011
Number of pages: 290
Author: Anita L. Archer
Publisher: Guilford Press

Download and read online Explicit Instruction in PDF and EPUB Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Downloadable video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org.


Explicit Instruction

Filename: explicit-instruction.pdf
ISBN: 9781609182281
Release Date: 2011-02-22
Number of pages: 290
Author: Anita L. Archer
Publisher: Guilford Press

Download and read online Explicit Instruction in PDF and EPUB Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level


Explicit Instruction

Filename: explicit-instruction.pdf
ISBN: 9781609180423
Release Date: 2011-02-22
Number of pages: 290
Author: Anita L. Archer
Publisher: Guilford Press

Download and read online Explicit Instruction in PDF and EPUB Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level


Explicit Direct Instruction EDI

Filename: explicit-direct-instruction-edi.pdf
ISBN: 9781412955737
Release Date: 2009
Number of pages: 266
Author: John R. Hollingsworth
Publisher: Corwin Press

Download and read online Explicit Direct Instruction EDI in PDF and EPUB Packed with strategies for lesson planning and delivery, this research-based book shows how implementing EDI can improve instruction and raise achievement in diverse classrooms.


Explicit Instruction

Filename: explicit-instruction.pdf
ISBN: 0205533280
Release Date: 2009
Number of pages: 132
Author: Jennifer L. Goeke
Publisher: Prentice Hall

Download and read online Explicit Instruction in PDF and EPUB Presenting both a theoretical background as well as concrete strategies for classrooms, this book speaks to teachers about the necessity of becoming effective Explicit Instructors and gives them the tools to do so.


Lessons in Comprehension

Filename: lessons-in-comprehension.pdf
ISBN: 0325006253
Release Date: 2004
Number of pages: 162
Author: Frank Serafini
Publisher: Heinemann Educational Books

Download and read online Lessons in Comprehension in PDF and EPUB Serafini has created a teaching treasure trove that contains nearly a year's worth of comprehension instruction plus an extensive list of children's literature that he has successfully woven into his own reading workshop. Lessons in Comprehension introduces and reinforces meaning-making concepts through eight broad thematic strands that scaffold understanding and responsibility for novice readers.


Natural Process of Quitting Forever

Filename: natural-process-of-quitting-forever.pdf
ISBN: 9781452047737
Release Date: 2009-01-20
Number of pages: 104
Author: William Weber, M.A.
Publisher: AuthorHouse

Download and read online Natural Process of Quitting Forever in PDF and EPUB The Natural Process of Quitting Forever was written over a period of years. It started when I was seeing people who wanted to avoid 12 Step attendances while still wanting to end alcohol and drug problems. The book we were using generated questions and was not specific about quitting forever. I was tape recording and video taping the sessions for my review. I noticed I was answering the same questions over again with different people. I wrote down what I was telling them and started using the essays when I talked with new people. I always encouraged people to criticize what was written for clarity and content. At a point in time, I had enough written where I comb bound the papers with a table of contents and started selling my book. I kept editing and revising and adding to the book until it reached the point of what you are reading today. Author House afforded me the opportunity to publish professionally what I had been publishing and selling using my desktop publishing program with comb binding. It was written talking to people about quitting forever all alcohol and drug use while they read the book for that purpose. People are quitting forever by reading the book The Natural Process of Quitting Forever. It was not something I sat down and wrote but was written because people quitting forever told me it was helpful information leading them along their path to recovery. Check out my web site: quittingforever.org where I explain core concepts using cartoon like graphic illustration with verbal and written explanation. The web site also has some short video explanations by me.




The Role of Explicit Instruction

Filename: the-role-of-explicit-instruction.pdf
ISBN: OCLC:663651051
Release Date: 2010
Number of pages: 77
Author: Danielle Renae Garegnani
Publisher:

Download and read online The Role of Explicit Instruction in PDF and EPUB The challenges of learning academic language for students learning English as a second language has been the focus of much attention in education in the past decade. Many studies have looked at different instructional methods and their effects on children's literacy development. However, few have looked at how teaching specific grammatical features in the context of different academic genres affects the writing development of children learning English as a second language. This study presents an analysis of the effects of explicit instruction on children's use of genre specific features in academic writing. Grammar features of narrative and expository genres were explicitly taught in the context of their use in texts to fourth and fifth grade English Learner students. The instructional cycle included building background knowledge of the topic, explicitly teaching, highlighting and analyzing specific grammatical features in context, activities that allowed for practice and use of the language features of the genre, co-construction of a text of the genre, and independent writing. Growth of writing development was measured by collecting and analyzing preinstruction and post-instruction writing samples of both genres for length, frequency of use of a number of grammatical features, and overall organization and development. The analysis found that the overall length of texts increased significantly for both genres in the postinstruction writing samples. In addition, students used genre appropriate language, developed more complex character descriptions and plots, and incorporated more dialogue in the narrative post-instruction texts. The analysis also found that students' use of causal connectives, nominalization, and descriptive language increased in expository postinstruction writing. The organization and development of topics also showed growth in the expository post-instruction writing. These findings suggest that explicit instruction of genre specific grammatical features in context does have an effect on the writing development of children learning English as a second language. The findings of this study have several pedagogical implications for teachers. Teachers need to have an understanding of and familiarity with the features of different genres, raise awareness and explicitly teach the grammatical features of academic genres, engage students in practice and use of the language, and reflect on instruction and student writing.



The Effects of the Explicit Instruction with Decoding Strategies as an Early Intervention

Filename: the-effects-of-the-explicit-instruction-with-decoding-strategies-as-an-early-intervention.pdf
ISBN: OCLC:905136460
Release Date: 2010
Number of pages: 95
Author: Kathryn C. Black
Publisher:

Download and read online The Effects of the Explicit Instruction with Decoding Strategies as an Early Intervention in PDF and EPUB The researcher hypothesized that the explicit instruction of decoding strategies to struggling first grade students would increase their ability to self-correct and self-monitor during oral reading. The purpose of the study was to teach strategies for reading unfamiliar words; so, the first grade students would become more independent in their reading. Students were introduced to five different decoding strategies during thirty minute lessons. The intervention occurred over four weeks and consisted of twenty lessons. Self-corrections were measured during informal running records as well as observations during lessons. Also, self-corrections were compared formally during pre-and post-testing. The data collected during the research revealed that the struggling first grade students increased their ability to self-correct, increased their reading level, and learned valuable strategies to use independently when reading unfamiliar words. The findings suggest that the intervention was appropriate for struggling first grade students to increase their ability to self-correct during oral reading.


Enhancing L2 Reading Comprehension

Filename: enhancing-l2-reading-comprehension.pdf
ISBN: 1361331992
Release Date: 2017-01-26
Number of pages:
Author: Ho-Cheung Lee
Publisher: Open Dissertation Press

Download and read online Enhancing L2 Reading Comprehension in PDF and EPUB This dissertation, "Enhancing L2 Reading Comprehension: Explicit Instruction Approach to Teach Inferencing" by Ho-cheung, Lee, 李浩翔, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In the domain of second language reading instruction, the teaching of inferencing to young L2 students seems to be a less explored area. The present study aims to investigate the extent to which the explicit instruction approach could enhance my ESL students' inferencing skills in English reading comprehension. It explores the relevance of teaching inferencing to my students, how they drew inferences in English before intervention and how they benefited from the intervention. I used an action research approach to study the effectiveness of my teaching of inferencing to my Primary Six ESL students in Hong Kong over a one-year period. I conducted this project following a two-cycle action research pattern within a seven-step framework. I implemented the project in three phases: Pre-intervention Phase, Intervention Phase One and Intervention Phase Two. Pre-intervention Phase involved baseline studies and think-aloud studies, whilst the intervention phases involved two cycles of teaching and a post-intervention think-aloud study. I used the data from the Pre-intervention Phase for designing the teaching content of the intervention phases. Data sources of this project included the students' think-aloud protocols, the students' work, lesson recordings, entries in my reflective journal, and my colleagues' lesson observation feedback. I focused on the growth of the students' learning and the effectiveness of the explicit instruction approach when analyzing the data. Findings from the Pre-intervention Phase suggested that the participants needed improvements in L2 inferencing and they were particularly weaker in the awareness of textual cohesion and coherence in informational texts. This had the immediate pedagogical implications that for initiating a reading programme in my school context, I should consider placing inferencing at a higher position; I should adopt different text types when teaching inferencing; and I should design and adopt higher-order thinking tasks more frequently when teaching reading to my students. Findings from Intervention Phase One and Two showed the students' gradual growth in their inferencing abilities and their understanding of this reading skill. They became more confident in producing inferences while reading in English and showed an understanding of the importance of this skill to reading. Results from the post-intervention think-aloud study showed an increase in terms of the participants' production of inferencing instances, the variety of inferencing applied by them, and their sense of textual cohesion and coherence. I estimated that the use of the explicit instruction approach had benefited the participants in general despite the fact that their internalization of inferencing was not evident. This study is significant in that it examines how inferencing could be explicitly taught to young ESL students to enhance their English reading competence. It also contributes to the theoretical understanding of inferencing in the teaching and learning of reading in L2. Based on the findings of this action research project, I derived and proposed a set of pedagogical principles for ESL inferencing instructions, pointing to the importance of explicitness in lessons, clarity of lesson outline, using students' responses, text choice, and curriculum planning. I suggest that front-line L2 teachers make inferencing and other reading ski


The Effect of Explicit Instruction on the Writing Attitude and Ability of Fourth Grade Writers

Filename: the-effect-of-explicit-instruction-on-the-writing-attitude-and-ability-of-fourth-grade-writers.pdf
ISBN: OCLC:750280271
Release Date: 2010
Number of pages: 150
Author: Barbara D. Sanders
Publisher:

Download and read online The Effect of Explicit Instruction on the Writing Attitude and Ability of Fourth Grade Writers in PDF and EPUB Students often see writing as a school related activity that is done for their teacher. They do not see themselves as authors composing real work. This lack of authentic purpose and limited view of writing can result in students having a negative view towards this important skill. Students' self-efficacy towards writing, however, can be an important factor in their ability, their motivation, and their engagement. A good attitude, though, is not enough. Beginning writers also need to learn how to write. One way to develop those skills is with explicit teaching. Students also need good writing modeled. This intervention looked at using explicit writing instruction and its impact on student attitude and ability, specifically in the area of summary writing. To this end, eight fourth grade students participated in a pullout writing program consisting of journal writing, Self-Regulated Strategy Development instruction, and composing of two I-search reports. Four sources of data informed the researcher during this intervention. Students completed both an attitude survey and a pre- and post assessment on summary writing. Also, the researcher took anecdotal records of four students. Finally, the classroom teachers were informally interviewed. The findings of these instruments show that while students had a high self-efficacy in writing, they were unsure of what good writing actually is. They did demonstrate growth in their ability to plan and write a summary of expository text. Both the anecdotal records and the teacher interviews indicate that student attitude improved in the areas of engagement, motivation, and confidence.


Explaining Reading

Filename: explaining-reading.pdf
ISBN: 157230877X
Release Date: 2003
Number of pages: 231
Author: Gerald G. Duffy
Publisher: Guilford Press

Download and read online Explaining Reading in PDF and EPUB Exemplary teacher research has established that explicit teaching plays a vital role in the K-8 classroom, with particular benefits for struggling readers. This book is a practical resource for explaining reading to students who do not learn to read easily. Identified are 22 major skills and strategies associated with vocabulary development, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated with abundant concrete examples, which teachers can use as starting points for developing lessons tailored to the needs, strengths, and interests of their own students. The book also shows how to move from the teacher's explanation to the student's independent use of new concepts, and how to embed explicit teaching within a context of rich, engaging literacy experiences.