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When opening the document, look at the bottom to find your grade level.

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Eliciting Student Responses-slides from Principal Stevens weekly emails.

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Eliciting Student Responses-slides from Principal Stevens weekly emails.

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Eliciting student responses during instruction can be done verbally/orally, written or through student action. Take a peek how to improve student engagement no matter what the content.

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When clicking upon link, look below for the grade level tabs.

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Look at the bottom tabs to find your grade level. There will be two tabs per grade level. The first tab holds the restart readiness data while the second tab holds benchmark data.

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5 explicit practices are identified and explained in improving adolesvent literacy across all contents for grades 4-9.

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Week of Feb. 2/26 and March 19th TBT

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Explicit instruction is a purposeful way of teaching students, where instruction is systematic, direct, engaging, and success oriented - and has been shown to promote achievement for all students.

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Element #1:   Focus instuction on critical content.

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Element #1:   Focus instuction on critical content.

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Teach the stuff, cut the fluff-Anita Archer

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Element #2:   Sequence skills logically.

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Element #2:   Sequence skills logically.

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Connect. Connect. Connect.-Anita Archer

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Element #3:  break down complex skills/strategies into smaller instructional units.

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Element #3:  break down complex skills/strategies into smaller instructional units.

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Success breeds success, success breeds motivation.-Anita Archer

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Removing the Barriers: Planning for ALL!

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Element #4: Design organized and focused lessons.

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Element #4: Design organized and focused lessons.

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How well I teach=How well they learn! -Anita Archer

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Anita Archer Elementary Series - Instruction Must Be Interactive

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Element #5:  Begin the lesson with a clear statement of goals and expectations.

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Element #5:  Begin the lesson with a clear statement of goals and expectations.

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You can not come out without an outcome.-Anita Archer

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Vocabulary games are a wonderful way for teachers "trick" students into learning about their content. See some example games.

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Frontloading vocabulary is a helpful way to support students before a lesson or unit.

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Frayer Model-a graphic organizer to support learners determine or clarify meanings of words/concepts encourted while listening, reading and viewing texts.

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Scaling vocabulary activities supports students make connections between known and unknown words. In addition, creates an ooprotunity for rich discussion.

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Semantic Feature Analysis supports students recognize similarities and differences between related words.

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A great connecting activity to support students make connections between known and unknown words.

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A format adapted from two column note taking about text, but for vocabulary. It is a note catcher for information about a word-definitions, synonymns/antonymns, related words, examples/nonexamples, multiple meanings, sample sentence, illustration.

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Concept Definition Map Template & Examples

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Concept Definition Map Template & Examples

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A great activity to get students to apply their personal knowledge to learn more about a word.

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Research article on comprehension instruction in middle schools.

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Reading comprehension loses out in the classroom (1)

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Willard  TBT Week of September 2nd:  Vocabulary=Essential Words 

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Presentation of review of why vocabulary is important and what an Essential Words PACT Plus lesson looks like in a 6th grade science teacher's classroom.

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Teachers use this to help with planning and implementation of vocabulary instruction.

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Teachers use this graphic organier to support in planning and for student use.

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Teachers use this to support in your planning and implementation of using comprehension canopy to plan to build student background knowledge around a complex text.

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Comprehension Canopy Criteria for Success

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Teachers can use this graphic organizer to help plan building a student's background knowledge.

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Criteria for Success-Critical Reading Routine

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Criteria for Success-Critical Reading Routine

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Element #6: Review Prior Skills and Knowledge Before Instruction

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Element #6: Review Prior Skills and Knowledge Before Instruction

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Element #7: Provide Step by Step Demonstrations

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Element #7: Provide Step by Step Demonstrations

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Grade Level: Sixth Grade - Middle School

School: Fees Middle School

Location: Tempe, Arizona

Videographer: Dima Yaremenko

Elapsed Time: 09:36

Introduction: Dr. Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words. In this video segment, Dr. Archer is introducing two vocabulary terms: elude and intention.

To see the entire passage reading preparation, see the following videos:

Pronunciation of Multi-syllabic Words - Sixth Grade Language Arts

Background Knowledge Instruction - Sixth Grade Language Arts

Focus: As you watch this video, think about the following questions:

1) What steps were used in the vocabulary instructional routine to introduce each of the vocabulary terms?

2) What other procedures were used to extend vocabulary instruction?

3) What delivery skills were used?
Feedback: What steps were used in the vocabulary instructional routine to introduce each of the vocabulary terms?
The instructional routine included the following steps:

1) Introduce the pronunciation of the word.
In order to attachment meaning to the vocabulary term and to retrieve that meaning, students must pronounce the word correctly. If the word is one that students have neither heard or said OR is difficult to pronounce, have the students pronounce the word a number of times.

2) Provide a student-friendly explanation of the word's meaning. The next step is to present the meaning of the word using a definition/explanation that is easy to understand and only includes known words. In this case, the definition was presented in a written form within the power-point. Presentation of the definition within a sentence makes it easier to process the definition.

3) Illustrate with examples.
Dr. Archer presented a number of examples to illustrate the vocabulary term/concept. Some of the examples related to the students' own experiences while other examples related directly to the use of the word in the passage, thus bridging vocabulary instruction and passage comprehension.

4) Check understanding by asking questions.
Dr. Archer asked students questions to determine their understanding. In this lesson, students were asked to discern between examples and non-examples of 'elude' and later examples and non-examples of 'intention.'

Missed Opportunity: It would have been helpful to ask students how they knew that the exemplar was an example or non-example. This would have deepened students' thinking in regards to the word's meaning.
What other procedures were used to extend the vocabulary instruction?
Word Use - Students were asked to anticipate how the word 'elude' might be used in the passage. Not only did this require deeper knowledge of the word's meaning, but served to bridge vocabulary instruction and passage comprehension.
Teacher Use of Word - After 'elude' had been introduced, Dr. Archer immediately used the word within her own language ("Did he want to elude us?") Given that it takes multiple exposures to a word before a word's meaning is mastered, it is important that the teacher use the word as often as possible. This is one of the reasons for having a "Word Wall". You will have a visual reminder of the words that were recently taught.

Part of Speech - With older students, especially ELL's, it is helpful to introduce the part of speech. Of course, it would first be necessary that students understand the terms noun, verb, adjective, and adverb.
Logs - Students in every class should maintain a vocabulary log that includes at a minimum the vocabulary term and a definition. Students could also add an original sentence, an illustration, synonyms, etc. Vocabulary logs can be used for self-study, class review, and partner-study.

Word Relatives - The most expedient procedure for expanding students vocabulary is to introduce students to "word relatives" (intend, intention, intentional, intentional). The word relatives for intention were listed on the screen and a connected story was used to introduce the words. This practice illustrates the transparent morphemic nature of English and is especially important if the pronunciation of the relatives is altered (e.g., reform and reformation; wild and wilderness; protest and protestant) so that students can transfer the meaning from one word to the relatives.

Embedded Study Skills: One of the goals of Middle School is to teach the study skills that will support students academically in secondary schools and in higher education. Note-taking skills were reinforced as students wrote in their logs.
What delivery skills were used?
Active Participation: Dr. Archer requested continuous responses from the students to ascertain their learning and to increase on-task behavior. Those responses included:

a) Choral Responses. When the answers were short and the same, choral responses were requested.

b) Partner Responses. When the answers were long and different, Dr. Archer had students share their answers with their partners.

c) Written Responses. Students recorded entries in their logs.

Monitoring: When the students were sharing answers with their partners or writing in their logs, Dr. Archer circulated in the room and gave feedback including praise, encouragement, and corrections.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Sixth Grade - Middle School School: Fees Middle School Location: Tempe, Arizona Videographer: Dima Yaremenko Elapsed Time: 09:36 Introduction: Dr. Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words.

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Element #8: Use Clear and Concise Language

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Element #8: Use Clear and Concise Language

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Anita Archer Secondary Series - Instruction Via Signals

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Element #9: Provide an Adequate Range of Examples & Nonexamples

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Element #9: Provide an Adequate Range of Examples & Nonexamples

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Element #10: Provide Guided and Supported Practice

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Element #10: Provide Guided and Supported Practice

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How to practice effectively...for just about anything - Annie Bosler and Don Greene

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Choral Responses and Partner Responses - Anita Archer

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Element #12: Monitor Student Performance Closely

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Element #12: Monitor Student Performance Closely

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Ohio Department of Education and Workforce Server

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Element #13: Provide Immediate & Corrective Feedback

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Element #13: Provide Immediate & Corrective Feedback

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Element #14: Deliver the Lesson at a Brisk Pace

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Element #14: Deliver the Lesson at a Brisk Pace

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Anita Archer explains the use of instructional routines in the classroom.

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Quick read on research-based strategies all teachers should know.

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Element #15: Help Students Organize Knowledge

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Element #15: Help Students Organize Knowledge

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Element #16: Provide Distributed and Cummalitive Practice

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Element #16: Provide Distributed and Cummalitive Practice

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Anita Archer on what are specific instructional practices that coaches should be coaching on.

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Reading Next is a cutting-edge report that combines the best research currently available with well-crafted strategies for turning that research into practice.

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Writing Next is a report that discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country's 4th- to 12th-grade students.

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A specialized report which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Three core instructional practices are identified that have been shown to be effective in improving student reading.

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Summary of BEST reading practices for adolescents

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IES Providing Reading Interventions for Students in Grades 4-9 Outline.docx

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Pages 44-74-Recommendations to build adolescent comprehension in content.

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Evidence-based reading routine/framework that will scaffold student comprehension of a text. Can be used in tier one or intervention.

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Surveying stakeholders, like our students, is important! Here is what the fall student literacy survey revealed about what they say about literacy and their skills. We'll have a winter and spring survey to gather more student feedback!

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Ohio Department of Education and Workforce Server

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Step-by-Step: Developing RIMPs for Grades 4–9

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Use Ohio Department of Education's resource page for support.

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Ohio's Third Grade Reading Guarantee is a program to identify students from kindergarten through grade 3 who are behind in reading. Schools will provide help and support to make sure students are on track for reading success by the end of third grade. The Department provides policy guidance, instructional tools and resources on the Third Grade Reading Guarantee.

General Information

Reading Improvement and Monitoring Plan (RIMP) Intervention Video Series

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Learn More About the Third Grade Reading Guarantee

If you have any questions about the Third Grade Reading Guarantee, please email ThirdGradeGuarantee@education.ohio.gov.

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Ohio's Third Grade Reading Guarantee is a program to identify students from kindergarten through grade 3 who are behind in reading. Schools will provide help and support to make sure students are on track for reading success by the end of third grade.

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Use this template to support the creation of the pieces and parts of a RIMP.

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Use this tool to figure out what students will need a RIMP.