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https://drive.google.com/file/d/1CZqG9OvnGMZk1RIGtbbwmaZivuMYko0_/view?usp=sharing

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https://drive.google.com/file/d/1Pt7pUJ00OAKzmN3cVMtWwxmAHM5m7f0t/view?usp=sharing

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Quantity and Quality of OTRs | Elementary Handouts

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Quantity and Quality of OTRs | Elementary Handouts

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https://drive.google.com/file/d/17F6BghLl8dFO36vzujcg-bctpg0ZbJnt/view?usp=sharing

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Quantity and Quality of OTRs | Elementary Slide Deck

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Quantity and Quality of OTRs | Elementary Slide Deck

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https://drive.google.com/file/d/1lKVY7N7H_4GWvWtwf9n3sGcju7e6aZ07/view?usp=sharing

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4-Step Routine in Action | Video #1 Intermediate Grades

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4-Step Routine in Action | Video #1 Intermediate Grades

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We're excited to share this fantastic video of Jen Brimming's English lesson at Marine Academy Plymouth. Jen and her colleagues have been working hard to make their classrooms more energetic and dynamic across the school and have been focusing on adding Turn and Talk and Call and Response into their common methods of participation to support Everybody Writes and Cold Call but also up the energy level.

At the same time they're been working on being really clear about Means of Participation- signalling to students how they should answer each question.

Finally, Jen's been working on using active practice to make vocabulary instruction more productive. Basically that means: 1) start with the definition 2) ask students to play with the word and apply it in different settings and context to build deep word knowledge 3) have a bit of fun with words.

You can see all of that in this great clip:

We loved the way she balanced quick writing prompts (Everybody Writes) with Turn & Talks to build students' confidence and extend their thinking before they were called on to speak aloud.

We loved how crisp, engaging and energetic Jen's cues for each form of participation were. As a result the room crackles to life.

We loved how this helped Jen achieve not only universal participation but high quality thinking about worthy questions.

We loved how well students thought about and understood the word "reprehensible," applying it to examples from several of the books they'd read.

All in all it's great stuff... so great that we convinced Jen to chat about the work they've been doing at Marine Academy with our own Jaimie Brillante. We'll share highlights from that interview in a coming blog post. In the meantime enjoy the video and please join us in thanking Jen and her students for sharing their work!

jen brimming, marine academy plymouth, means of participatio, Ratio, Vocabulary

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Lots of Participation; Lots of Thinking: Highlights from Jen Brimming's Vocabulary Lesson - Teach Like a Champion

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We're excited to share this fantastic video of Jen Brimming's English lesson at Marine Academy Plymouth. Jen and her colleagues have been working hard to make their classrooms more energetic and dynamic across the school and have been focusing on adding Turn and Talk and Call and Response into their common methods of participation to support...

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4-Step Routine in Action | Video #2 Primary Grades

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4-Step Routine in Action | Video #2 Primary Grades

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Vocabulary Instruction - K

Grade Level: Kindergarten

School: McKinley Elementary School

Location: Tacoma, Washington

Materials: Honk!: The Story of a Prima Swanerina by Pamela Duncan Edwards

Videographer: Dima Yaremenko
Elapsed Time: 6:16

Introduction:Even as students enter kindergarten, there are huge differences in their individual vocabularies. If we are to narrow the achievement gap that students from different economic levels exhibit in the upper grades, we must provide systematic, robust explicit vocabulary instruction in the primary grades.

One of the best sources of vocabulary words is the books that we read aloud to students. In this video, the students have listened to the book Honk!: The Story of a Prima Swanerina. They are being introduced to the meanings of three words from the story.

This vocabulary instruction is presented at the end of a 90-minute reading period including the reading of Honk! The troops are restless. This video is a great reminder of the difficulties in delivering instruction and maintaining the attention of the students. There is no doubt about it ... teaching is hard work.
Focus: As you watch this video, ask yourself:
1) Did the Teacher use an instructional routine for teaching each vocabulary term including these steps:
a) Introduce the word?
b) Present a student-friendly explanation?
c) Illustrate the word with examples?
d) Check students' understanding?
e) Review the words?

What other good practices did you observe?

What suggestions would you give the teacher?
Feedback: 1) Did the Teacher use an instructional routine for teaching each vocabulary term including these steps:
a) Introduce the word?
b) Present a student-friendly explanation?
c) Illustrate the word with examples?
d) Check students' understanding?
e) Review the words?
The teacher followed all of these steps when introducing each word. At the end of the lesson, the teacher reviewed the words. This video shows that the practice of using instructional routines supports teachers even when the group is a little more challenging (though very sweet).
2) What other good practices did you observe?
During the lesson, the teacher actively involved the students by having them:

Say answers as a whole group.

Share ideas with their partners.

Share ideas with their partners and then with the class.

Respond with movement and facial gestures.

The instructor augmented the vocabulary instruction by:

Adding the use of gestures and movement.

Checking understanding using examples and non-examples.

Conveying the usefulness in learning the three words.

Adding humor.

What suggestions would you give the teacher?
If I taught this lesson again, I would do these things:

Perhaps, teach the vocabulary at a later time in the day after reviewing the read-aloud. OR

Create a better environment that would promote student attention by:

Putting the last two rows of children in chairs so they would be more visible.

Reorganizing the seating arrangement so that the inattentive students were closer to the teacher.

More carefully selecting the partners.

Reorganizing the schedule of activities so that the students would have an activity at their desk before this lesson.

Be careful in the choice of words. I would teach the word 'practice' rather than 'practiced'. It was confusing to switch between the two words.

But most importantly, I would be careful that I acted as if I expected participation. At the end of video, when the students did not all respond, I simply did a "do over". "I need everyone." As soon as I started to expect participation and instigated gentle "do overs", the students began to respond more consistently. It reminded me, "It is not what we tell students we want, but how we act in concert with our requests that students attend to."

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Kindergarten School: McKinley Elementary School Location: Tacoma, Washington Materials: Honk!: The Story of a Prima Swanerina by Pamela Duncan Edwards Videographer: Dima Yaremenko Elapsed Time: 6:16 Introduction:Even as students enter kindergarten, there are huge differences in their individual vocabularies.

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My colleague Bradley Busch and his colleagues at Inner Drive recently posted this outstanding illustration of the way combining Cold Call with Wait Time and "timing the name"-that is, not identifying whom you are calling on until after the question is asked and students have had time to think-can boost the amount of student thinking. (Bradley's illustration is based on another great visualization, originally by Luke Tayler).

This is important in several areas of questioning but it is-Bradley points out-especially effective when using retrieval practice.

Here's that thoroughly excellent illustration:

The only way the illustration could be any better would be if there was a video to go with it. And well, that's where I can help. So here's a great video of the always outstanding Denarius Frazier using Cold call + Wait Time to make student retrieval practice especially effective.

Some things you'll probably notice:

1) The warm inviting tone (and smile) Denarius uses to start the retrieval practice.

2) The Wait Time that ensures everyone things through the answer.

3) The Cold Call (Question. Pause. Name)

4) The Turn and Talk he uses when one student answers wrong to ensure that everyone practices that question-and to divert any negative attention from that student.

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Combining Cold Call and Wait Time- A Video to Go with the Great illustration - Teach Like a Champion

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My colleague Bradley Busch and his colleagues at Inner Drive recently posted this outstanding illustration of the way combining Cold Call with Wait Time and "timing the name"-that is, not identifying whom you are calling on until after the question is asked and students have had time to think-can boost the amount of student thinking.

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Show Call is one of my favorite teaching techniques. It's essentially a visible Cold Call. You assign a written task and then, when it's done, choose an example or two and project to the class.

I love how it puts student work at the center of the classroom, making it visible and tangible so everyone can study it in detail.

I love how it both holds students accountable for doing their best work when completing written tasks in the classroom but also gives a positive incentive- it allows great written work to be honored and valued publicly.

I also love how flexible it is- it can be a great tool for studying common errors or for unlocking the power of exemplars- "let's look at the work some of your peers are producing."

You can see all of those benefits in from Courtney Betar's classroom at Rochester Prep (Brooks Campus) in Rochester, NY.

Courtney Betar Show Call from TLAC Blog on Vimeo.

Courtney's students are marking up a text their reading with margin notes to analyze. D'Andre's done great work so Courtney Show Calls it. Yes, it's nice that she tells him she likes his work but her decision to have the class study it expresses this idea ten times as convincingly.

She does a great job of letting the class do the cognitive work-studying what's effective via a Turn and Talk and then having a quick discussion where they build on one anothers' ideas.

As the clip closes, she asks her students to make sure they've applied what they've learned from D'Andre's exemplary work to their own paper.

Rock-solid, Courtney. Thanks for sharing your teaching with us!

Courtney Betar, Rochester Prep, show call

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Clip of the Week: Courtney Betar's Show Call - Teach Like a Champion

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Show Call is one of my favorite teaching techniques. It's essentially a visible Cold Call. You assign a written task and then, when it's done, choose an example or two and project to the class. I love how it puts student work at the center of the classroom, making it visible and tangible so everyone can...

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New Video: The Art of 'Means of Participation' - Teach Like a Champion

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How you ask students to answer a question is often as important as the question you ask. If you don't get everyone to answer, if you don't cause everyone to think deeply about the answer, even the best question will only be so useful. So great teaching relies on clarity about Means of Participation-that's what...

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Video Clips (iPad/iPhone compatible)

Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching. Teachers, faculty members, and teachers-in-training are invited to view these video clips, to analyze and critique the instructional procedures.

Suggestions for use: Each video clip is accompanied by a video guide. We suggest that you download and print the guide before watching the video. Read the description of the video and the suggested video focus. As you watch the video, take notes in response to the focus questions. After viewing the video, share your observations with your colleagues and read the feedback provided by Dr. Archer.

Limits on videos use: . No individual or agency is given permission to post these videos on a for-profit website or use them in any manner in which financial gain occurs without written permission from Dr. Archer.

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Explicit Instructions | Effective and Efficient Teaching

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Video Clips (iPad/iPhone compatible) Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching.

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Become a catalyst for change in education. Dive into the Science of Reading with our FREE presentation and resources, co-created with 100+ dedicated educators like you.

Ready to put your learning into practice?

Keep scrolling and grab the resource bundles below to start transforming your classroom!

If you're looking for worksheets that you had previously accessed on the page, make sure to check out our new free Resource Bundles below.

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Become a catalyst for change in education. Dive into the Science of Reading with our FREE presentation and resources, co-created with 100+ dedicated educators like you. If you're looking for worksheets that you had previously accessed on the page, make sure to check out our new free Resource Bundles below.

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SOR :  Evidence for a New Era of Reading Instruction

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SOR :  Evidence for a New Era of Reading Instruction

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts.

To search by Topic or Keyword, use the Practice Guide Search.

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts. To search by Topic or Keyword, use the Practice Guide Search.