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1. Assessment before and after a lesson.

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1. Assessment before and after a lesson.

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1.1 Explanations are always rooted in assessment. That is, we teach a specific skill or strategy because we have watched students read and have noted a particular need.

1.2 Assessment is closely tied to application because the only assessment that really matters is whether students use what they have learned when doing real reading.

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2.1 This situation describes an authentic purpose for reading a particular text. They should be taught in conjunction with real reading activity using real text.
2.2 I expect the examples will be a source of ideas for you, but that you will use different text and different instructional situations in your own lesson.

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The best way to ensure that clarity is by making the objective public. Objectives are stated so that we can evaluate whether the objective was achieved.

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Modeling how to read is not like demonstrating a physical task such as tying your shoes. It occurs in the mind and is invisible. We provide a verbal description of the thinking one does or, more accurately, an approximation of the thinking involved .

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5.1 Scaffolding is a process of helping students move from our modeling of the thinking to them doing the skill or strategy independently. Because modeling usually provides students only with a toehold, they need scaffolds, or crutches, when they try to do what we modeled
5.2 The goal is to move from teacher ownership to student ownership. At first, students are dependent on our assistance. But as we gradually reduce the amount of our assistance, students gain experience in responding and build their own understandings.

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6.1 Students know that application is the goal from the beginning of the lesson. Application is the ultimate reason for providing an explanation. If students do not apply what they learned, the lesson is a failure.

6.2 By the same token, if a student is able to demonstrate a skill or strategy with scaffolded assistance but is not able to apply it independently when reading a real text, the lesson has not been successful.

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LIN-4440:  English Program-UPNFM             - Dr. Jenny Zelaya        Second Term, 2020
Manuel A. Diaz Briceño

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In the book by Gerald Duffy, (2009). Explaining Reading. A Resource for Teaching Concepts, Skills, and Strategies. 2nd Ed. New York: The Guilford Press, go to pages 46-58.