Goal: Student engagement in the first 3-5 minutes.

Turn To Your Partner x Think, Pair, Share Thumbs Up/Thumbs Down Admit Slip/Exit Slip Give One/Get One Quick Write

Explicit Instruction Implementation Log North High School

Time Frame of Implementation Study: Name: Lee Reighard Spring 2013 Grade Level/Role: High School U.S. History

Lesson Focus/Goal: The CORE reading component of Expression

Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using.

My goal is to model the fluency attribute of expression as applied to Martin Luther Kings I have a Dream Speech. The students will be challenged to think about their expression as they read and as they listen. Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers.

Expression: When you read or speak with emotion to give weight and meaning to the words. This is how you connect with an audience. The goal when delivering any speech is to connect with the audience in a way that they understand and empathize with why the topic is important to you. If the audience does not feel that emotion, they detach from the words and they lose much of the meaning. Instructor Models and Demonstrates: (I do)
Include key statements you will use to model

Today we are going to be reading Martin Luther Kings I have a Dream speech. This speech was delivered in Washington DC, from the steps of the Lincoln Memorial to over 200,000 Civil Rights activists. It was a defining moment of the Civil Rights era and is widely considered to be one of the most impacting speeches in history. I am going to read a few excerpts from the speech today and while Im reading I want you to pay attention to my expression. Fluent readers know that it is important to read with good expression; that this helps you convey the emotions of the writing. To truly and effectively speak with good expression, it is important to practice applying expression before you speak publicly. In fact, while you are reading silently, try to practice putting proper expression on the text. This will help you understand more of the true meaning before ever speaking it out loud. Listen as I model incorrect expression while reading the first paragraph of I have a Dream. While I am reading, I want you to think about what is lacking in my reading and how this affected you ability to comprehend and connect with the text. Remember, if you are giving a speech, it is your job to create an experience for the audience. (read without expression)

Take one minute to write down what was missing from my expression during this piece. Again, I want you to think about the experience that you are trying to create for the audience. How should you use expression to create the desired effect? (Have Partners share responses after a minute) Now I am going to read the same passage again, but this time I will use some of the suggestions given as well as my own background knowledge for how to create a meaningful experience for the audience. (Read again) Guided Practice: (We do it)
Include opportunities for students to engage in guided practice with the instructional task.

Now I want you to read the next three paragraphs quietly. I am then going to read the first paragraph aloud, and then I want each partner to read one of the next two paragraphs aloud to the other. This way you will be able to hear emotion in the voice from your classmates. Collaborative Learning: (You do it together)
Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of

Now discuss how you felt about how your partner read their paragraph. Write down some suggestions. Then each of you take two more paragraphs and read them using the suggestions of your partner. Independent Practice: (You do it alone)
Include opportunities for students to engage in independent practice with the instructional tasks.

No Independent practice in this lesson. Student Response Data (This can be a whole group or small group data set.)
What data will you collect to determine student progress?

Reflection: After discussion with collaborative partner, please record your thinking.
1. What made the lesson work well (strategies, materials, lesson organization, student

grouping, etc.)?
2. How might you change your lesson when you teach it again?

Collaboration Data
In the last five school days, have you worked with your collaborative partner to practice your explicit instruction lessons?* ____ Yes ____ No In the last five school days, have you demonstrated an explicit instruction lesson (with students) for your collaborative partner? ____ Yes ____ No

Drake University
Time Frame of Implementation Study: Name: Lee Reighard Demonstration Spring 2013 Grade Level/Role: High School U.S. History

Lesson Focus/Goal: The CORE reading component of COMPREHENSION

Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using.

Main idea is often confused with topic. Main idea is difficult to judge for three reasons: 1) most main ideas are implied 2) sometimes the author may have more than one main idea 3) main idea may alter as the reader continues encountering new information in the text. To determine the main idea, the reader needs to understand that authors write because they have important ideas to convey. Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers.

Today we are going to be reading a story called A More Perfect Union. It is a nonfiction text that is the story of the creation of our Constitution. Our focus today is going to be on determining the main idea. The main idea is not the same as the topic. The topic is the Constitution. The main idea is what the author wanted us to remember from reading. It is the main message the author tries to tell us. Turn to your partner and share what main idea is. Remember our social goal for today is to listen and share with a partner. Instructor Models and Demonstrates: (I do)
Include key statements you will use to model

Good readers think about what the author wants us to remember as the main idea. To do this, I need to think about what the author is trying to tell me. Listen while I read the first few paragraphs from A More Perfect Union. I will then share my thinking about what I think the author wanted me to remember or the main ideas. Begin reading aloud with text in view of students. Stop after the 3rd paragraph. As I read this, I think about how long ago this took place. It is over 200 years ago. That might be important because a lot of things have changed in 200 years. I also think about the Revolutionary War, which we learned about earlier. I think about how that gave America its independence, but apparently that did not immediately create the government system we now know about. Another thing the book discusses is how all the states kind of worked independently and how that was causing a lot of problems. They then mention how they got representatives from every state together to try to work out problems. As I continue reading, some of these may stay important as clues to the overall main idea and some may turn out not to be so important. Readers need to keep reading and then make changes to what is important as they encounter new information. Some of these may really be great clues. There is only one way to find outkeep reading Guided Practice: (We do it)

Include opportunities for students to engage in guided practice with the instructional task.

Now I want you to follow along as I read the next section of the text. I will read the next two paragraphs and then we will turn and talk to a neighbor about the clues you think are important. Remember, we each may pick up on different clues. Collaborative Learning: (You do it together)
Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of

Put the article on the Elmo. Ask students to partner, read the 6th paragraph, and pick out what the author thought was important or the main idea of that paragraph and share your thinking about your choice. Remember, we may have different main ideas. Ask students to think pair and share what main idea means (something the author thinks is important about a topic). Independent Practice: (You do it alone)
Include opportunities for students to engage in independent practice with the instructional tasks.

No Independent practice in this lesson. Student Response Data (This can be a whole group or small group data set.)
What data will you collect to determine student progress?

_______ Number of students who are making good progress

Reflection: After discussion with collaborative partner, please record your thinking.
3. What made the lesson work well (strategies, materials, lesson organization, student grouping, etc.)? I asked the students to designate a sharing partner before we started the lesson. They were able to do that quickly although I dont believe they do that often. The lesson is a great way to differentiate topic and important details and is easy to follow in the Fisher model. 4. How might you change your lesson when you teach it again? Id like the students to be able to partner read the article with a highlighter and choose main ideas about the topic.

Collaboration Data
In the last five school days, have you worked with your collaborative partner to practice your explicit instruction lessons?* ____ Yes ____ No In the last five school days, have you demonstrated an explicit instruction lesson (with students) for your collaborative partner? ____ Yes ____ No I practiced my lesson with: I demonstrated my lesson for: I reflected my lesson with:

Explicit Instruction Implementation Log Drake University

Time Frame of Implementation Study: November 2011 Name: Lee Reighard Grade Level/Role: High School U.S. History

Lesson Focus/Goal: Comprehension-Making Inferences

Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using.

Proficient readers read between the lines to get the authors unstated meaning. Readers need to make informed guesses based on clues provided in the words and pictures (text features). Readers actively build meaning based on prior knowledge combined with new text information. Students use prior knowledge to make inferences about the text that they are reading. Inferences are evidence-based guesses. They are the conclusions a reader draws about the unsaid in a passage based on what is actually said by the author. Inferences drawn while reading are much like inferences drawn in everyday life. Students make inferences throughout their school day based on their peers actions, speech, or based on their teachers facial expressions, and body language. Students need to be taught how to transfer these skills and strategies to their interactions with text. Lesson Introduction: Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Today we are going to learn how to make inferences while reading any type of text. Inferential thinking is often called reading between the lines. Its like mathematics in a way, because the answer is not given in a math problem. We have to figure out the correct answer from the information or clues that are given to us. Making inferences in reading and in life itself is figuring out answers from the facts that we have access to. We use prior knowledge (what we already know) to make inferences about the text that we read. Inferences are evidence-based guesses. They are the conclusions we draw about what is NOT said in a passage based on what IS actually said by the author. Inferences drawn while reading are much like inferences drawn in everyday life. We make inferences throughout the school day based on our peers actions, speech, or based on teachers facial expressions, and body language. Instructor Models and Demonstrates: (I do) Include key statements you will use to model I am going to share the way I figured out HOW to make inferences again using the

illustrated book; A More Perfect Union; The Story of our Constitution. I will explain how I think about what I already know about the topic. Then I will search for the clues or information the author DOES give me and what I have to then figure out on my ownby making an inference. We have been reading about the constitution for a while, but what making inferences can do is give us more of the why behind some of the things included in the Constitution. As I read through a few pages of the book, I will stop to discuss what the author has said, and what else she might be inferring (or saying without words. Read Pages 16-19 As we see here there are a lot of big decisions being made at the convention. They discuss and accept the creation of a new government. They then argue over the plan and reps actually create an opposing plan. One of the big sticking points is the number of representatives in government from each state. Whats not explained is why. What I can infer based on my background knowledge is that small states like New Jersey wanted the same number of representatives from each state because they were afraid that if it was based on population, their rights and interests would be ignored in favor of bigger states like Virginia. On the other side, big states thought that they should have more representatives because they had more people, and so therefore it was more equitable for the common man. As we continue to read, we will discuss more of these themes that are very important, even if theyre not specifically written Guided Practice: (We do it) Include opportunities for students to engage in guided practice with the instructional task. Now lets try one together. Since we have background knowledge from science about our planet, lets look at what the next cartoonist did and share our thinking about what information the cartoonist is giving us in the cartoon and what prior/background knowledge we need to use to understand it. This cartoon (slide 26) has some similarities to the first one. Share your thoughts with a partner and then well infer the authors purpose. Collaborative Learning: (You do it together) Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of Make a T chart with two columns: Cartoonist/US. With your partner, list all the things the cartoonist shares with you. Then list your background/prior knowledge. Make an inference about the cartoons topic. (Slide 22) Independent Practice: (You do it alone) Include opportunities for students to engage in independent practice with the instructional tasks. Now it is your turn to share your thinking with making an inference. Using your T-chart, fill in what the cartoonist shares with you and then your own prior/background knowledge. Then share the inference you made by combining your background knowledge and the

authors message. Student Response Data (This can be a whole group or small group data set.) What data will you collect to determine student progress?
_____ Number of students who are making good progress

Reflection: After discussion with collaborative partner, please record your thinking.
5. What made the lesson work well (strategies, materials, lesson organization, student grouping, etc.)? 6. How might you change your lesson when you teach it again? 7. How will you use the student data from this lesson to plan for future instruction? 8. How has this collaborative opportunity impacted your practice? Questions:

Collaboration Data
In the last five school days, have you worked with your collaborative partner to practice your explicit instruction lessons?* ____ Yes ____ No In the last five school days, have you demonstrated an explicit instruction lesson (with students) for your collaborative partner? ____ Yes ____ No I practiced my lesson with: I demonstrated my lesson for: I reflected my lesson with: