Assessing and Improving Programs and Teacher-designed Instruction Martin Kozloff 2013

What You Want to See in Materials and in Teacher-designed Instruction Evaluation. Suggestions

1. The design features of materials (and teacher-designed instruction) are consistent with scientific research on instruction. This is called “research based.”

http://people.uncw.edu/kozloffm/Rosenshine.doc

http://people.uncw.edu/kozloffm/Rosenshine.pdf

In addition, a program has been field tested with replicated, (repeated) longitudinal (over a long period of time with the same groups), experimental research (with comparison groups and quantitative, validated measures), and has been shown to be reliably effective.

http://mheresearch.com/product.php?segID=&subID=0&proID=38

https://www.mheonline.com/assets/sra_download/ReadingMasterySignatureEdition/MoreInfo/ResearchAndValid_DILang06_web.pdf

2. Materials (and teacher-designed instruction) provide a comprehensive and varied sample of knowledge that is taught in lessons or chapters (e.g., words to decode).

The materials and instruction should teach:

a. All the skills needed to achieve the final performance objectives, as determined by a knowledge analysis of final performance objectives. For example, 250 word story, 100% decodable, regular and irregular words, with 95% accuracy and 60 words read correctly per

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minute—wrcm. Answer six out of seven comprehension questions.

DO A KNOWLEDGE ANALYSIS OF THE FINAL PERFORMANCE, AND WRITE THE ELEMENTS OR STRANDS HERE.

1. Read paragraphs accurately and quickly (fluency).2. Read sentences accurately and quickly.3. Read words accurately and quickly (decoding).4. Segment and blend words (phonemic awareness).5. Read sounds that go with letters (letter sound correspondence).6. Know how to put your finger on the first ball and move to the rest of the balls.7. Know how to say the sounds.8. Use words correctly and respond properly (vocabulary).9. Ask and answer comprehension questions.

These are the knowledge elements needed to achieve the above objectives. Logically, the program should start with the simplest elements.

http://people.uncw.edu/kozloffm/knowledgeanalysis.doc

b. All of the skills identified as important by scientific research.

DOES SCIENTIFIC RESEARCH SUPPORT YOUR KNOWLEDGE ANALYSIS?Even if this program taught all of these elements, that doesn’t mean it is consistent with what research says, so we are checking scientific research to see if the program teaches everything research says.

Florida Center for Reading Research. http://www.fcrr.org/

http://www.fcrr.org/publications/publicationspdffiles/critical_elements.pdf

The effects of synthetic phonics teaching on reading and spelling attainment html

http://people.uncw.edu/kozloffm/Report%20of%20the%20National%20Reading%20Panel.docx

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http://reading.uoregon.edu/big_ideas/

Phonemic Awareness

Alphabetic Principle

Fluency with Text

Vocabulary

Comprehension

c. Skills specified on the state or district course of study or curriculum, as long as these are consistent with scientific research and common sense.

http://www.ncpublicschools.org/acre/standards/common-core/

ELA-Literacy/RF/1

NC Core Standards as Written Standards Evaluated and Translated into Concrete Performances

English Language Arts Standards » Reading: Foundational Skills » Grade 1Standards in this strand:

CCSS.ELA-Literacy.RF.1.1

CCSS.ELA-Literacy.RF.1.2

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CCSS.ELA-Literacy.RF.1.3

CCSS.ELA-Literacy.RF.1.4

Print Concepts

CCSS.ELA-Literacy.RF.1.1  Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.1.1a  Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

CCSS.ELA-Literacy.RF.1.2  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.1.2a  Distinguish long from short vowel sounds in spoken single-syllable words.

CCSS.ELA-Literacy.RF.1.2b  Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Long = name of vowel (bite). Short = bit.Teach only one sound for a vowel. If you teach both long and short forms it will confuse students when you ask them to say the sound.Once words with one form of a vowel are sight words, then introduce the second sound.

Teacher says words slowly (“Listen, sssaaammm.); models how to say it fast; gives the slow version; asks students to say it fast.

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CCSS.ELA-Literacy.RF.1.2c  Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

CCSS.ELA-Literacy.RF.1.2d  Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.1.3  Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.1.3a  Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-Literacy.RF.1.3b  Decode regularly spelled one-syllable words.

CCSS.ELA-Literacy.RF.1.3c  Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS.ELA-Literacy.RF.1.3d  Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

CCSS.ELA-Literacy.RF.1.3e  Decode two-syllable words following basic patterns by

“What is the (first, last, middle) sound in…”Not needed for initial sounding out. Useful for students who have a hard time sounding out.

Teacher says words at normal pace (“Listen, she.”); models how to say it slowly; repeats the word said at a regular pace and asks students to say it slowly.

Need to teach letter-sound correspondence

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breaking the words into syllables.

CCSS.ELA-Literacy.RF.1.3f  Read words with inflectional endings.

CCSS.ELA-Literacy.RF.1.3g  Recognize and read grade-appropriate irregularly spelled words.

Fluency

CCSS.ELA-Literacy.RF.1.4  Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.1.4a  Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.1.4b  Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.RF.1.4c  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3. Initial assessment.a. Materials (and the teacher) provide screening assessment to insure students have the basic skills (entry skills) needed to participate in the curriculum. These are identified by knowledge analysis of what skills it takes to participate in instruction. Can they even start?

http://www.mcgraw-hill.co.uk/sra/downloads/Reading%20Mastery/Reading%20Mastery%20Placement%20Test%20-%20Level%20K%20(Starter%20Level).pdf

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[This is a placement test, but it also serves as screening.]

b. Materials (and the teacher) provide or suggest diagnostic assessment instruments to examine in more detail students who do not “pass” the screening. Materials should suggest remedial, intensive, or “catch-up” instruction, such as Language for learning, to prepare students to enter a reading curriculum.

Examples:http://teams.lacoe.edu/reading/assessments/yopp.html --- Yopp Singer

http://www.tea.state.tx.us/index2.aspx?id=7166 Texas Primary Reading Inventory

http://www.proedinc.com/customer/productView.aspx?ID=5187 Comprehensive Test of Phonological Processing CTOPP

http://www.mcgraw-hill.co.uk/sra/languageforlearning.htm

https://www.mheonline.com/program/moreinfo/194/46/supplemental

https://dibels.org/papers/Diagnostic_NASP_0208.pdf

c. Materials provide placement assessments to determine the lesson or unit for which students are prepared to begin. Why? Because the curriculum is a logical sequence:

Elements integrated into compound skills.

If a student does not “have” the elementary skills needed for a more complex skill, instruction will most likely fail. Placement tests start students at the point where they have all the needed skill elements.

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http://www.mcgraw-hill.co.uk/sra/downloads/Reading%20Mastery/Reading%20Mastery%20Placement%20Test%20-% 20Level%20K%20%28Starter%20Level%29.pdf

http:// www.mcgraw-hill.co.uk/sra/downloads/Corrective%20Reading/ CR_Decod_Placement_Test.pdf

Materials suggest guidelines (or teachers should develop guidelines) for deciding when students may be moved to faster or slower groups.

You can MAKE a placement test by sampling what is taught every 5 or every 10 lessons---letter-sounds (letter-sound correspondence), words to segment and blend (phonemic awareness), words to decode (sound out/say fast), connected text (accuracy = % correctly read, and speed = correct words per minute = oral reading fluency), answering comprehension questions.

This placement test is simply the first half of progress monitoring mastery tests---examples for measuring acquisition/retention. See number 13.

Give new students the mastery test for lessons 1-10. If they struggle and make errors, start them on lesson 1. If they do well, try the test for lessons 11-20. Keep going until they struggle with a mastery test. Start them five lessons earlier.

Use the placements to make homogeneous groups. For example, 10 kids start on lesson 1; 5 on lesson 10; 5 on lesson 30. If some kids in a group don’t keep up, or if some kids learn very fast, move them to the appropriate group, but give them a bit of extra review.

4. Materials have scope and sequence charts (or at least subject matter outlines) showing how knowledge is organized—what is covered, and when. This enables teachers to see the logical progression within a skill strand (e.g., decoding) and across skills strands (decoding, vocabulary, and comprehension).

Beginning ReadingLessons 1……… 10…………………………………………………………………100Segmenting ______________Blending ______________Letter-sound ________________________________________

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Decode Sound out ______________________ Say it fast ________________________________________Fluency say sounds _________ letter-sounds ______ words ________________________________________ lists ____________ Sentences _________________________________ paragraphs ____________________________________ Multi-para. ________________Vocabulary _____________________________________________Comprehen. Picture _______________________________________ Text _______________________________________

Tasks in lesson 10. New decoded words and vocabulary taught in early tasks would be integrated into the story at the end of the lesson.

5. Tasks within lessons, lessons within units, and units within a whole curriculum, state and focus instruction on specific objectives— what students will do.

http://people.uncw.edu/kozloffm/instructionalobjectives.doc

Yes, tasks state what kids will work on, and instruction focuses on the objective.However, tasks don’t give performance standards, such as % words read correctly.Therefore, the teacher should begin the program by telling kids what they will achieve by the end of the program (“You will be able to read this tory!”), and that they will master every task before they go on. The teacher affirms this by correcting all errors, and by verifying that they got everything right. “Yes, you read ALL those words the fast way!”

a. Objectives should state what students will do? They should not speak of know, appreciate, demonstrate, or understand.

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b. Objectives should state performance standards---the degree of accuracy and completeness, and the speed expected. For example, how many words read correctly per minute. Or,

“I’ll say a word slowly; then you’ll say that word fast.”

6. Materials teach knowledge items in a logical sequence.Knowledge elements or parts (pre-skills) are taught early and continually before teaching more complex knowledge items that consist of or that require the knowledge elements.

http://people.uncw.edu/kozloffm/Knowledge%20Analysis%20of%20Terminal%20Performance%20of 100 Easy Lessons.doc

Look at the knowledge analysis you did in number 2, above. Which skills are elements of more complex skills? These elements MUST be taught and firmed first!

1. Say sounds.2. Say words fast and slowly.3. Read letter-sounds.4. Sound out words and read them fast. [finger on the first ball, move to first sound, say the sound, move to next sound, etc.]5. Read connected text (sentences, paragraphs, etc.) accurately and fast (fluently)6. Use and respond properly to vocabulary words (names for concepts).7. Use routines to answer questions; e.g., read text till you find the subject named; identify what the subject did; state that.

In other words, The curriculum should teach in THAT order. That is, make sure students SAY sounds before you teach them the sound that goes with letters. Each them the sounds that go with letters before you teach them to sound out words WITH those letters.

Materials and teacher-designed instruction teach pre-skills/parts are identified by KNOWLEDGE

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ANALYSIS before teaching larger chunks that require the pre-skills.

YES, they teach these skills in a logical sequence, but they do not teach kids TO say the sounds.Before teaching the sound that goes with the letters make sure student can say the sound.

Add to every format that teaches a new letter-sound.

“First I will say a sound and then you will say that sound. Listen mmmm. Your turn. Say mmmm.Say ‘mmmmm/’”

Or,

“Listen. Say mmm.”

b. Materials and teacher-designed instruction teach what is more general and more frequent before what is irregular or uncommon. For example letter-sounds, words, regular words before irregular words.

c. Materials and teacher-designed instruction separate instruction on similar and confusing knowledge items.

d. Materials and teacher-designed instruction teach what is more useful before what is less useful.

7. Lessons are a series of smaller, knowledge-rich units (chunks)---tasks---lasting from a few seconds to several minutes.

Each task/chunk serves a clear instructional function. a. Teach something new---facts, concepts, rules, cognitive routines. [acquisition] “New sound.” “New vocabulary word.” “Now I’ll show you how to sound out this word.”

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b. Summarize. “The 9 events leading to the War of Independence are…”

c. Build fluency. “You can do these problems in 1 minute. GO!”

d. Review and probe/test (retention). “Let’s review our concepts.”

e. Expand---add more to existing facts, examples, concepts. Increase the length of text, from words to multi-paragraph stories.

f. Generalize knowledge to new examples. “Here are new words.”

g. Strategically integrate---combine elements into a larger whole: >>say sounds + >> letter-sound + >>start on the left and go to the right as you read the sounds + >>then say it fast = decoding

>> State facts in a list = description

9. Materials explicitly differentiate and use proper formats (logical structure of communication) for teaching different forms of knowledge:

http://people.uncw.edu/kozloffm/formsandhowtoteachtable.doc

a. Facts. The first ten amendments are called “The Bill of Rights.”

b. Sensory concepts. blue, on, faster, louder, circle.

c. Higher-order concepts. Color, society, mammal

d. Rules. If X increases, then Y increases. All dogs are canines. We always sound out words.

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e. Routines. Sequences of steps.

Here’s what you want to see.

a. Facts. The subject of a declarative statement is a particular thing, not a class of things.

Boston [subject] is the capital of Massachusetts [predicate].

How to teach.

**Frame instruction. “New fact.”

**State the fact (model). The U.S. Constitution was written in the summer of 1787.” [Students write it down?]

**Then have students say the fact with you (lead).

**Then have students state the fact by themselves (test/check).

** Teach more facts, as above.

** Review all facts. “Let’s say all our facts about writing the U.S. Constitution.”

Note: These would later be integrated into a ROUTINE---a description of the American Revolution.

b. Basic or sensory concepts. One example shows all of the defining features of a class of things that share defining features. red, straight line, on top.

How to teach.

**Present/model a range of examples that differ in size, shape, etc., but are the same in the defining feature (e.g., color)—to allow comparison, to identify sameness. “This is red.”

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**Juxtapose examples and nonexamples that are the same except for the defining feature---to show contrast, to identify difference that makes the difference.

**Test with all examples and nonexamples (delayed acquisition test). “Is this red?...Is this red?”

**Test with new examples (generalization test).

Acquisition set.This is ahh. a.This is ahh. aThis is not ahh. O [Nonexample of a/ahh]This is not ahh. b [Nonexamples of a/ahh] This is ahh. a

This is ahh. a

Generalization setIs this ahh? aIs this ahh? d etc.

c. Higher-order concepts. Features in any example are spread out. Can’t be sensed all at once.Representative democracy, cell mitosis, table, galaxy.

How to teach.

**Teach the definition: model, lead, test/check. “Mitosis is….”

The definition TELLS the defining features because you can’t hold up an example that shows the

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features. “Boys and girls, here’s a galaxy.”

**Then present examples and nonexamples, as with sensory concepts.

**Test all (delayed acquisition test). “Is this…?” “How do you know?”

**Generalize to new examples and nonexamples.

d. Rules. Statements that connect NOT one thing and another thing (e.g., name and date), but connect whole sets of things (concepts).

(1) Deductive method---from general (rule) to specific (examples).

**Teach the rule statement (model, lead, test) first.

**Then present examples and nonexamples---as with concepts.

**Then test all examples and nonexamples. “Is this an example of the demand-price rule?” “How do you know?” Students state rule.

**Then generalize to/test new examples and nonexamples.

Inductive method---from specific (examples) to general (rule).**Present a range of examples first (e.g., different price-demand curves): cars, oil, movies.

**Show students how to compare the examples and to identify the sameness—the relationship. One variable goes up and the other variable goes up. “Price varies directly with demand.”

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**Then present nonexamples, and show (in relation to the rule) how they are nonexamples. “Demand is increasing, but price stays the same. That does NOT fit the rule.

**Then give new examples and nonexamples, and have students say if they are or are not examples, and how they know.

e. Routines. A sequence of steps for getting something done.Solving math problems, sounding out words, writing essays, brushing your teeth, brushing someone else’s teeth.

How to teach.**Model, lead, test each step (or a few steps).

**Add a few more steps and then do the whole sequence so far (model, lead, test).

**Add a few more; etc.

10. Lessons are a logical sequence of tasks---each of which serves an instructional function (see #7).

a. A lesson begins with reviewing, firming, and if needed reteaching prior knowledge, or pre-skills, needed for later tasks. For example, review and firm, or reteach, letter-sounds, segmenting, and blending before teaching students to integrate these into the sounding out ROUTINE.

b. Regarding new knowledge (acquisition phase), the teacher: (1) Uses the format that is proper for the kind of knowledge being taught---

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fact, sensory concept, higher-order concept, rule, routine. [See # 9.]

(2) The teaching format for acquisition involves the following. (a) Gain attention. The teacher re-establishes attention and participation immediately. “I need to see everyone sitting ready.” “I need to hear EVERYbody!..... That’s it. NOW we have everybody!” ”My turn!”

“Show me ready.”

(b) Frame instruction. The teacher frames the instruction by stating the kind of new knowledge to be taught, the objectives, and big ideas.

“Now we’ll read these words. Remember, first sound out each word.” “Now you’ll learn how to sound out words.” (c) Model a small amount of information---that is, an example from the acquisition set. “My turn….” Fact, definition, rule, examples, step.

The teacher models or presents new information clearly and focuses on the objectives. The teacher: (a) Shares his or her thought processes. (b) Uses clear wording. (c) Repeats the information as needed. (d) Presents one step or item at a time in a routine, depending on how many steps or items students can handle. If needed, the teacher repeats the model. “Listen again to the first sound in rrriiimmm.”

(1) Wording is: simple, consistent, and focused on the objective.

(2) Examples clearly show the important features of a fact, concept, rule, or routine.

(3) Examples have a range of defining features; e.g., from light blue to

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dark blue) and irrelevant features (blue square, rectangle, triangle, circle, sphere, cube).

(4) Examples (blue square) and nonexamples (red square) are juxtaposed to show relevant (blue vs. red) and irrelevant (shape) features. (5) Complex routines are taught with a sequence of formats (teaching procedures). These formats begin with more scaffolding and teacher direction, and gradually teach students to do the task independently.

(d) Have students do the model with the teacher (lead). “Sound out this word with me.”

(e) Have students perform the modeled behavior independently (test/check). “Your turn.”

(1) The teacher uses pre-corrections, or reminders, to prevent errors.

“Remember, when it’s a little sound we don’t say it. r e a d Is this a little sound?...yes… So do we say it? No. Get ready…. Sound it out.”

(2 The teacher asks the question first or gives an instruction, before calling on the group or an individual.

(3) After calling on the group for a choral response, the teacher calls on individual students, and makes sure to call on students who have made errors or who in general have a harder time learning.

(4) The teacher gives think time (quick count of 3) before calling on the group or an individual. “Get ready.”

(5) The teacher uses a signal to tell students to start; e.g., for example, tapping the presentation book.

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(f) Verify correct responses. “Yes, you said it fast.” Verification is a small part of a larger motivational system that builds group and individual mastery, and therefore pride, and therefore enthusiasm and effort. (1) Challenge. “This is tough, but you are so smart. You can do it.” “Oh, I don’t think you guys can read these words… Yes, we can. You think you can read these words?” Yes. “Okay, let’s see.”

(2) Model of success. “Jose showed us. When you try hard, you get it!”

(3) Teacher-class game. Small chart that all kids can see. Two columns. Ms Smith The Smarties // ////

Ms. Smith gets a point when she fools the kids or when they make an error. Kids get a point when they get it right.

(4) Popcorn party. “When we finish lesson 10, it’s popcorn party!!” [Of course, finish means that everyone is firm.]

(g) Correct errors: Model---Lead (?)---Test----Back-up----Restart---Retest later. (h) Give more examples with model—lead—test—verification. (i) Give a delayed acquisition test of all examples in the acquisition set. (j) Go on to the next part of the lesson, firm weak elements, enhance the format, or reteach.

Note: Formats are written in a linear way: say this, then say this, then student says that, then teacher says this, etc.

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But a skilled teacher knows that formats can and must be used in a recursive way---to firm up smaller parts (student performance) in them. In other words, the format might be 1, 2, 3, 4, 5, but you can go 1, 2, 2, 2, 3, 3, 2, 3, 4, 5, 4, 4, 3, 5, 5.In addition, you can add scaffolding to formats, as needed.

Linear as WrittenRecursive as Needed (with extra scaffolding---enhancements)

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Letter-sound Correspondence

1. “New sound. When I touch under this sound, I’ll say the sound.” mmm.

2. “Your turn. When I touch under the sound YOU say the sound. Get ready…” mmm

3. “Yes, mmm.”

Some students need more scaffolding.1. “Listen, say mmmm.” mmm. “Yes, mmm. You are a good mmm sayer.” “Again, mmm.” mmm. “YES! mmm.” “One more time!! mmm.” mmm. “Wow, you say mmm like nobody’s bidness.” Now do step 1 of format.

2. “Watch again. When I touch under this sound, I’ll say the sound. mmm. Again, mmm. Again, mmm.”

3. “When I touch under the sound, you say the sound WITH ME. Get ready…” mmm. Now do step 2 of the format.

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c. Lessons end with review and firm (or reteach) what was just taught. Students do not go on to the next lesson until they are firm. Enhancements may be planned for

the next lesson.

Different skills (segmenting, letter-sound, decoding) may be in different phases of mastery in the same lesson; acquisition of new knowledge, generalization of knowledge to new examples, fluent use of knowledge, integration of knowledge elements into wholes (such as routines), and retention of knowledge---and so they would be taught differently during their special TASKS during lessons.

For each phase, there are stated objectives, instructional procedures, assessment of progress, and suggested remediation (if there is too little progress) based on assessment data. See # 11, below.

11. Materials, and teacher-designed instruction, work on all five phases of mastery in a systematic, explicit, comprehensive way.

FluencyAcquisition Strategic Retention Integration Generalization

In other words, work on acquisition with a set of acquisition examples. “I’ll show you how to sound out these words.”

Then build fluency with those acquisition examples. “Let’s read our words the fast way.”

Then work on generalization to a set of generalization examples.“New words. You can read them. Just sound them out.”

Then work on fluency with the generalization examples.

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Then integrate elemental skills into more complex wholes. “Now let’s read a story. We’ll sound out each word, and then we’ll say each word fast.”

Work on retention of the above with review before, during, and at the end of lessons.

For each phase, there are stated objectives, instructional procedures, assessment of progress, and suggested remediation (if there is too little progress) based on assessment data.

http://people.uncw.edu/kozloffm/phasesofknowledgemasterytable.doc

a. You already saw the format for teaching new knowledge (acquisition phase of mastery) in a systematic, explicit, direct way. General procedure

Gain attention. “Eyes on me.” Frame instruction. “Now you’ll learn to…” Model, lead, test the first example in the acquisition set; e.g., how to sound

out words or solve math problem. Model, lead, test the next examples in the acquisition set. Test/check all examples---delayed acquisition test. Test/teach generalization to new examples.

“These are new examples, but you can (sound them out, solve them with the routine). I’ll show you how (model)… Now your turn…”

Correct all errors---model, lead, test, start over, retest.

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b. Here’s the format for building fluency---accuracy plus speed.

Model fluency. “I’ll show you how to read sentences fast.” Teach component skills to fluency, from the smallest to the largest units.

Saying sounds fast -> reading letters fast -> reading words fast -> reading word lists fast -> reading sentences fast -> reading paragraphs fast, etc.

Use pacing devices. Clapping, metronome. Repetition. “Let’s read it again the fast way. Error limit is two.” Speed drills, one minute timings. Graph.

c. Generalization of knowledge to new examples. Use a generalization set---examples that differ in nonessential ways (e.g.,

different numbers) but are the same in essential ways (e.g., how you treat them---as examples of the same KIND of problem).

Model how to show that new examples are the same (in how you treat them) as the ones in the acquisition set.

Work on them one at a time: model, lead, test. Gradually, fade out the model and lead until students are independent.

d. Strategically integrate part skills (basics) into larger wholes; e.g., use knowledge of historical periods, biography, rhyme, figures of speech, and symbolism to perform a routine---analyze poems.

Analyze a whole into its skill or knowledge elements; analyze each element into smaller elements.

Think of a logical sequence of instruction from smaller parts to larger. Teach enough of the smallest elements needed to do a larger whole. For

example, say sounds + say words + say words fast. Write numerals for quantities + Count groups/quantities (4 blocks and 2

wheels) + Simple addition of quantities. 4 + 2 = ___ Start with four, count two more. “Four…five, six.” Say the

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whole thing. “Four plus two equals six.”

Teach each element, and later teach integration of elements into the whole, systematically and explicitly, with:

Model. Teacher alone. Lead. Student and teacher together. Test. Student alone

Use a series of formats, starting with teacher does/models most of it, to student does all of it.

(1) Teacher sounds out words; student tracks under them. (2) Student sounds out words; teacher tells students which sounds to say first, second, etc. (3) Student sounds out words; teacher has student tell what she will say first, second, etc. (4) Teacher sounds out words; student says them fast. (5) Student sounds out words and says them fast.

e. Retention. Cumulative review after a series of lessons. Most examples from the last

lesson plus most of the second to last lesson, plus some of previous lessons.

Also review at the start, middle, and end of lessons. Always include items on which students were not firm. Reteach as needed. Use retention information (e.g., which students miss which items) to improve

teaching in general (e.g., use more examples during acquisition) and to individualize (e.g., special sessions of intensive instruction).

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12. Materials and teacher-designed instruction provide scaffolding; i.e., various kinds of assistance to help teachers communicate information, and to help students acquire, organize, retrieve, and apply information/knowledge. Examples are stated objectives, highlighting (graphic, gestures, materials), reminders and hints, wait time, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps), summaries, glossaries.

13. Materials provide periodic curriculum-based progress monitoring assessments (“mastery tests,” “checkouts) that assess acquisition and retention, generalization, and fluency.

Materials also provide guidelines for deciding when students’ performance on assessment means that they (1) are firm and can move ahead; (2) need firming on certain knowledge; (3) need enhanced formats; (4) need reteaching; or (5) need intensive instruction.

Materials also provide plans and procedures for such remediation.

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