Getting Off to a Great Start with Direct Instruction Washington County Union October 2013.
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Transcript of Getting Off to a Great Start with Direct Instruction Washington County Union October 2013.
Direct Instruction “Direct instruction is the dance between the instructor and his or her students to the music of the curriculum. The dance is always a combination of the quantity of actual minutes spent in instruction and the quality of superb instruction during those minutes. It is eyeball-to-eyeball, highly energetic, and highly interactive.”
-Annual Growth for All Students, Catch-Up Growth for Those Who Are Behind
MaterialsTeacher Materials: Corrective Reading Decoding C Teacher
Presentation Books 1 and 2 Teacher’s Guide
Student Materials: Student Book Skill Applications
Program Information Placement Testing Homogeneous Grouping Direct Instruction
Scientifically-Based Reading Program Corrective Reading focuses on decoding and
fluency Reading Success focuses on decoding, fluency,
and comprehension Program Fidelity is a MUST! Instruction should look similar in all classrooms
Program Non-Negotiables Follow the script as written. You can add to but never
skip or change the program. Fast pacing is a must! You should be able to cover at
least one lesson per day. Each lesson contains 10% new material and 90% repeated material. As a result, you must move quickly to cover enough material to have an impact!
Administer and follow mastery test directions. Never proceed until all students are at mastery level (as indicated in directions).
Make sure students are doing daily check-outs to practice and measure fluency.
Program InformationProgram Level Grade Level Range
Reading Mastery K 0.0-1.5
Reading Mastery 1 1.5-2.5
Reading Mastery 2 2.5-3.5
Reading Mastery 3 3.5-4.5
Reading Mastery 4 4.5-5.5
Reading Mastery 5 5.5-6.5
Corrective Reading A 0.0-2.0
Corrective Reading B1 2.0-3.5
Corrective Reading B2 3.5-5.0
Corrective Reading C 5.0-7.0Reading Success 7.0+
Design Teach sub-skills and strategies
New information is controlled and lessons provide cumulative review
Students have ample opportunities to apply skills to mastery
Continuous program assessment & management
Delivery Scripted lessons control the
“language of instruction”
Quick instructional pace and group responses lead to engaged students
Effective correction procedures
Mastery Learning
The LessonSound Attack/Work Attack Skills-
10 min. Group Reading- 15 min. Individual Reading CheckoutsWorkbook Exercises- 10 min.
Sound Pronunciation
SRA Direct Instruction Programs Use Continuous Blending
Sound Pronunciation Guide can be found within: Teacher’s Guide Teaching Practice DVD
Using the Presentation Book
Blue Text = Teacher Script
(Text In Parenthesis) = Action
Black Text in Italics = StudentResponse
Sounds and Orthography Inside Back Cover
RMS K teaches 40 sound symbols Students do not learn letter names until
they reach the middle of RMS 1 A special print Orthography is used to
minimize the confusion for beginning readers
The Orthography is gradually taken away in RMS 1 – Students read normal print by lesson 91 of RMS 1
Practicing Word Attack Go to Corrective Reading Decoding C
Teacher Presentation Book 1- Lesson 1 pg. 2 Star Rules
Signaling Choral Response Tracking
Model Lesson Practice/Feedback
Workbook
• Workbook Exercises Allow for Additional Practice of Newly Learned Skills
• Workbook activities should take no longer than 10 minutes
Practicing Correction Procedures Keep Corrections Procedure Card in
Teacher Manual until you are automatic Keep Corrections Procedure Mini-Poster
in clear sight Be consistent with corrections
Corrections Procedures Practicestart smart mart stampstep stem stand stepsland lend lane lampdrink drank rank rinkplate plain place plankchair chore champ chalk
Data/Accountability Student Database Data Wall Data Notebooks
Lessons Gain Chart Mastery Tests (found in
back of student Skill Applications and summary sheet in teacher hand-out packet)
Daily Check-Outs (Maintained in back of student Skill Applications book and summary sheet in back of Teacher’s Guide)
Student Management
Sit tall
Track with finger
Answer on signal
Respect ALL readers
TEACHER STUDENT INSTRUCTION
Managing Students Practice procedures for entering and leaving the
room, as well as what to do when a student is tardy
Go over STAR Rules at the beginning of class EVERYDAY!
Do not stop instruction to talk about behavior; simply use the STAR Rules and the Student Teacher Game
Use the STAR Rules in a positive manner!! Find opportunities to provide incentives/praise on
a daily basis until behaviors are consistent
Small Group Arrangement
TeacherLow
Performer
Low Perform
er
Middle Perform
er
MiddlePerform
erHigh
Performer
HighPerform
er
Program Support Side-by-Side Coaching Modeling Lessons Group/Individual Lesson Practice Written Feedback: TAF Forms Administrative Observations Ongoing Support
Support DocumentsGo to: http://directinstruction.ncdpi.wikispaces.net/