Explicit Instruction Implementation Log

Explicit Instruction Implementation Log

Explicit Instruction Implementation Log
Date: December, 2006
District: Lewis Central Community Schools
School: KreftPrimary School
Name/Grade Level or Role: Carrie Johnson, K/1
Check One:
__X__ I am using this log to plan or record notes for my lesson.
_____ I am using this log as I observe my collaborative partner: ______
_____ I am using this log as I observe a live or videotaped demonstration during staff
development:______

1. Lesson focus

Concept, process, skill, or strategy selected:
Vocabulary: using structural analysis
Words where –y at the end is a suffix and changes the word’s meaning to describe someone or something, and words where y at the end is not a suffix changing the word’s meaning to describe someone or something
__2__ (#) Lesson in this explicit instruction sequence

1. Resources

—used for teacher modeling/demonstration and students’ practices and application activities:

• Pocket chart
• Teacher word cards and sentence strips
• Student word cards
• T charts for students at tables

1. Lesson Introduction

Include introductory statement about what students will be learning to do and a brief explanation of why or how the concept, process, skill, or strategy will be useful to them as readers:
“Boys and girls, this morning we worked with words adding the suffix ‘y’ to change the meaning of words. We looked at words that had ‘y’ at the end that described something or someone. Some of the words we used were sandy, windy, and sunny. By recognizing the suffix ‘y’ at the end I was able to decide that these words were used to describe something. I was very careful about the words I chose. I wanted you to have examples of words that followed the pattern we were studying. This afternoon, I will show you words that do not follow the pattern of –y as a suffix, and how knowing this helps me read and understand words that are new to me.”

1. Teacher Models and Demonstrations

Include key statements that describes your thinking as you apply the concept or strategy:
“I know when I see this word, salty, that I can break it apart to see if I recognize a word in front of the suffix ‘y.’ (Place word card with two different colors for salt and ‘y.’) In this case, I see the word ‘salt.’This is a part I know. Salt is a white powder used to improve the taste of food. Knowing that ‘y’ at the end of the word makes it a describing word helps me understand that the word salty describes something. I can use it in this sentence: The food was salty. (Put sentence in pocket chart). Salty is an example of a word that fits the pattern we learned this morning. Now let’s look at another word. (Placepretty in the pocket chart). If this was a word I was trying to find the meaning of, I know I can look for parts I recognize. I recognize the ‘y’ at the end of the word. When I break apart the y I am left with prett. I don’t recognize this as a word. Breaking this word into parts doesn’t help me know the meaning of the words. By taking off the ‘y’ I wasn’t left with a part I could use to help me figure out the word’s meaning. This will happen to you when you read because sometimes the letter y at the end of a word doesn’t change the meaning of a word. Pretty is an example of this. Here is another example. (Place cry in pocket chart). If this was a word that was new to me, and I looked for parts I could use to figure out the meaning, I see ‘y’ at the end. When I think about y at the end of a word describing something, I look at the other part I am left with, the blend cr. Knowing this part doesn’t help me – I don’t know the meaning of cr – it isn’t a word. Breaking this word into parts did not help me figure out the meaning of the word. I would have to try another strategy for figuring out the meaning of this word if I came across it while reading.”
a. Students’ Practice and Application Activities
Describe the activity and what is said to students as they begin their practices:
“Boys and girls, it’s your turn to start looking for words that follow the pattern we have been talking about, where ‘y’ at the end of a word means that it is a describing word; that something or someone is being described. Yourtable group will get a set of word cards. With your group, I want you to look at each word, see if you can read it before you break it into parts, and then see if breaking the words into parts and looking for parts you recognize helps you read and understand the word.
You will need to sort the words into two piles. One pile is for words that have the suffix ‘y’ that means something or someone is being described. One pile is for words that this strategy of recognizing y as a suffix did not work in helping you find the meaning of the word.”
I will observe groups of students as they sort their words and explain their thinking about where they placed each word. When all groups have the words sorted I will choose students to share examples. I will also ask them to explain how knowing when ‘y’ is a suffix meaning something or someone is being described and when it isn’t, helps them read and understand words that are new to them.
Words for sorting activity: hilly, tricky, rocky, candy, toy, play, key, snowy, sleepy, dry
*Each table group will have a set of word cards.
“When you are reading and come across words that are new to you, look to see if you can recognize and use word parts to help you figure out the word’s meaning. You can do this just like we have learned to do with –y at the end of words, meaning something or someone is being described; s or es at the end of words to mean more than one; and ed at the end of words to mean something has happened in the past or has already happened.”
b. Data Collection
What data will you collect to determine student progress?
I will observe students as they are sorting their word cards. I will listen for students using word parts to help them decide whether that strategy will help them with these words.
c. Reflections on Student Responses:
I had all the students engage in this lesson because it is important for all students to know that there are some words that fit the pattern and some that do not. However, at the end of my modeling and guided practice, I will take the students who are not making good progress on the initial ‘y’ lesson and work with them in a small group to support being able to read and understand words that end with the suffix ‘y.’ Some of the words will be from the above activity and some will be from the first ‘y’ lesson.
_____ (#) Students who have performance and cognitive control
_____ (#) Students who are making good progress
_____ (#) Students who are struggling

1. Items To Address or Emphasize in the Next Lesson

—in the explanation, modeling, or design of activities and selection of materials:
After students have had adequate practice reading and understanding words with the suffix ‘y’, and all students are making adequate progress, I will do a phonics lesson on changing an ‘e’ from a root word (such as shine) to make the describing word (shiny).

1. Monitoring Transfer

What student actions, statements, or products will you look for after the lesson(s) as evidence that students have transferred the application of the targeted concept, process, skill, or strategy to real reading situations?:
As students engage in whole group, small group and independent reading and writing activities, I will listen and observe student work and look for opportunities to have students share their thinking about how recognizing word parts helps them to find the meaning of words that are unfamiliar to them. I will also listen and observe for students showing understanding that the suffix patterns they have been introduced to don’t always work as a strategy for finding the meaning of words they don’t know.
Collaboration Data
In the last five school days, have you worked with your collaborative partner to select and rehearse explicit instruction components?
_X__ Yes____ NoIf “Yes,” how many times? __1__
In the last five school days, have you demonstrated an explicit instruction lesson (with students) for your collaborative partner?
____ Yes__X_ NoIf “Yes,” how many times? _____
Questions about explicit instruction lessons:
E.F. Calhoun, The PhoenixAlliance.

Updated January 2004

Last edited 02-13-04