Explicit instruction is teacher-led, interactive instruction where the words and actions of the teacher are unambiguous and direct. The teacher begins with a clear explanation of the targeted skill, followed by modeling of the skill. Ample practice opportunities, including guided practice with corrective feedback, supported application and student independent practice using aligned student materials help the student to apply what they have been taught. The purpose of explicit instruction is to convey the content and skills clearly so that students can be led to mastery of the information. Steps Teacher/Student Action Examples Teacher Explains The teacher explains the new skill in concise and specific language that does not rely on the student’s ability to establish concepts independently. The teacher explains, “A compound word is two words that are put together to make one word.” Teacher Models The teacher models the task exactly as the student is expected to perform it. The teacher models, “The word sail and the word boat make the compound word, sailboat.” Teacher provides guided practice The student practices what the teacher modeled. This structured practice time is when the teacher provides immediate feedback to the student. Teacher: “What word do you have when you put cup and cake together? Student: “cake” Teacher: “When you put cup and cake together it makes the word cupcake. What word do you get when you put cup and cake together? Student: “cupcake” Teacher: Very good. When you put cup and cake together, you have the compound word “cupcake.” Teacher provides supported application The student applies the skill with the most appropriate responsive scaffolding at any point during the supported application process. Teacher; “What word do you have when you put sail and boat together? Student: “sailboat” Teacher: Very good. When you put sail and boat together… Student independent practice The student applies the skill independently to reinforce their language. Students work in an independent group with picture cards of words that can be combined to form compound words. Group PA Core Focus Standard (Eligible Content)
Grade 4 Response Student Purpose Prompt Materials/Resources Constructed Response #1 To show what you know about story elements in the genre: Native American Legends What is the most important story element in Native American Legends? Why? Use evidence you have gathered from multiple texts and included on your graphic organizer. Story Elements Graphic Organizer Rubric 1-5) Constructed Response #2 To demonstrate understanding of how authors develop themes/messages through the characters in Native American Legends. What is a theme/message of our Native American Legends text? What key details about the character does the author use to convey, or make clear, the theme of Native American Legends? Thinking Map (To be completed and turned in with Constructed Response) Rubric (Steps 1-5) (Student scores his/her essay and turns in with CR) Constructed Response #3 To demonstrate understanding of how authors develop themes/messages through settings in Native American Legends. What is a theme/message of our Native American Legends text? What key details about the setting does the author use to communicate this theme/message of our text? Thinking Map (Completed and turned in with CR) Rubric (Steps 1-5) (Student scores his/her essay and turns in with CR) Constructed Response #4 To demonstrate understanding of how authors develop themes/messages through the plot of Native American Legends. What is the of our text? What key details about the plot does the author use to communicate the theme of our text? Thinking Map (Completed and turned in with CR) Rubric (Steps 1-5) (Student scores his/her essay and turns in with CR) Comparative Essay To write an argument/opinion based on a connection you’ve discovered between two Native American Legends texts. Choose literary element you want to compare. Compare how the authors of each text used that element to develop the theme of his/her Native American Legends text. Thinking Map for Comparative Essay Rubric (Do Not turn in with essay) Constructed Responses and Comparative Essays for Genre Study
Week 1 Page/Day Type of Writing Prompt/Activity Additional Evidence Resources Day 1 Research Writing The most interesting thing I learned about (Dinosaurs/Animal Adaptations/Civil Rights) is _____________. It was the most interesting because ___________________. N/A Rubric Research Library Day 2 Research Writing What do you think is the most important thing you learned about (Dinosaurs/Animal Adaptations/Civil Rights)? What makes this the most important? Cite evidence from the text. One direct quote Cite source Rubric Research Library Day 3 Research Writing Fill in “Resources Check Sheet” (Found behind the tab “Research Lab” in the teacher’s manual. Completed Graphic Organizer Graphic Organizer Research Library Day 4 Write to Text Is there enough information in our Research Library to support or help you with your research on (topic)? What is or are your reasons for this opinion? State your evidence. N/A Rubric Research Library Day 4 Research Writing ____________ (Write topic choice) would be a good Research Topic for me because… One Direct quote to support opinion Cite one source Rubric Resource Day 5 Write to Text Which text, if any, covered your topic thoroughly? Why? Cite evidence. If none of your texts covered the topic thoroughly, explain why. Cite evidence. N/A Rubric Day 5 Research Writing Complete “Resources Check Sheet” for your topic. Completed Graphic Organizer Graphic Organizer Research Library Writing Prompts and Writing Activities for Argument Labs Week 2