EXPLICIT INSTRUCTION Designing Lessons Rules Webinar #4 - PowerPoint PPT Presentation

EXPLICIT INSTRUCTION Designing Lessons – Rules Webinar #4 PRESENTED BY: G INA HO PPER, DIREC TO R SESTA 1

ACKNOWLEDGEMENTS • The content of this session is expanded in Chapter 4 of this book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. • Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org • The slides in this presentation were designed by Anita Archer and modified as needed by Gina Hopper. • Special thanks to the Idaho Department of Education, Special Education Division, and Boise State University’s, The Center for School Improvement & Policy Studies . 2

PURPOSES OF LESSONS T he pa rtic ipa nt will b e a b le to : 1. Se le c t a ppro pria te a c a de mic rule s fo r instruc tio n 2. Wo rd rule s so tha t the y a re a c c ura te a nd e a sy to unde rsta nd 2. De sig n e xa mple s a nd no n-e xa mple s fo r rule instruc tio n 3. De ve lo p syste ma tic le sso ns fo r te a c hing a c a de mic rule s 3

DESIGNING LESSONS - RULES A Rule : De sc rib e s the re la tio nship b e twe e n a se t o f c onditions a nd the spe c ific outc ome s or s be havior Usua lly sta te d a s a n “ If- T he n ” If A (c o nditio n) o c c urs, T he n B (o utc o me o r b e ha vio r) sho uld o c c ur xa mple : sit + ing = sitting E Co nditio ns: I f a wo rd e nds in a CVC a nd yo u wa nt to a dd a suffix tha t b e g ins with a vo we l, Be ha vio r: do ub le the c o nso na nt. Outc o me : 4

DESIGNING LESSONS - RULES • Rule s oc c ur e a : in e ve r y ac ade mic ar circle • As yo u re ad the se rule s, unde rline the c o nditio ns and the o utc o me o r b e havio r. • Math: Whe n the sum o f a c o lumn is g re a te r tha n 9, re g ro up • Re ading: Whe n c is fo llo we d b y e , i, o r y , the le tte r c ha s the so und / s/ • Spe lling: Whe n a no un e nds in c h, s, sh, x, o r z , a nd yo u wa nt to ma ke it plura l, the n a dd e s • Gr : Pe rio ds a nd c o mma s a lwa ys g o inside ammar q uo ta tio n ma rks • Sc ie nc e : Whe n he a t is a dde d, the n so lids, liq uids, a nd g a sse s e xpa nd • Soc ial Studie s: I f the q ua ntity pro duc e d inc re a se s, usua lly the pric e de c re a se s (a nd vic e ve rsa ) 5

SELECTING APPROPRIATE RULES FOR EXPLICIT INSTRUCTION T he rule s sho uld b e : Unknown Impor tant Use ful in the futur e Whic h o ne ? Why? • I f the b a se wo rd is no t a lte re d in a ny wa y the n a dd -a b le E xa mple : unde rsta nd + a b le = unde rsta nda b le • Whe n a wo rd e nds in a vo we l-c o nso na nt-fina l e a nd yo u wa nt to a dd a suffix tha t b e g ins with a vo we l, dro p the e 6

WORDING OF RULES T he wo rding o f the rule sho uld b e : a c c ura te e a sy to unde rsta nd b rie f Whic h o ne ? Why? 1. I f yo u ha ve two sub je c ts in a se nte nc e a nd b o th o f the sub je c ts a re sing ula r, a nd yo u c o nne c t the m with o r o r no r (no t and), the n it will b e ne c e ssa ry to use a ma tc hing sing ula r ve rb . 2. I f yo u use o r o r no r a s a c o njunc tio n, use a sing ula r ve rb . 3. Whe n yo u ha ve two sing ula r sub je c ts c o nne c te d b y o r o r no r , use a sing ula r ve rb . E xa mple : My siste r o r my b ro the r is fixing dinne r to nig ht. 7

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES Ste p 1. De te rmine the c ritic a l a ttribute s (o ne o r mo re c o nditio ns unde r whic h the b e ha vio r o r o utc o me o c c urs) • Whe n yo u ha ve a se rie s o f thre e o r mo re wo rds o r wo rd g ro ups, se pa ra te the wo rds o r wo rd g ro ups with c o mma s. • Critic a l a ttrib ute s • Se rie s o f wo rds o r wo rd g ro ups • T hre e o r mo re • Whe n a wo rd e nds in a vo we l-c o nso na nt-fina l e a nd yo u wa nt to a dd a suffix tha t b e g ins with a vo we l, dro p the e • Critic a l a ttrib ute s • ______________________________________ • ______________________________________ 8

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES ibute s (o ne o r mo re Ste p 1. De te r mine the c r itic al attr c o nditio ns unde r whic h the b e ha vio r o r o utc o me o c c urs) F e e dba c k • Whe n a wo rd e nds in a vo we l-c o nso na nt-fina l e a nd yo u wa nt to a dd a suffix tha t b e g ins with a vo we l, dro p the e • Critic a l a ttrib ute s • Wo rd e nds in a vo we l-c o nso na nt-fina l e • Add suffix tha t b e g ins with a vo we l 9

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES Ste p 2. De sign e xample s • All a ttrib ute s a re pre se nt • A ra ng e o f e xa mple s • (No te : T e ac h e xc e ptio ns to the rule se parate ly.) Spe lling Rule : Whe n a wo rd e nds in a vo we l-c o nso na nt-fina l e a nd yo u wa nt to a dd a suffix tha t b e g ins with a vo we l, dro p the e . e c tio ns: Unde rline the e xample s. T he n, e xamine the se ts that inc lude o nly Dir e xample s and c irc le the se t that has a rang e o f e xample s. Se t 3. Se t 1. Se t 2. ha te + ing fa me + o us ripe + e r sha pe + ing ra c e + ist use + ful write + ing slic e + e r fle e + ing ho pe + ing pile + ing sto re + a g e 10

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES e e dbac k F (Unde rline the e xample s. T he n, e xamine the se ts that inc lude o nly e xample s and c irc le the se t that has a rang e o f e xample s.) Set 2 Se t 3 Se t 1 ha te + ing fa me + o us ripe + e r sha pe + ing ra c e + ist use + ful write + ing slic e + e r fle e + ing ho pe + ing pile + ing sto re + a g e Se t 1. All the wo rd s a re e xa mple s o f the rule a pplic a tio n. Ho we ve r, a ll o f the e nd ing s a re ing . Stud e nts mig ht c o nc lud e tha t the rule o nly a pplie s to a d d ing ing . Se t 2. All the wo rd s a re e xa mple s sinc e the wo rd s e nd with a vo we l-c o nso na nt- fina l e a nd a ll o f the suffixe s b e g in with a vo we l. T his se t ha s a g re a te r ra ng e o f e xa mple s tha n Se t 1b e c a use the suffixe s b e g in with a va rie ty o f vo we ls. Se t 3. T wo o f the wo rd s a re no n-e xa mple s, use ful a s no n-e xa mple s b ut no t he suffix in use ful d o e sn ’ t b e g in with a vo we l. T he wo rd fle e d o e sn ’ t e xa mple s. T e nd in a vo we l-c o nso na nt-fina l e . 11

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES Ste p 2. De sign e xample s • All a ttrib ute s a re pre se nt • A ra ng e o f e xa mple s • (No te : T e ac h e xc e ptio ns to the rule se parate ly.) Re ading Rule : Whe n the le tte r c is fo llo we d b y e o r i, the le tte r c ha s the so und / s/ . Dir e c tio ns: U nde rline the e xample s. T he n, e xamine the se ts that inc lude o nly e xample s and c irc le the se t that has a rang e o f e xample s. Se t 1 Se t 2 Se t 3 c e nsus fo rc e mic e c inc h sinc e pla c e la c e c e a se fe nc e c ity suc c e ss pra nc e 12

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES F e e dbac k Re a ding Rule : Whe n the le tte r c is fo llo we d b y e o r i, the le tte r c ha s the so und / s/ . Dir e c tio ns: U nde rline the e xample s. T he n, e xamine the se ts that inc lude o nly e xample s and c irc le the se t that has a rang e o f e xample s. Set 1 Se t 2 Se t 3 c e nsus fo rc e mic e c ide r sinc e pla c e la c e c e a se fe nc e c ity suc c e ss pra nc e Se t 1: All o f the wo rds in Se t 1 a re e xa mple s, ha ving the le tte r c fo llo we d b y e o r I with the so und s. T he re is a lso a ra ng e o f e xa mple s with the c fo llo we d b o th b y e a nd I . Se t 2: All o f the wo rds c o nta in a c fo llo we d b y e . Ho we ve r, suc c e ss wo uld b e a c o nfusing ite m g ive n tha t it ha s two c ’ s re pre se nting b o th so unds. Se t 3: All o f the wo rds in Se t 3 a re e xa mple s. Ho we ve r, it is a ve ry na rro w se t o f he le tte r c ’ s a re a ll fo llo we d b y a n e a t the e nd o f a wo rd. e xa mple s. T 13

DESIGNING LESSONS - RULES DESIGNING EXAMPLES AND NON-EXAMPLES Ste p 2. De sign non- e xample s • One o f the c ritic a l a ttrib ute s is missing • A ra ng e o f no n-e xa mple s Rule : Whe n a wo rd e nds in a vo we l-c o nso na nt-fina l e a nd yo u wa nt to a dd a suffix tha t b e g ins with a vo we l, dro p the e . (Unde rline the no n-e xample s. Whe n do ne , c irc le the se t having a rang e o f no n-e xample s.) Se t 3. Se t 1. Se t 2. ha te + ful time + ly a g re e + me nt sha pe + ly sure + ly ho pe + ing write + ing like + ne ss ho pe + ful time + le ss sto re + a g e re q uire + me nt 14