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

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EXPLICIT INSTRUCTION Designing Lessons – Rules Webinar #4

PRESENTED BY: G INA HO PPER, DIREC TO R SESTA

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.

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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

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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 be havior s

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

E xa mple : sit + ing = sitting 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 :

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DESIGNING LESSONS - RULES

• Rule s oc c ur

in e ve r y ac ade mic ar e a:

• As yo u re ad the se rule s, unde rline the c o nditio ns and the
• 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

ammar : Pe rio ds a nd c o mma s a lwa ys g o inside

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 )

circle

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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

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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.

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
• ______________________________________
• ______________________________________

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DESIGNING LESSONS - RULES

DESIGNING EXAMPLES AND NON-EXAMPLES

Ste p 1. De te r mine the c r itic al attr ibute 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

• 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

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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 .

Dir e c tio ns: 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. Se t 1. Se t 2. Se t 3.

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

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DESIGNING LESSONS - RULES

DESIGNING EXAMPLES AND NON-EXAMPLES

F e e dbac k

(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.)

Se t 1 Se t 3

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 e xa mple s. 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 nd in a vo we l-c o nso na nt-fina l e .

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Set 2

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: 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. 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

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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: 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.

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

e xa mple s. T 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.

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Set 1

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

• f no n-e xample s.)

Se t 1. Se t 2. Se t 3.

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

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DESIGNING LESSONS - RULES

DESIGNING EXAMPLES AND NON-EXAMPLES

F e e dba c k

Se t 1 Se t 3

ha te + ful time + ly a g re e + ing sha pe + ly sure + ly ho pe + ing ho pe + le ss like + ne ss ho pe + ful time + le ss se e + ing re q uire + me nt

Se t 1: All o f the wo rd s in Se t 1 a re no n-e xa mple s, wo rd s in whic h the e wo uld no t b e

d ro ppe d . Ho we ve r, o nly the se c o nd a ttrib ute (the suffix b e g ins with a vo we l) is a lte re d . T his se t o f e xa mple s wo uld no t fo rc e the stud e nts to c o nsid e r the first a ttrib ute tha t the wo rd e nd s in a vc e .

Se t 2: All o f the se wo rd s a re no n-e xa mple s, wo rd s in whic h the e wo uld no t b e

d ro ppe d . T hre e o f the wo rd s d o e nd in a vc e b ut ha ve a suffix b e g inning with a c o nso na nt. T he fina l wo rd is a lso a no n-e xa mple . T ho ug h the suffix b e g ins with a vo we l, the wo rd se e d o e s no t e nd in a vc e .

Se t 3: T

wo o f the wo rd s a re no n-e xa mple s, no t re q uiring yo u to d ro p the e b e c a use the suffixe s b e g in with a c o nso na nt. Ag re e ing d ra ws a tte ntio n to the o the r c ritic a l a ttrib ute , tha t the wo rd must e nd with a vc v. Ho we ve r, ho pe + ing is a n e xa mple fo r the e will b e d ro ppe d .

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Set 2

USE MINIMAL PAIRS

A minimal pair c o nta ins a n e xa mple a nd a no n e xa mple tha t diffe r o n o nly o ne c ritic a l a ttrib ute . Minima l pa irs e nc o ura g e c a re ful e xa mina tio n o f

• f e xa mple s a nd no n-e xa mple s a nd re duc e

g ue ssing .

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USE MINIMAL PAIRS

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 .

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example non-example

hope + ing = hoping hope + ful = hopeful shape + ed = shaped shape + less = shapeless manage + er = manager manage + ment = management

USE MINIMAL PAIRS

Rule: Whe n a wo rd e nds in a c o nso na nt y a nd yo u wa nt

to a dd a suffix, c ha ng e the y to i unle ss the suffix b e g ins with i.

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example non-example

reply + ed = replied worry + some = worrisome vary + ance = variance

PRACTICE ACTIVITY

Se le c t o ne o f the sa mple le sso ns. Study the le sso n, no tic ing the use o f e xa mple s a nd no n-e xa mple s. T e a c h the rule le sso n to yo ur pa rtne r.

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INSTRUCTIONAL ROUTINE FOR TEACHING RULES

Ste p 1. I ntro duc e the rule Ste p 2. I llustra te the rule with e xa mple s a nd no n-e xa mple s Ste p 3. Guide stude nts in a na lyzing e xa mple s a nd no n-e xa mple s, using the c ritic a l a ttrib ute s Ste p 4: Che c k stude nts’ unde rsta nding using e xa mple s a nd no n-e xa mple s

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QUESTIONS

SPECIAL EDUCATION STATEWIDE TECHNICAL ASSISTANCE (SESTA)

CENTER FOR SCHOOL IMPROVEMENT & POLICY STUDIES, BSU

Gina Ho ppe r Dire c to r

g ina ho ppe r@ b o ise sta te .e du

Sydne y F

• x

Pro g ra m Ma na g e r

sydne yfo x@ b o ise sta te .e du

K a tie Bub a k Co o rdina to r

ka tie b ub a k@ b o ise sta te .e du

Da vid K lung le Pro g ra m Co o rdina to r

da vidklung le @ b o ise sta te .e du

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