Coaching and Modeling

  • Instructional Modeling
  • Classroom Coaching Visit
  • What is Systematic and Explicit Instruction?
  • Online Learning Library

 

Instructional Modeling

Materials: Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor will explain and model relevant instructional interventions with students in the classroom.  Participants will practice systematic and explicit instructional interventions with the coach.  A conference and debrief competes the visit for the teacher to discuss outcomes.

Learning Objectives:
Participants will be able to:

      • Identify components of systematic explicit instruction in a modeled lesson and then plan to include components in their intervention lessons.
      • Identify areas of personal growth in the instructional process.
      • Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

Classroom Coaching Visit

Materials: Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor observes a lesson delivered by the participant with his/her own students.  Instructor is observing the lesson for systematic and explicit instructional interventions.  A conference and debrief completes the visit for the teacher to discuss outcomes and to set personal growth goals.

Learning Objectives are individualized with the coach based upon participants’ instructional level and personal growth goals.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

What is systematic and Explicit Instruction?

Materials:  Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer, fluency progress chart, instructional intervention materials list, *syllabus, *resources for interventions, and *core reading curriculum teacher manual.

Course Hours:  4 hour session

Prerequisite Trainings:

Course Description: Instructor will explain and provide samples of systematic instructional sequences.  Instructor will explain the components of an explicit lesson and then model relevant instructional interventions with the group.  Participants will watch video clips to determine if the lesson is explicit and how they might make it more explicit.  Participants will practice systematic and explicit instructional interventions in small groups.  Participants will craft an explicit lesson to use in their classroom.

Learning Objectives:
Participants will be able to:

  • Identify and evaluate components of systematic explicit instruction in a modeled lesson.
  • Determine how they could revise lessons to make them more explicit.
  • Create an explicit lesson using a template for use in their classrooms.
  • Practice delivery of an explicit lesson.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher for each participant.

 

Online Learning Library

The Step By Step Learning® Online Library contains nine competency strands focused on the science of teaching reading and is organized in a consistent format. The competency-based learning contains adaptive assessments designed with active educators in mind. Leveraging adaptive technology, the assessments will direct educators to the portions of the course that need to be learned, saving time from watching content already mastered. A micro-credential certificate is issued to the participant upon successful completion of each course. The Science of Teaching Reading modules, found in the online solution, can benefit all administrators, teachers and Reading Specialists based on several decades of experience in providing professional development to educators seeking better academic outcomes for students.

The following provides a brief summary of each of the science of teaching reading competencies in the solution.

1. “The Science – How the Brain Works”
In this course, participants will review the stages of reading development, focusing on the Simple View of Reading. The participant will also review language and reading components necessary in learning to read.

2. “Phonemic Awareness”
This course introduces participants to the phonemes (speech sounds) and the importance of phonological awareness in reading and spelling instruction.

3. “Phonics and Spelling”
This course explores the structure and history of English spelling from several angles: phoneme-grapheme correspondences, letter patterns within words, syllables, meaning parts of words (morphemes), and historical layers in the orthography.

4. “Fluency”
In this course, participants explore methods to teach fluency at the sub-word, word, phrase, sentence and text level. Participants practice strategies such as drills, repeated readings, choral reading, echo reading, and strategies for tracking progress.

5. “Vocabulary”
This course explores practices to support direct and indirect instruction of vocabulary. Methods to encourage use of vocabulary are explored. The importance of teaching word structure and its relationship to word meaning is discussed.

6. “Advanced Decoding: Multisyllabic Words”
In this course participants will apply their knowledge of the morphemes, orthographic patterns for the six syllable types, and the multisyllabic word routine to deepen their understanding of how to deconstruct multisyllabic words for meaning.

7. “Advanced decoding” Morphology”
This course explores the importance of morphology and the value of teaching morphology at all grade levels. Methods to identify how we can include morphological instruction within word work are addressed.

8. “Accessing Complex Text”
This course defines the importance of teaching complex text and helps participants understand what makes text complex. Throughout the session teachers will be exposed to strategies intended to teach students how to access complex text.

9. “Close Reading”
This course describes close reading and a strategy that helps students read with a focus in order to deepen comprehension. Participants will be able to determine and interpret the relationship between close reading, complex text and text dependent analysis as reflected in the standards.