1 Explicit Instruction: Delivery of Instruction – Providing Appropriate Independent Practice 35

2 With your partner, generate a list of the types of practice activities/opportunities you provide for your students. How are students practicing skills that are taught? Activity 36

3 Providing Appropriate Independent Practice “It is virtually impossible to become proficient at a mental task without extended practice.” Willingham, 2009 “Development of basic knowledge and skill to the necessary levels of automatic and errorless performance requires a great deal of drill and practice…” Brophy, 1986 “Use it or lose it.” Unknown

4 Average learner 4-14 times Everybody else times Truly disabled times “Practice makes permanent.” Anita Archer More Practice

5 Reinforces the basic skills needed to learn more advanced skills (proficiency, fluency, automaticity) Protects against forgetting (retention, maintenance) Improves transfer (generalization) Purpose and Benefits of Practice 37

6 Initial Practice Occurs under the watchful eye of the teacher Provide numerous practice opportunities within the teacher- directed lesson to build accuracy Provide immediate feedback after each item Distributed Practice Studying or practicing a skill in short sessions overtime Distributing practice overtime (versus massing practice in one session) aids retention Cumulative Practice/Review Adding related skills to skills previously taught Cumulative Review – providing intentional review of previously taught skills/strategies/concepts/vocabulary/knowledge. The goal is to increase long-term retention Types of Practice

7 What will be practiced? –Was the skill taught during group instruction? –Match the task (the way students practice the skill) to the skill (the way it was taught) –Can students perform it independently? –What is the goal of the practice? (e.g., increasing accuracy, increasing fluency, maintaining the skills) Selecting What to Practice 7

8 Clarify - Provide clear, concise directions and read the directions with students - Have students highlight key words - Model completion of an item and/or provide a worked example Verify - Have students explain directions to partner - Ask questions to verify understanding - Monitor completion Introducing the Practice

9 Determining what to do Obtaining assistance What to do when completed Establishing a Routine 38

10 Self-corrections against a key Self-corrections during instructional group Self-evaluation against a rubric Peer evaluation against a rubric Teacher corrections/written feedback Teacher feedback to group Teacher feedback to individuals Providing Feedback on the Practice

11 1.Look at the sample practice activity 1.Determine what type(s) of practice are present and which are missing. 2.Refine the activity by planning for all three types of practice. 2.Look in your core instructional materials 1.Review three practice opportunities using the checklist in your workbook Activity 39-40

12 Share with your table one idea from this section on practice that was new or surprising to you. Reflection

13 Assignment 1.Continue to work on your goal for active engagement. Adjust or modify the goal if needed. 2.Continue expanding the strategies for engagement that you employ in your classroom. 3.Work towards the goal you set for instructional routines at the beginning of today. 4.Evaluate and refine your 90 minute reading block to maximize effectiveness. 5.Continue to develop expertise regarding the essential components of reading instruction. 6.Provide appropriate and comprehensive practice opportunities that will facilitate mastery and long term retention. 41

14 Intended Outcomes Participants will leave this training with: An understanding of the critical content elements of and Comprehension An understanding of how to build an effective reading block An understanding of and ability to articulate the purpose of Independent Practice and how to ensure practice activities are appropriate 42

15 Scope and Sequence of the Reading Academy Series Day 1 –Explicit Instruction Introduction to all elements Content Elements –Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics Delivery Element –Require frequent responses Day 2 –Content and Assignment Review –Explicit Instruction Content Elements –Focus on Critical Content – Alphabetic Principle & Vocabulary –Design of Instruction (Instructional Routines) Day 3 –Content and Assignment Review –Explicit Instruction Content Elements –Critical Content – Fluency and Comprehension –Building an Effective 90 Minute Reading Block –Appropriate Independent Practice

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17 STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education (MDE) complies with all federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education (USED). STATEMENT OF FUNDING This document was produced and distributed through an Individuals with Disabilities Education Act (IDEA) Mandated Activities Project (MAP) for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) awarded by the Michigan Department of Education (MDE). The opinions expressed herein do not necessarily reflect the position or policy of the MDE, Michigan State Board of Education (SBE) or the U.S. Department of Education (USED), and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. COMPLIANCE WITH TITLE IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities. Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.” The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C et seq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the U.S. Department of Education (USED), is subject to the provisions of Title IX. The MDE does not discriminate based on gender in employment or in any educational program or activity that it operates. For inquiries and complaints regarding Title IX, contact: Ms. Norma Tims, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI State Board of Education John C. Austin, President Casandra E. Ulbrich, Vice President Nancy Danhof, Secretary Marianne Yared McGuire, Treasurer Richard Zeile, NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Ex-Officio Rick Snyder, Governor Michael P. Flanagan, Superintendent of Public Instruction