1. Explicit Instruction: Effective and Efficient Instruction
Webinar Series Session 4
Anita L. Archer, Ph.D.
Author and Consultant

2. Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

3. Webinar Participation
Choral Responses:
If the answer is short and the same, you will say an answer together.
2. Partner Responses:
If you are viewing this with fellow educators, divide into partners and give each partner a number (either #1 or #2).
Written Responses:
Record written responses on the handout or on plain paper.
Recorder: Select one person in your group to be the recorder of “best answers” when asked. Type into “Chat Box.”
Best Practices: On a separate piece of paper, maintain a list of best practices.

4. Schedule February 8 Topic: Delivery of Instruction- Part 1 Chapter 6
Chapter 6 and 7
March 7
Topic: Design of Instruction:
Teaching Skills and Strategies
Chapter 2
March 21
Topic: Design of Instruction:
Concepts and Vocabulary
Chapter 3
April 4
Topic: Judicious Practice
Chapter 8
Note: Those taking the course for university credit are required to read the corresponding chapters.

5. Design of Instruction Lessons: Are organized and focused lessons.
Begin with a statement of goals.
Provide review of preskills and knowledge.
Provide step-by-step demonstrations.

6. Design of Instruction Provide guided and supported practice.
Use clear and concise language.

7. Three Lesson Components
Opening
Attention
Review
Preview
Body
Closing
Independent Work

8. Body - Skill or Strategy
The Three Components
Model (I do it.)
Prompt (We do it.)
Check (You do it.)

9. Reflection Share with your partner.
In the last two weeks, how did you use:
I do it.
We do it.
You do it.

10. Vocabulary Instruction
Preparation for instruction
Selection of words
Selection of definitions
Explicit Instruction
Demonstration of lesson
Teaching lesson together
Extensions

11. Explicit Vocabulary Instruction-Selection of Vocabulary
Select a limited number of words for robust, explicit vocabulary instruction.
Three to ten words per story or section in a chapter would be appropriate.
Briefly tell students the meaning of other words that are needed for comprehension.

12. Explicit Vocabulary Instruction-Selection of vocabulary
Select words that are unknown.
Select words that are important to passage understanding.
Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986)
Focus on Tier Two words (Beck & McKeown, 2003)
Select words that are more difficult to obtain.
Words having an abstract versus concrete reference.
Words with no known synonym.
Words not clearly defined in passage.

13. Explicit Instruction of Words-Selection of Vocabulary (Beck & McKeown, 1985)
Tier One - Basic words
chair, bed, happy, house
Tier Two - Words in general use in many domains (Academic Vocabulary)
concentrate, absurd, fortunate, relieved, dignity, convenient, observation, analyze, persistence
(Academic vocabulary)
Tier Three - Rare words limited to a specific domain (Background Knowledge)
tundra, igneous rocks, constitution, area, sacrifice fly, genre, foreshadowing

14. Explicit Instruction - Select words for robust, explicit instruction.
Second Graders
Enemy Pie by Derek Munson
perfect horrible
trampoline nervous
enemy invited
recipe boomerang
disgusting
earthworms
ingredients

15. Explicit Instruction - Select words for robust, explicit instruction.
Fifth Graders
The Family Under the Bridge by Natalie Savage Carlson (for Chapter 1)
monsieur gratitude
cathedral fastidious
cowered loitering
hidey-hole roguish
hyacinths adventure
fragile
oleanders

16. Feedback
What words did you select?

17. Explicit Instruction - Select words for robust, explicit instruction.
Reading Level: Eighth Grade Passage: Breaker’s Bridge
Series: Prentice Hall Words: *Selected for instruction in manual.
obstacle*
district
amplify
writhing*
gorge
imperial
piers*
miniature
emerged
executioner*
defeated
insult
immortals*
desperation
deposited
emperor
supervising
deadline

18. Feedback
What words did you select?

19. Explicit Instruction - Prepare - Student-Friendly Explanations
Dictionary Definition
relieved - (1) To free wholly or partly from pain, stress,
pressure. (2) To lessen or alleviate, as pain or pressure
Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003)
Is easy to understand.
When something that was difficult is over or never happened at all, you feel relieved.

20. Explicit Instruction - Prepare - Student-Friendly Explanations
Utilize a dictionary for English Language Learners.
Explanation from Collins Cobuild
Dictionary of American English

21. Teach the meaning of critical, unknown vocabulary words.
Did the teacher:
Introduce the word.
Present a student-friendly explanation.
Illustrate the word with examples.
Check students’ understanding.

22. 1. Introduce the word. compete verb
2. Present a student-friendly explanation.
If you compete in a contest or a game, you take part in it.

23. compete - 3. Illustrate with examples.
These bike riders compete to determine the fastest rider.

24. compete - 3. Illustrate with examples.
These foosball players compete to determine the best team.

25. compete - 4. Check student’s understanding.
There are many sports and games that you could compete in. Think of one that you would enjoy.
Tell your partner what you would like to compete in.
Begin by saying:
I would like to compete in……..

26. compete - Extensions - word family
compete v competition n
competed v competitor n
competing v competitive adj
Tom loves to compete in races. In the past, he competed in marathons, running the 26 miles. After being injured in a skiing accident, he wanted to continue competing in marathons so he joined the wheelchair competition. Tom has proven to be a great competitor, winning a number of races. He is very competitive.

27. 1. Introduce the word. migrate v
Present a student-friendly explanation.
When people migrate, they move from one place to to settle in another.
When animals migrate, the animals move from one place to another place at a specific season usually to get food or to breed.

28. migrate 3. Illustrate with examples.

29. migrate 4. Check student’s understanding
migrate 4. Check student’s understanding. Visual Learning - Why do you think this group is migrating?

30. Why do you think this group is migrating?
Begin by saying:
I think this group is migrating for the following reasons:

31. migrate - Extensions migrate migration migrants
4000 years ago the Bantu began to migrate to other areas of Africa. Because of this migration, the Bantu migrants shared their language with other people in Africa.

32. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine
Step 1. Introduce the word.
Write the word on the board or overhead.
Read the word and have the students repeat the word.
If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times.
Introduce the word with me.
“ This word is relieved. What word?”

33. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Step 2. Present a student-friendly explanation.
Tell students the explanation. OR
Have them read the explanation with you.
Present the definition with me.
“When something that is difficult is over
or never happened at all, you feel relieved.
So if something that is difficult is over,
you would feel _______________.”

34. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Optional procedure for presenting meaning of word.
Have students locate the definition in the glossary or text.
Guide students in breaking the definition into the critical attributes (parts).
Glossary Entry: An essay is a short nonfiction work about a particular subject. Most essays have a single major focus and a clear introduction, body, and conclusion.
Essay
Short
Nonfiction work
Particular subject
Clear introduction, body, and conclusion

35. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Optional procedure for presenting meaning of word.
Introduce the word using the morphographs (meaningful parts) in the word.
Analyze parts of word.
autobiography auto = self bio = life graph = letters, words, or pictures
hydroelectric
hydro = water

36. The Most Common Prefixes in English
Meaning
% of prefixed words
Examples un
not; reversal of
26%
uncover re
again, back, really
14%
rewrite
in/im
in, into, not
11%
incorrect, insert
dis
away, apart, negative 7%
discover, discontent
en/em
in; within; on 4%
entail
mis
wrong 3%
mistaken
pre
before
prevent
pro
in favor of; before 1%
protect a
not; in, on, without
atypical

37. The Most Common Suffixes in English
Meaning
%of prefixed words
Examples
s, es
more than one; verb marker
31%
movies ed
in the past; quality/state
20%
walked
ing
when you do something; quality, state
14%
walking ly
how something is 7%
lovely
er,or
one who, what/that/which 4%
teacher, tailor
tion, sion
state, quality; act
action;erosion
able, ible
able to be 2%
comfortable
al, ial
related to, like 1%
fatal

38. Common Latin and Greek Roots
aqua
water
Greek
aquarium, aqueduct, aquaculture, aquamarine, aquaplane, aquatic
aud
hearing
Latin
audio, audition, audiovisual, auditorium, audiotape, inaudible
auto
self
autograph, autobiography, automobile, autocrat, autonomy
astro
star
astronomy, astrophysics, astrology, astronaut, astronomer, asterisk
biblio
book
Bible, bibliography, bibliophobia, bibliophile, biblioklept
bio
life
biography, biology,autobiography, bionic, biotic, antibiotic, biome, bioshere, biometrics
chrono
time
synchronize, chronology,chronic, chronicle, anachronism
corp
body
corpse, corporation, corps,incorporate, corporeal, corpulence
demo
the people
democracy, demography,epidemic, demotic, endemic, pandemic
dic, dict
speak, tell
dictate, dictation, diction, dictator, verdict, predict, contradict, benediction, jurisdiction, predict, indict, edict
dorm
sleep
dormant, dormitory, dormer, dormouse, dormition, dormitive
geo
earth
geology, geologist, geometry, geography, geographer, geopolitical, geothermal, geocentric

39. Common Latin and Greek Roots
graph
to write, to draw
Greek
autograph, biography, photograph, telegraph, lithograph
hydro
water
hydroplane, dehydrate, hydroelectric, hydrogen, hydrophone
ject
throw
Latin
reject, deject, project, inject, injection, projection
logos, logy
study
geology, astrology, biology, numerology, zoology, technology, psychology, anthropology, mythology
luna
moon
lunar, lunacy, lunatic, interlunar
meter
measure
meter, thermometer, diameter, geometry, optometry, barometer, centimeter, symmetry, voltammeter
mega
great, large, big
megaphone,megalith, megalomania, megatons, megalopolis
min
small, little
minimal, minimize, minimum, mini, miniature, minuscule, minute, minority
mit, mis
send
mission, transmit, transmission, remit, missile,submission, permit, emit, emissary
path
feeling, suffering
pathetic, pathology, apathy, antipathy, sympathy, telepathy, empathy, sociopath
ped
foot
pedestrian, pedal, peddle, peddler, pedicure, pedometer
philia
love, friendship
philosopher, Philadelphia, philanthropist, philharmonic, Philip

40. Common Latin and Greek Roots
phono
sound
Greek
phonograph, microphone, symphony, telephone, phonogram,
megaphone, phony, euphony, xylophone, phony,
photo
light
photograph, photosynthesis, telephoto, photometer, photophilia
port
carry
Latin
port, transport, transportation, portable, portage, report
spect
see
respect, inspection, inspector, spectator, spectacles,prospect
scope
look at
microscope, telescope, periscope, kaleidoscope, episcopal
sol
sun
solar, solar system, solstice, solarium, parasol
struct
build, form
instruct, instruction, construction, reconstruction, destruct, destruction, infrastructure, construe, instrument, instrumental
tele
distant
telephone, television,telegraph, telephoto, telescope, telepathy, telethon, telegenic
terra
land
territory, terrestrial, terrace, terrarium, extraterrestrial, Mediterranean Sea, terra cotta, subterranean

41. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Step 3. Illustrate the word with examples.
Concrete examples.
Visual representations.
Verbal examples.
Present the examples with me.
“When the spelling test is over, you feel
relieved.”
“When you have finished giving the speech that
you dreaded, you feel relieved.”

42. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Step 4. Check students’ understanding.
Option #1. Ask deep processing questions.
Check students’ understanding with me.
When the students lined up for morning recess,
Jason said, “I am so relieved that this morning is
over.” Why might Jason be relieved?
When Maria was told that the soccer game had
been cancelled, she said, “I am relieved.” Why
might Maria be relieved?

43. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Step 4. Check students’ understanding.
Option #2. Have students discern between
examples and non-examples.
Check students’ understanding with me.
“If you were nervous singing in front of others,
would you feel relieved when the concert was over?”
Yes “Why?”
“If you loved singing to audiences, would you feel
relieved when the concert was over?” No “Why not?” It
was not difficult for you.

44. “Tell your partner a time when you were relieved.”
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Step 4. Check students’ understanding.
Option #3. Have students generate their own examples.
Check students’ understanding with me.
“Tell your partner a time when you were
relieved.”

45. Teach the meaning of critical, unknown vocabulary words
Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued)
Step 4. Check students’ understanding.
Option #4. Provide students with a
“sentence starter”. Have them say the
complete sentence.
Check students’ understanding with me.
Sometimes your mother is relieved. Tell your partner
when your mother is relieved. Start your
sentence by saying, “My mother is relieved
when________.”

46. Vocabulary Logs
Have students maintain a log of vocabulary to facilitate study and review.
What can be recorded on a vocabulary log?
Word
Student-friendly explanation
Any of these options
A sentence to illustrate the word’s meaning
Examples and non-examples
An illustration
In lower grades, create a group log on a flip chart.

47. Word Walls Create a word wall in your classroom
Post a reminder of the context.
Copy of the cover of the read-aloud book
Copy of the first page in the story
The topic in science or social studies
Post the vocabulary words.
Incorporate the words into your classroom language.
Encourage students to us the words when speaking and writing.

48. Best Practice List Share your best practice list with your
partner. Tell your partner two practices that
you intend to implement in your classroom.

49. Thank You Remember: How well we teach = In the next two weeks,
Teach vocabulary using the instructional routine.
Read Chapter 8.
View some of the video clips on the website.
If you have additional questions, send the question to me.
Remember: How well we teach =
How well they learn