1. Explicit Direct Instruction Part I: Learning Objectives, Checking for Understanding, and Closure

3. Today’s Objectives  I can accurately describe three main components of explicit instruction: learning objective, checking for understanding and closure.  I can apply these components to my lesson plans.

4. EDI Lesson Planning Components  Lesson Objective  Activate Prior Knowledge  (Lesson Importance/ Real World Connection)  I Do: (Explain, Model, Demonstrate)  Active Teaching (Concept & Skill Development)  We Do:  Guided Practice  Closure  You Do:  Independent Practice Check for Understanding throughout

5. CCLS High-Frequency Chart 4 th Grade ELA Example Identify structural patterns found in informational text (e.g. compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. ….becomes… “Identify compare and contrast patterns in informational text.” Skill – Identify Concept- structural pattern (compare & contrast) Context – informational text

6. Today’s Objectives  I can accurately describe three main components of explicit instruction: learning objective, checking for understanding and closure.  I can apply learning objectives, checking for understanding and closure to my lesson plans.

7. Application – Learning Objectives Your lessons  Identify your CCLS  Identify the different skills, concepts and context (if applicable) that exist…make a list  Turn these into learning objectives  Also look at how you will teach the learning objective Supporting others  Could learning objectives be consistent from room to room?  How will you share your learning objectives with colleagues?  How will you support colleagues with design and delivery of learning objectives?

8. Checking for Understanding Verifying that students are learning The teacher continually verifying that students are learning what is being taught while it is being taught.

9.  How to:  Present the question to the entire class  Provide wait time  Pick random non- volunteers (aim for 3)  Design CFUs during planning…not on the fly  Student responses to CFUs sets the pace of the lesson…not the clock  What? Why? How? method  When to:  Learning Objective – ask them to tell you what they are going to be learning  After a definition – ask them to restate in their own words or provide examples and have them pick the correct one  Steps for solving a problem – ask students to identify the step as you do them  After solving a problem – call on students for their answers Checking for Understanding Verifying that students are learning  Strategies for CFU TAPPLEPopsicle SticksWhite boards Think-JotPair-Share then Share OutA-B Partners Fist-to-FiveThumbs up/Thumbs downExit Tickets

10. Effective Feedback *Echo – if correct *Elaborate – partial answer *Explain- if incorrect Students should always answer in complete sentences (Verbal TTQA)

11. Application – Checking for Understanding Your lessons  Create CFU questions in your lessons  Tie the CFU to the learning objective  CFU should also tie to what the students are expected to do during Independent Practice  Try different methods Supporting others  How can you share your CFUs with other teachers in your grade level?

12. Closure Your final Check for Understanding Closure is a final Check for Understanding to make sure students understand the content before they’re given any assignments to work on by themselves (pg. 188) *Aim for 80-100% success*  Can my students correctly describe the Concept I just taught them?  Can my students tell me why it is Important to learn the information I just taught them?  Can my students successfully execute the Skill I just taught them?

13. Application – Closure Your lessons  Tie it to your learning objective  How will students demonstrate understanding?  Keep it short, don’t over do it  Ways to close a lesson:  Exit Ticket*  White board quick answer  Partner Activity & Share Out  Any way you would CFU Supporting others  If you find a great & easy way to close…share it!  How will you support colleagues with design and delivery of learning objectives?  Don’t skip over it!  It’s ok NOT to assign Independent Practice  If they can’t do it in front of you…they can’t do it on their own.