Direct Instruction

APA Citation: http://www.instructables.com/id/A-Teachers-Guide-to-Direct-Instruction-2/

https://apriljimenezbporfolio.wordpress.com/2012/04/26/edu-6150-when-is-direct-instructionappropriate-and-when-is-it-not/
Brief description: Direct instruction is the use of straightforward, explicit teaching techniques to teach a
specific skill.
Procedure: The first step when using direct instruction is having an opening to the lesson. This opening
should engage students attention and activate students prior knowledge. The next step is the
introduction or the I Do part of the lesson. The teacher models the concept and students listen and
observe. The teacher will ask questions to keep students engaged and monitor their responses. The next
step is guided practice or the We Do part of the lesson. The teacher and students practice the concept
together. The teacher signals the students to answer in unison as they review the concept. The next step is
independent practice or the I do part of the lesson. Students independently complete an activity that
reinforces the concept they just learned. The last step is the data collection or assessment. The teacher
collects data by using either a checklist or a rubric. After completing the lesson and looking at the
collected data, the teacher will decide whether or not the lesson needs to be retaught. The teacher will
make this decision based on a predetermined rule.
Appropriate use: This strategy is most effective when the teacher is taking large pieces of information
from texts or workbooks to break down into easier to understand pieces. Also, when the students show a
lack of interest in the material they are learning it can boost their attentiveness and curiosity. Direct
instruction is also most helpful during a time of review because it is a highly effective way for students to
reach the greatest level of mastery.

Cloze Reading
APA Citation: https://www.gallaudet.edu/Documents/Academic/CLAST/EnglishWorks/Reading
%20Cloze%20Procedure.pdf
Brief description: Cloze refers to the reading closure practice required when students must fill in the
blanks of a text using any knowledge and experience to do this.
Procedure: In preparation, the teacher will choose a familiar or meaningful piece of text to work on a
particular reading skill. The teacher will cover up some of the words or parts of words from the text. The
teacher will only focus on one reading strategy for each cloze procedure lesson. The focus may be on
meaning, syntax, or graphophonics. The teacher will assist the students as they use the context of the
text, structure, illustrations, and graphophonics information to figure out the missing word. First, the
teacher will introduce the text. The teacher reads the title and asks the students what they think is going
to happen. The students will make predictions about the text. This sets purposes for the shared reading.
The students will discuss their different predictions. Then, the teacher will read up until the first deletion
and ask the students to suggest a word that might come next. Students recall their predictions and use the
context they just heard from the teachers oral reading to suggest a word. Once the students have
predicted a word, the teacher will ask, Why did you choose that word? The teacher will either confirm the
prediction or discuss why it could not be right. The teacher will encourage discussion of alternative words.
The students will have to justify their choice of words, using information from the text, any illustrations,
and their own knowledge. The students will predict and consider alternatives. The teacher will read again
until the next deletion and then the process repeats.
Appropriate use: The cloze procedure is used to model a variety of problem solving reading strategies,
focusing on one skill at a time.

Before During After Reading

APA Citation: http://www.beesburg.com/edtools/glossary.html#B
http://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/English
%20Language%20Arts/BEFORE%20DURING%20AFTER%20READING%20STRATEGIES.pdf
Brief description: A metacognitive approach to reading that guides students to explore text before
reading to activate prior knowledge, monitor comprehension during reading, and summarize the reading
after reading.
Procedure: The students will survey the text and create questions that they think the text is designed to
answer. The students should also look at pictures, text boxes, and sidebars to predict what the text will be
about. This will set a purpose for reading. During reading the students will try and answer these questions.
Before reading, students can also do a think-pair-share where students write down their thoughts, discuss
with a partner, and share meaningful ideas with the class. This forces interaction and can uncover various
perspectives and activate prior knowledge. During reading, the students will note key statements on the
left of a response sheet and personal responses to them on the right. This will help connect text to prior
knowledge and makes for a meaningful study guide later. While reading students can also use Post-It notes
to write thoughts and stick them to the text. Students will also write their thoughts on a topic or question
that relates specifically to the text read by the students. After reading the students can participate in a
jigsaw activity. This breaks up a large text into smaller chunks. It allows the students to take leadership by
teaching their peers what they learned, but it also gives them the confidence to do this by giving them
time to consult with their peers. Students can also participate in a think-pair-share where students write
down their thoughts on a subject, discuss with a partner, and share with the class.

Appropriate use: This strategy can be used as skill acquisition so that students can get in the habit of
good strategies to use during reading.

Frayer Model
APA Citation: http://www.adlit.org/strategies/22369/
Brief description: The Frayer Model that uses a graphic organizer for vocabulary building.
Procedure: The teacher should pre-select a list of key vocabulary from a reading selection. The Frayer
Model should be explained and a graphic organizer should be provided for each student. Then direct the
students to complete the template individually, in either small groups or as a whole class. The teacher
should model the type and quality of desired answers for the specific concept. The teacher will review
vocabulary words or concept list with the class before students read the selection. Have students read the
text and carefully define target concepts. Have the students complete the four-square chart for each
concept. Ask the students to share their conclusions with the entire class. These presentations may be
used to review the entire list of new vocabulary or concepts.
Appropriate use: This instructional strategy promotes critical thinking and helps students to identify and
understands unfamiliar vocabulary. It can be used with the entire class, small groups, or for individual
work.

Graphic Organizer
APA Citation: http://www.fcps.edu/RockyRunMS/techbinder/Binder%20Materials
%20Original/Reading/Strategies/graphic%20organizer.pdf
Brief description: Graphic organizers provide a visual, holistic, representation of facts and concepts as
well as the relationships that link them together.
Procedure: The teacher will explain the purpose and benefits of using graphic organizers, which are the
importance of gathering information, and how using a visual organizer can aid retention, comprehension,
and recall. The teacher will introduce a specific graphic organizer by describing its purpose and form. The
teacher will explain and model how to use the selected organizer. Let the students apply the graphic
organizer to both familiar and new material. When the students have finished, have them reflect on what
they liked about using the graphic organizer and how they might adapt it for use in other contexts. Provide
multiple opportunities for the students to practice using the graphic organizer. Encourage students to
construct their own organizers.
Appropriate use: This strategy can be used along with the before, during, and after reading strategy.
Graphic organizers can be used by students or the teacher to determine main ideas or topics.

Inverted Pyramid
APA Citation: http://k20center.ou.edu/instructional-strategies/inverted-pyramid/
Brief description: The Inverted Pyramid can be used to explore essential questions, texts, infographics,
or videos. It is a dynamic strategy developed to assist confident analysis and commentary.
Procedure: After students examine or read a text/concept, have students get with a partner. Meeting with
a partner is more intimate and less intimidating. Allow partners time to analyze the text/concept. Next,
those partners should find another set of partners, making a small group. In this small group, partners
share each others thoughts with the new partners. This repetition of ideas allows students to determine
what is significant and what is less important. It also allows them to expand their perspectives. This
expanding of partners can be done again if needed. The more times the students discuss, the more they
are expressing their own thoughts. The repeated defense of their ideas builds confidence and they are also
encouraged to learn from others and share others thoughts. The last step of the inverted pyramid is whole
group. After small groups have met for an adequate time, bring them all together as a class to share their
analysis.
Appropriate use: This strategy can be used in small group and in whole group instruction.

KWHL Chart
APA Citation: http://k20center.ou.edu/files/9414/1634/1443/K-W-H-L_Graphic_Organizer.pdf
Brief description: Students use this graphic organizer to investigate a topic, lesson, or problem. Ways to
use this graphic organizer are to analyze a video clip, a document, or artifact, conduct research, gather
information, or solve a problem.
Procedure: The students complete a task using the graphic organizer. What I know students brainstorm
all they know about the topic or problem. What I dont know what would the students like to learn, know
solve, or questions. How will I find the information students conduct investigations or research and list
resources, text, pages, or methods. What have I learned students summarize the findings or solutions.
Appropriate use: The teacher will use the KWHL chart in a whole group setting. It can be used as an
anticipatory set to get students excited to learn about a new topic.

PALS (Peer Assisted Learning Strategies)

APA Citation:
Brief description: PALS is a peer-tutoring program that incorporates three reading strategies: partner
reading and retelling, paragraph shrinking, and prediction relay.
Procedure: The students are put in pairs and take turns being the tutor and the tutee. To form pairs, the
teacher ranks the students from highest to lowest reading achievement. To decrease the disparity of the
reading ability of the pairs, the list is split in half. The first student listed on the first half of the list is paired
with the first students on the second half of the list. During partner reading and retelling, the stronger
reader reads for five minutes, while the weaker reader serves as the coach by identifying errors,
demonstrating correction procedures, and giving points for each sentence read correctly. After the first
student reads, the coach asks what they have learned. The students switch roles for the second five
minutes and follow the same procedure. During paragraph shrinking, the students come up with their own
main idea statements. The stronger reader reads one paragraph at a time. After reading each paragraph,
the reader determines the main idea by responding to the following: Name the most important who or

what in the paragraph. Tell the most important information about the who or what. Say the main idea in 10
words or less. The reader receives one point for each correct response. The tutor uses a correction
procedure to help the reader change inaccurate main idea statements. The first reader reads and shrinks
paragraphs for five minutes before the students switch roles. The second reader does not read the same
material. Prediction relay increases comprehension and heightens students interest in the selection they
are reading. Before reading half a page, the stronger reader has two minutes to predict what he or she
might happen. After reading for five minutes, the stronger reader has two minutes to evaluate the
prediction. The students switch roles and follow the same procedure.
Appropriate use: This strategy was designed to be used with all students in kindergarten through 5th
grade.

Part-to-Whole

Readers Theatre