Instructional Routines:
Effective and Efficient Teaching
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Anita L. Archer, Ph.D.
archerteach@aol.com
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Video #1
Record any good instructional practices.
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Video #1
Record any good instructional practices.
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What are Instructional Routines?
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Systematic procedures
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Introducing information, strategies, skills, or
vocabulary terms
Practicing information, strategies, skills, or
vocabulary terms
Used consistently
Embedded in curriculum materials OR
Added by the instructor
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What are benefits to students?
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Students can attend to the content
rather than task.
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Students will know how to participate in
the lesson.
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Students will be more confident.
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What are benefits to teachers?
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Teachers become VERY familiar with
the instructional routine.
As a result,
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Their pace will be brisk.
Students will be more attentive.
Preparation will take less time.
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Instructional Routines - Skills
and Strategies
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Model
I do it.
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Prompt
We do it.
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Check
You do it.
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Instructional Routines - Skills
and Strategies
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Model (I do it.) “My turn.”
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Show
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Tell
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Proceed step-by-step.
Exaggerate the steps.
Tell students what you are doing.
Tell students what you are thinking.
Gain Responses
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Ask for responses.
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Paragraph Shrinking
1.
2.
3.
Paragraph Shrinking
Name the who or what.
(The main person, animal, or thing.)
Tell the most important thing about
the who or what.
Say the main idea in 10 words or
less.
(From the PALS program by Fuchs, Mathes, and Fuchs)
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Video #2
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Good practices
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Instructional Routines - Skills
and Strategies
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We do it. (“Let’s _____ together.)
Prompt verbally.
- Guide or lead students through the
strategy.
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Step - do - Step - do - Step - do - Step - do
Gradually fade your prompt.
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Instructional Routines - Skills
and Strategies
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You do it. (“Your turn.)
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Check for understanding.
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Verify students’ understanding before
independent work is given.
Carefully monitor students’ responses.
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Instructional Routines - Skills
and Strategies
Explicit Instruction of Skills/Strategies
Model I do it.
Prompt We do it.
Check You do it.
My turn.
Let’s do this together.
Your turn.
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Example A
Sounding Out VC, CVC, CVCC, CCCVC words
sip
fit
lip
tip
rim
Teaching Procedure #1
1. When I touch a letter, I’ll say its sound. I’ll keep saying the
sound until I touch the next letter. I won’t stop between sounds.
2. My turn to sound out this word. (Touch under each letter and say the
sound. Hold continuous sounds and say stop sounds quickly. Don’t stop
between sounds.)
3. Sound this word with me. (Touch under each letter.)
4. Your turn. Sound out this word by yourselves. (Touch under each
letter.)
5. What word?
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Example B
Sounding Out VC, CVC, CVCC, CCVC words
mom
top
shop
dot
1. (Write the first letter on the board.) What sound?
2. (Write the second letter on the board.) What sound?
3. (Move your hand under the two letters.) Blend it.
4. (Write the third letter.) What sound?
5. (Move your hand under the letters.) Blend the sounds.
6. What word?
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Example C
Sounding Out Words with Letter Combinations
rain
train
paint sail
seal
Precorrection Procedure
1.
2.
3.
4.
What sound?
What word?
(Point to the underlined letters.)
(Point to the word.)
(Have students reread the list without the precorrection.)
(Have individual students read the words or have them read the words to their
partner.)
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Example D
Decoding Words with Onset Rime
1. (Point to rime.) This part is an . What part?
2. Get ready to read words that end with an.
3. (Point to new word.) What word?
4. (Point to next word.) What word?
5. (Continue with additional word.)
an
ran
ban
fan
man
Stan
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Instructional Routines Vocabulary
Instructional Routine
1.
2.
3.
4.
Introduce the word.
Provide a “student-friendly explanation.”
Illustrate with examples.
Check understanding.
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Instructional Routines - Vocabulary
Video #3 - Record good instructional
practices.
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Instructional Routines - Vocabulary
(Note: Teach words AFTER you have read a story to
your students and BEFORE students read a
selection.)
Step 1. Introduce the word.
a)
b)
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?”
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Instructional Routines - Vocabulary
Step 2. Present a student-friendly explanation.
a)
Tell students the explanation. OR
b)
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 _______________.”
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Instructional Routines - Vocabulary
Step 3. Illustrate the word with examples.
a)
b)
c)
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.”
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Instructional Routines - Vocabulary
Step 4.
Option #1.
Check students’ understanding.
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?
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Instructional Routines - Vocabulary
Step 4.
Option #2.
Check students’ understanding.
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.
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Instructional Routines - Vocabulary
Step 4.
Option #3.
Check students’ understanding.
Have students generate their own
examples.
Check students’ understanding with me.
“Tell your partner a time when you were
relieved.”
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Instructional Routines - Vocabulary
Step 4.
Option #4.
Check students’ understanding.
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________.”
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Video #2
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Good practices
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Instructional Routines Practice (Spelling)
Word Dictation
1.
Teacher says the word.
2.
Teacher says the word in a sentence.
3.
Students repeat the word.
4.
Teacher and students put up one finger for each sound
in the word. OR Teacher and students put up one finger
for each part of the word.
5.
Students say the sounds/parts to themselves as they
write the word.
Feedback
6.
Teacher writes the word on the board or overhead.
Students compare their word to model.
7.
If a student has made an error, the student crosses out
the word and rewrites the word.
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A final word
Instructional Routines make
teaching more effective and
efficient.
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