Explicit Instruction Implementation Log
Explicit Instruction Implementation Log
Date: December 2006
District: Lewis Central Community Schools
School: Kreft Primary School
Name/Grade Level or Role: Carrie Johnson, K/1 classroom
Check One:
__X__ I am using this log to plan or record notes for my lesson.
_____ I am using this log as I observe my collaborative partner: _________________
_____ I am using this log as I observe a live or videotaped demonstration during staff
development:_____________________________________________________
1. Lesson focus
Concept, process, skill, or strategy selected:
Vocabulary: Structural Analysis: recognizing and using the suffix –y to understand
the meaning of words
___1_ (#) Lesson in this explicit instruction sequence
2. Resources
—used for teacher modeling/demonstration and students’ practices and application
activities:
pocket chart
word cards (baby, candy, sandy)
sentence strips, word cards
post-it notes for independent practice
3. Lesson Introduction
Include introductory statement about what students will be learning to do and a
brief explanation of why or how the concept, process, skill, or strategy will be useful
to them as readers:
“Boys and girls I want to go back to a group of words we worked with yesterday
that ended with –y and made the long e sound. A few examples of words we
worked with yesterday were baby, candy and sandy. We know that good readers
know how to recognize patterns in words to help them correctly pronounce and
read words. Good readers also know that certain letters or groups of letters
at the beginning or end of words can help a reader know more about the meaning
of the word. Remember how we have learned that adding –ed to the end of the
root words jump, plant, and call changes the words to jumped, planted, and called.
Adding the letters –ed to the end of words changes the meaning of the words.
It tells the reader that something has already happened.”
“Today we will learn that by adding a –y to the end of a root word changes the
meaning of the word. I want to show you how adding a –y in particular words
means something special. When you take a root word and add a –y it helps you
as a reader describe something.”
4. Teacher Models and Demonstrations
Include key statements that describes your thinking as you apply the concept or
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Explicit Instruction Implementation Log
strategy:
“Here is a word we worked with yesterday. (Put sandy in the pocket chart).
Everyone read it to yourself. Now read it out loud. That’s right – it is the word
sandy.
Listen while I share my thinking as I read the word sandy and use what I know
about adding the –y to a root word to change the word’s meaning, and how this
helps me as a reader understand the meaning of the word sandy. As I read the
word sandy, I know that the root word of sandy is sand. (Put sand in the pocket
chart. I know that sand is made up of very tiny pebbles of rock. When the letter
-y is added to the root word sand to make the word sandy, it helps me understand
what the beach is like. I can describe the beach as having a lot of sand. The
word ‘sandy’ is describing what the beach is like. So, we can say ‘The beach is
very sandy.’ (Put the sentence “The beach is sandy” in the pocket chart).
Let’s take another word we know how to read. (Put wind in the pocket chart).
Everyone read the word to yourself. Now read it out loud. That’s right – the
word is wind. I know the word wind means air that moves. Now let’s add a –y
to the end of the root word wind. (Put windy in the pocket chart). Everyone
read it to yourself. Now read it out loud. That’s right; the word is windy. I know
that recognizing that a –y was added to the root word wind in this sentence – It
is a windy day – will help me as a reader to understand what the day is like.
(Put the sentence: It is a windy day -in the pocket chart). The day is very
windy which means the air is moving around a lot on that particular day. The
word windy is describing what the day is like.
Let’s take one more word we know how to read. (Put sun in the pocket chart).
Everyone read it to yourself. Now read it out loud. That’s right, it is the word
sun. I know the word sun is talking about the bright yellow star in the sky that
heats the earth. Now let’s add a –y to the end of the root word sun. (Put sunny
in the pocket chart). Everyone read it to yourself. Now read it out loud. That’s
right, the word is sunny. I know that recognizing that a –y was added to the root
word sun in this sentence – It was a sunny day for swimming – will help me
as a reader to understand what the day is like. Sunny describes what kind of day
it is. (Put the sentence: “It was a sunny day for swimming” in the pocket
chart). The day was very sunny which means on the day they went swimming
the sun was shining and it wasn’t raining, or there were no clouds in the sky.
You may have noticed that when I added the letter –y to the word sun, I also
added another letter n. Sunny is an example of a time you will need to add an
additional letter to spell the word correctly when adding the suffix –y. Who can
tell me what the word is when you add a –y to change the end of the root word
fun? (Have students respond). That’s right – the word is funny. As I send you
out to find root words that have been changed by adding –y you will find other
examples of words that have double letters before the –y.
So boys and girls, you can see that when a reader recognizes that a letter or
group of letters has been added to the end or the beginning of a root word it
can change the meaning of the word. When you take a root word and add a –y
to the end of the word, it helps you as a reader understand how something or
someone can be described. Now that you know how to read words like this you
can also think about using them in your writing. Authors use words like these
descriptions (sandy, windy, sunny), so we get a better picture as readers about
the things they are writing about. You can use words like these too in your own
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writing.”
5.
a. Students’ Practice and Application Activities
Describe the activity and what is said to students as they begin their practices:
“Now you will get a chance to practice reading some words that end with –y.
I want you to first read the word and then I want you to think of a sentence in
which you could use the word you are reading. I want you to be ready to explain
your thinking as you figured out how knowing that adding –y to the root word
helped you understand what the word means. Let’s read together each of the
words first. (Place word cards in pocket chart: rain, snow, cloud, itch, mud
dirt, sleep). Read root words one at a time aloud with students. Then unfold the
word card to reveal the –y added to the end. Read aloud the new word with the
students. Then ask for students to use the words in a sentence and explain their
thinking about how adding a –y to the end of the word helped them describe
someone or something.”
“Boys and girls as you are reading here at school or home, see if you come across
words that have a –y added to the end. Pay careful attention to see if it is a word that
is describing someone or something, and look to see if you know what the root word is.
We will start a list of all the –y words you find as well as their root words.”
(Put up a chart for students to write words with –y suffix and their roots that they come
across when they are reading).
b. Data Collection
What data will you collect to determine student progress?
I will listen and observe as students share aloud sentences with words containing
the suffix -y and explain how adding the –y helped them be able to describe
someone or something. If students are experiencing difficulty, I will provide additional
modeling and practice individually or in small groups.
c. Reflections on Student Responses:
__16__ (#) Students who have performance and cognitive control
___4_ (#) Students who are making good progress
_____ (#) Students who are struggling
6. Items To Address or Emphasize in the Next Lesson
—in the explanation, modeling, or design of activities and selection of materials:
Students need to have practice reading words that follow the pattern of a y at the
end being a suffix changing the word’s meaning to describe someone or something,
as well as words that end in y but do not follow this pattern. I will address this in
the next lesson.
7. Monitoring Transfer
What student actions, statements, or products will you look for after the lesson(s)
as evidence that students have transferred the application of the targeted concept,
process, skill, or strategy to real reading situations?:
I will observe students during instructional and independent activities focused
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on reading and writing to see how they use this skill. I will look for opportunities to
ask them to explain their thinking when I see evidence of them applying their
knowledge of the suffix –y to help them determine meanings of words that are
unfamiliar to them.
Collaboration Data
In the last five school days, have you worked with your collaborative partner
to select and rehearse explicit instruction components?
__X_ Yes
____ No
If “Yes,” how many times? __1__
In the last five school days, have you demonstrated an explicit instruction
lesson (with students) for your collaborative partner?
__X_ Yes
____ No
Questions about explicit instruction lessons:
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If “Yes,” how many times? __3__
Explicit Instruction Implementation Log
E.F. Calhoun, The Phoenix Alliance.
Updated January 2004
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Explicit Instruction Implementation Log
Updated January 2004
Last edited 02-13-04