Short forms of:



Short forms of:

Assessing and Improving Curriculum Materials and

Assessing and Improving Instruction and the Classroom Environment | |

|CURRICULUM MATERIALS |

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|1. Materials (especially programs) (1) are consistent with scientific research on instruction (this is called “research based”); |

|and (2) have been field tested and shown to be effective with scientific research (this is called “evaluation research.” Level 3 |

|is preferred). |

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|Are claims of effectiveness based on empirical research or on a sales pitch? |

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|Is there any research on the materials? |

|What level(s)? |

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|Is the research (“research base”) generally adequately designed so that credible conclusions can be drawn? |

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|a. Some resources on scientific research. |

|Kozloff. Research vocabulary. |

|Three Levels of Research |

|Telling the difference between baloney and serious claims doc |

|Telling the difference between baloney and serious claims ppt |

|Assessing the Quality of Research Plans and Publications ppt |

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|Checklist of guidelines for evaluating research and research claims doc |

|Checklist of guidelines for evaluating research and research claims html |

|Comprehensive Guidelines for Evaluating Research and Publications |

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|Some resources on “research based instruction.” |

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|Are features of the materials (e.g., what is taught, scaffolding) consistent with scientific research? |

|1. Cotton, K. (1995). Effective school practices: A research synthesis 1995 Update. |

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|2.    Kozloff, M.A. (2002). Sufficient Scaffolding, Organizing and Activating Knowledge, and Sustaining High Engaged Time. |

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|3.    Rosenshine, B. (1997). Advances in Research on Instruction. |

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|4.    Rosenshine, B. (1997). The Case for Explicit, Teacher-led, Cognitive Strategy Instruction. |

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|5.    Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools |

|for Educators. |

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|6.    Anderson, J.R., Reder, L.M., & Simon, H.A. Applications and Misapplications of Cognitive Psychology to Mathematics Education.|

|Department of Psychology. Carnegie Mellon University. Pittsburgh, PA 15213. |

|Online at |

|7.   Dixon, R. "Review of High Quality Experimental Mathematics Research." University of Oregon.  National Center to Improve the |

|Tools of Educators. |

|       On-line at |

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|8. Follow Through. The Largest Education Evaluation |

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|Effective School Practices, on Project Follow Through. |

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|Follow Through figure 1. |

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|Follow Through figure 2. |

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|Follow Through figure 3. |

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|9. Reading |

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|Reading First. [Main features of effective reading instruction] ppt |

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|Reading First.html |

|Big Ideas in Beginning Reading.  Identification of the big five reading skills; research reviews; methods of instruction.  MUST |

|SEE!   |

|"Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten Through Grade 3 |

|Materials from National Institutes of Child Health and Human Development |

|Materials from National Institutes of Child Health and Human Development |

|National Institute for Literacy Partnership for Reading.  Large literature reviews and position papers. |

|"Teaching Reading IS Rocket Science" (Must read!!! What teachers need to know.) |

|c. Some resources on evaluation research. |

|Go to publishers’ websites and look for research on products. Also, use Google and JSTOR. |

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|Sopriswest materials. |

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|Curriculum Associates materials. |

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|Hempenstall. Research on 100 Easy Lessons. |

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|Haddox. Research on 100 Easy Lessons. |

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|Strengths, Weaknesses, Improve How? |

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|Teach Your Child to Read in 100 Easy Lessons: (1) is research based (its features have been tested and validated by scientific |

|research (e.g., Cotton, Ellis, Rosenshine); and (2) has been field tested. |

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|Research based. Features of 100 Easy Lessons that are research-based include the following: |

|(1) distributed practice (cumulative review) to build retention. |

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|(2) systematic (step by step), explicit (teacher explains and shows), direct (teacher focuses on objectives) instruction (e.g., |

|model, lead, test). |

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|(3) work on fluency and generalization. |

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|(4) clear objectives. |

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|(5) lessons involve review and firming of recent skills and pre-skills; teaching new material; review of new material. |

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|(6) all errors are corrected. |

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|Field Test |

|(1) 100 Easy Lessons is a shortened version of Reading Mastery. Reading Mastery has been extensively tested and shown to be |

|effective. |

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|(2) Reading Mastery (originally called DISTAR Reading) was tested with thousands of children in project Follow-Through. |

|Effective School Practices, on Project Follow Through. |

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|(3) 100 Easy Lessons was also field tested in a project conducted by Kerry Hempenstall. Research on 100 Easy Lessons. |

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|2. Curriculum materials (lesson-based programs and textbooks) should teach knowledge systems, such as math, beginning reading, |

|biology, history. |

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|You should NOT use materials that teach faddish, unvalidated, or fashionable “methods,” such a multiple intelligence, learning |

|styles, and brain-based instruction. |

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|Strengths, Weaknesses, Improve How? |

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|100 Easy Lessons teaches the knowledge system of beginning reading. |

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|3. Well-designed materials provide a comprehensive and varied sample of knowledge (e.g., equations to solve, poems to analyze, |

|words to decode). |

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|Note. You are supposed to “align” instruction with your state’s standard course of study. But who says that IT is adequate? You |

|have to rely on research and expert opinion. |

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|a. See state standard course of study. |

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|Curriculum Standards |

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|b. See expert opinions on different subjects or knowledge systems. |

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|Reading. |

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|Reading First ppt and html |

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|Big Ideas in Beginning Reading |

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|Strengths, Weaknesses, Improve How? |

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|100 Easy Lessons focuses on four of the elementary reading skills: phonemic awareness, alphabetic principle (letter-sound |

|correspondence and sounding out/decoding); fluency, and comprehension. |

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|The main phonemic awareness skills taught are blending (compound words and regular words, such as run) and segmenting. |

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|The alphabetic principle is taught throughout the program. |

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|Comprehension begins in lesson 13 and continues throughout the program. It begins with picture comprehension and then moves to |

|story comprehension. |

|Comprehension questions are literal (the answer is stated in the text), inferential (the answer requires integrating information |

|spread in the text), and evaluative (e.g., “Why?” questions). |

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|A variety of fluency skills are taught: saying sounds in isolation fast; reading letter-sounds fast; reading words fast; reading |

|word lists fast; reading sentences fast; reading stories fast. |

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|100 Easy lessons has little work on the fifth basic skill—vocabulary. |

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|Procedures for Teaching Vocabulary to Add to 100 Easy Lessons |

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|Teaching Vocabulary by Modeling (Examples): |

|When it is impossible to use language to explain the meaning of a word (e.g., between, in). |

|Model positive and negative examples of the new concept. (e.g., "This is a mitten." or "This is not a mitten."). |

|Test student on their mastery of the examples (e.g., "Is this a mitten or not a mitten?"). |

|Present different examples of the new word along with examples of other previously taught words. Ask for names (e.g., "What is |

|this?", "What color is this?" or "Tell me how I'm writing."). |

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|Teaching Vocabulary by Synonyms: |

|When a student knows a word(s) that can explain the meaning of a new, unknown word (e.g., damp means a little wet). |

|Teacher equates a new word (huge) with a known word(s) (very big). (e.g., "Here is a new word. Sturdy. Sturdy means strong."). |

|Teacher tests a set of positive and negative examples for the new word. (e.g., "Tell me sturdy or not sturdy."). |

|Teacher provides practice in applying several recently taught synonyms. (e.g., "Is that sturdy? Is it tidy? Is it mild?"). |

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|When Teaching Synonyms |

|Use words students know |

|Test on a range of positive and negative examples |

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|“Huge means very big.” |

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|“What does huge mean?” |

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|“Tom put his pet in his pocket. Was his pet huge?” |

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|“The animal wouldn't fit through the door. Was the animal huge?” |

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|Teaching Vocabulary by Definitions: |

|When students have adequate language to understand a longer explanation and when the concept is too complicated to be explained |

|through a synonym (e.g., service station is a place where gasoline is sold and cars are repaired). |

|Teacher tells the students the definition and has them repeat it. (e.g., "An exit is a door that leads out of a building. What is |

|an exit?"). |

|Teacher tests the students on positive and negative examples to ensure that the students understand the definition and that they |

|are not just memorizing a series of words. ("Is this an exit or not an exit? How do you know?"). |

|Teacher provides a review of previous words. ("What is this? How do you know?"). |

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|4. Well-designed curriculum materials have scope and sequence charts (or at least subject matter outlines) showing how knowledge |

|is organized—what is covered, and when. |

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|Scope and Sequence for 100 Easy Lessons |

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|Language arts. |

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|Strengths, Weaknesses, Improve How? |

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|100 Easy Lessons does not contain a scope and sequence chart. However, it does list all of the letter-sounds in sequence. (page |

|17) |

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|5. In well-designed materials, lessons, units (sequences of lessons), or textbook chapters are built consistently from knowledge |

|items selected from important strands (groups of knowledge). For example, each lesson or unit includes new vocabulary, big ideas, |

|important facts. |

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|Strengths, Weaknesses, Improve How? |

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|Lessons draw on all of the strands, as these are introduced. For example, later lessons work on new sounds (letter-sound |

|correspondence) and decoding, fluency, and comprehension. |

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|6. Well-designed materials, lessons, units (sequences of lessons), or textbook chapters state and focus instruction on specific |

|objectives—what students will do. |

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|Instructional Objectives |

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|Strengths, Weaknesses, Improve How? |

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|Specific objectives are not started, but the objectives are obvious given the name of the task (e.g., “sounds introduction”) and |

|how the task is framed (“Here’s the first sound you’re going to write”---p. 147). |

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|7. Well-designed materials teach knowledge items in a logical sequence. They |

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|a. Teach elements or parts (necessary pre-skills and background knowledge) before teaching new material that requires skill with |

|the parts. |

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|Pre-skills are always taught before the “composite skills” that include the pre-skills. For example, students learn to say sounds,|

|to segment and blend sounds, and to read letter-sounds (m says mmm) before they are taught to blend letter-sounds into words. |

|(Lessons 1-3) |

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|b. Teach pre-skills and background knowledge early enough and continually, so that students are firm. |

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|Pre-skills are reviewed almost every lesson. Pre-skills for the most complex skills (e.g., text comprehension) are introduced |

|early and reviewed until the complex skill is introduced. |

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|For example, text comprehension requires skill at pronunciation, blending sounds into words, letter-sound correspondence and |

|sounding out, and fluency. These are worked on throughout the program. |

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|c. Teach what is more general and more frequent before what is irregular or uncommon. |

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|Regular words are introduced before irregular words. See lesson 39, Task 3 for the “funny word” format. |

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|d. Separate instruction on similar and confusing knowledge items. |

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|For example, b and d are separated by 42 lessons (p. 17). |

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|e. Teach what is more useful before what is less useful. |

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|Begin with terminal objectives and work backwards. Are pre-skills taught and reviewed before the current task that requires the |

|pre-skills? |

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|Do a skills trace. Pick a skill or strand (e.g., letter-sound correspondence). Are examples taught in a logical sequence? |

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|Task Analysis |

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|Strengths, Weaknesses, Improve How? |

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|Program meets all of the above criteria for a logical progression. |

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|8. Well-designed materials, lessons (math, writing, spelling, reading, or foreign language programs) or chapters (history or |

|science textbooks) are a series of smaller, knowledge-rich units (chunks), such as tasks, exercises, or paragraphs. [No filler and|

|pc baloney.] |

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|Each chunk serves a clear instructional function. Ask, “What is THIS section supposed to do? It better: |

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|a. Teach something new (facts, concepts, rules, theories, cognitive routines). |

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|b. Summarize. |

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|c. Build fluency. |

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|d. Review and probes/tests (retention). |

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|e. Expand---add more to existing facts, examples, concepts. |

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|f. Generalize knowledge to new examples. |

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|g. Strategically integrate---combine information into a larger whole, such as an explanatory essay, or a research project. |

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|Strengths, Weaknesses, Improve How? |

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|The program meets all of the above criteria. Each lesson reviews, builds fluency, adds more examples, and integrates pre-skills or|

|part-skills into composite skills. |

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|9. Well-designed materials (either lesson-based programs or textbooks) teach new knowledge (phase of acquisition) in a systematic |

|and explicit (focused) way: |

|[See also “Assessing and Improving Instruction” ] |

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|a. Review and firm prior knowledge. |

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|b. Regarding new knowledge, gain attention, frame new task, model, lead, test/check, verification; correct errors; more examples; |

|delayed acquisition test. |

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|[Procedures appropriate for each form of knowledge (fact, list, sensory concept, higher-order concept, rule, routine) are used.] |

|Forms of Knowledge |

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|Procedures for teaching the four forms of knowledge |

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|c. Review and firm. |

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|Strengths, Weaknesses, Improve How? |

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|(1) The program meets all of the above criteria for review and firming, teaching new information, and review and firm what was |

|covered. See lessons 1, 18, 52. |

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|(2) Concepts (e.g., letter-sound correspondence: r says rrrr) are taught with an example (model) “This sounds is rrrr.” The new |

|sound is then taught with additional examples within words. run, car, charm. |

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|(3) Routines (e.g., sounding out words) are taught by teaching the steps (e.g., first say the sound on the left) and all of the |

|knowledge needed to perform the steps (e.g., sound pronunciation, letter-sound correspondence); and then students are taught to |

|perform the steps in sequence as teacher uses model—lead—test. |

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|(4) Model-lead-test are used. But these are NOT followed by verification; e.g., “Yes, mmm.” Or, “Yes, you read those words the |

|FAST way. |

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|The teacher should add verification after the Test/check. |

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|10. Well-designed curriculum materials adequately cover (teach, assess) all phases of mastery: |

|acquisition (see #9), fluency, generalization, retention. |

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|For each phase, there are stated objectives, instructional procedures, assessment of progress, and suggested remediation (if too |

|little progress) based on assessment data |

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|Phases of Mastery |

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|Phases of Mastery Table |

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|Strengths, Weaknesses, Improve How? |

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|All phases of mastery are taught. For example, in lesson 54, new sounds re introduced (Task 1. acquisition), earlier sounds are |

|reviewed (Task 2. retention); skill is generalized to new words (Tasks 3 and 4); fluency is increased (Tasks 4, 6, 9). |

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|11. Well-designed curriculum materials provide scaffolding; i.e., various kinds of assistance to help teachers communicate |

|information, and to help students acquire, organize, retrieve, and apply information/knowledge. |

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|Examples are stated objectives, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps), |

|summaries, glossaries, wait (or think) time. |

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|Big ideas |

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|Advance organizers |

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|Strengths, Weaknesses, Improve How? |

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|(1) Special orthography is used (e.g., blended letters [ch] connected, macron over long vowels, different shape of the oval in b |

|and d, small e, o, and a to indicate silent) to enable students to read all words despite unusual spellings. E.g., students can |

|read the word “read” WITHOUT being taught a verbal rule about silent a. |

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|(2) Prompts are added to provide directions; e.g., arrows and ball under words and letters. |

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|(3) These are faded out as skill is developed. |

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|INSTRUCTION |

|[Some of the following are also found above, in assessment of curriculum materials.] |

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|1. Students are prepared for new material being taught. They are firm on the pre-skill elements and/or background knowledge. |

|Strengths, Weaknesses, Improve How? |

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|Addressed above. |

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|2. Instruction is designed on the basis of objectives, and focuses precisely on objectives. |

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|Strengths, Weaknesses, Improve How? |

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|Addressed above. |

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|3. Instruction begins with review, especially elements and background knowledge relevant to the current instruction. The teacher |

|corrects errors and firms knowledge or reteaches before introducing new material that requires this background knowledge. |

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|Strengths, Weaknesses, Improve How? |

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|Addressed above. See Lessons 1, 5, 10, 56, 90. |

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|4. The teacher gains student readiness: attention, sitting properly, materials handy. |

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|Strengths, Weaknesses, Improve How? |

|These criteria are satisfied. |

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|5. The teacher frames the instruction by stating the kind of new knowledge to be taught, the objectives, and big ideas that will |

|help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge. |

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|Strengths, Weaknesses, Improve How? |

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|Framing is used throughout. |

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|Big ideas (“We always sound out words”) are presented. |

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|6. The teacher models or presents new information clearly and focuses on the objectives. The teacher: (a) Shares his or her |

|thought processes. (b) Uses clear wording. (c) Repeats the information as needed. (d) Presents one step or item at a time in a |

|verbal chain or a cognitive routine, depending on how many steps or items students can handle. |

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|Strengths, Weaknesses, Improve How? |

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|Modeling is the main method for transmitting information. See Task 1, Lesson 7; Task 1, Lesson 43. |

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|7. The teacher leads students through the application of the new information. |

|Strengths, Weaknesses, Improve How? |

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|The lead portion of direct instruction is usually used. However, the teacher may have to use it more often with some students for |

|whom a model alone is not sufficient. |

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|8. The teacher gives an immediate acquisition test/check to determine whether students learned the new information. The teacher |

|tests/checks every time new information is presented to be sure that students learned it. This is especially important when |

|teaching diverse learners, essential material, and difficult material. |

|Strengths, Weaknesses, Improve How? |

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|The immediate acquisition test usually follows model—lead. See Task 1, Lesson 7; Task 1, Lesson 21. |

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|9. The teacher corrects all errors and/or firms weak knowledge. |

|Matter of fact way and directed to the group. |

|Model. Teacher immediately gives the answer or demonstrates the step. |

|Lead. Students say the answer or do the step with the teacher. |

|Test/check. Teacher asks the question or gives the problem step again. |

|Verification. Specific praise. |

|Retest/starting over. |

|Delayed test. Teacher comes back and checks again. |

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|Strengths, Weaknesses, Improve How? |

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|The program tells the teacher what kids of errors may occur and how to correct them---usually with the above procedure. See Task |

|1, Lesson 1; Task 1, Lesson 19; Task 1, Lesson 21. |

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|10. If new material is a concept, rule-relationship, or cognitive routine, the teacher: |

|Uses a wide and varied range of examples. |

|Juxtaposes examples to reveal sameness. |

|Juxtaposes examples and nonexamples to reveal difference. |

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|Strengths, Weaknesses, Improve How? |

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|The program satisfies this criterion. See juxtapositions to reveal sameness and difference (e.g., at, that) in Task 4, Lesson 19; |

|Task 5, Lesson 5 (seat, hear); Task 7, Lesson 50 (near, ears); Task 4, Lesson 57 (big, bug, pig, bit). |

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|11. The teacher gives a delayed acquisition test (calling on both the group as a whole and then individual students) to determine |

|whether students learned the concept, rule relationship, or cognitive routine from the examples and nonexamples, or whether |

|students remember the set of facts presented. |

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|Strengths, Weaknesses, Improve How? |

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|Delayed acquisition tests are usually at the end of lessons; e.g., Task 5, Lesson 67). |

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|12. The teacher reviews the instruction (e.g., main things taught) and states how what was taught is relevant to next lessons. |

|The review: |

|States what was learned, how it built on what came before, and how it will be built on by next lessons. |

|Has students once more reveal essential knowledge. |

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|Strengths, Weaknesses, Improve How? |

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|This is covered earlier. |

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|13. The teacher uses information from the delayed acquisition test to determine whether students have sufficiently mastered the |

|new material and can advance to the next step of instruction, or whether reteaching or more intensive instruction for some students|

|is needed. |

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|Strengths, Weaknesses, Improve How? |

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|Rules are NOT specified for doing this. Rules should be added; for example, every five lessons. |

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|14. The teacher teaches at a brisk pace by speaking more quickly; staying on task; using words whose meanings are clear; using the |

|same instructional vocabulary from one task to another; cutting out unnecessary words. |

|Strengths, Weaknesses, Improve How? |

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|These criteria are met. |

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|15. The teacher gives frequent opportunities for group (choral) and individual responses to test/check learning. |

|The teacher asks the question first, and then calls on the group or an individual. |

|The teacher think time before calling on the group or an individual. |

|After presenting new information, the teacher calls on the group as a whole. |

|After calling on the group, the teacher calls on individual students, and makes sure to call on students who have made errors or |

|who in general have a harder time learning. |

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|Strengths, Weaknesses, Improve How? |

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|The first two criteria are satisfied. |

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|16. The teacher uses pre-corrections, or reminders, to prevent errors. For example, “When we see an x between two numbers or |

|parentheses, we multiply. What do we do when we see an x between two numbers or parentheses? Multiply. Yes, multiply.” |

|Strengths, Weaknesses, Improve How? |

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|Pre-corrections are sometimes used. For example, Task 2, Lesson 67 (Say it slowly if you can. Don’t get fooled.”); Task 2, step 2,|

|Lesson 32. |

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|17. The teacher uses a questioning technique such as Socratic dialogue as an instructional/communication procedure. |

|Asking questions that probe students’ knowledge. |

|Asking questions that require students to use rules of reasoning. |

|Helping students revise their knowledge. |

|Strengths, Weaknesses, Improve How? |

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|Not applicable. |

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|18. When students are firm on new knowledge (acquisition phase), the teacher works on generalization of knowledge to new examples, |

|fluency, and retention of knowledge. |

|Strengths, Weaknesses, Improve How? |

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|Covered earlier. |

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|Features of a Productive Classroom Environment |

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|19. Increase time available for teaching and time engaged in teaching. |

|Decrease noninstruction activities. |

|Use activities for which students are prepared. |

|Make certain subjects sacred. |

|Use lesson-based materials. |

|Use routines for distributing materials. |

|Teach and practice getting ready for learning. |

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|20. If Possible, teach in small, homogeneous Groups. |

|Give pre-tests or placement tests to place students in groups with other students at the same level or spot in a program. |

|During beginning instruction, keep the group small—say six to eight students. |

|Groups can consist of students from different classes and grade levels (at most two grade levels, as a rule). |

|Note students’ progress. Move students who are making quicker progress to groups with similar students. |

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|21. The teacher uses different kinds of instructional groupings properly, including whole class instruction; small, homogeneous |

|groups; small, heterogeneous groups; and paired peer groups. |

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|22. The teacher establishes a learning community with: |

|A shared group mission. |

|Shared group rules. |

|Shared high expectations. |

|Reinforcement for individual and group achievement. |

|Students sitting near and facing the teacher. |

|Providing frequent opportunities to respond (choral group, and individual). |

|Ensuring mastery of every task. |

|Celebrating progress. |

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