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Table of Contents

Reproducibles are in italics.

About the Authors

Introduction

The Overall Model

The Need for Subject-Specific Models

This Book

1 Reading Research and a Reading-Specific Model of Instruction

Reading Research

Development-Based Reading Instruction

Summary

Part I: Feedback

2 Providing and Communicating Clear Learning Goals

Element 1: Providing Scales and Rubrics

Element 2: Tracking Student Progress

Element 3: Celebrating Success

Summary

3 Using Assessments

Element 4: Using Informal Assessments of the Whole Class

Element 5: Using Formal Assessments of Individual Students

Summary

Part II: Content

4 Conducting Direct Instruction Lessons

Element 6: Chunking Content

Element 7: Processing Content

Element 8: Recording and Representing Content

Summary

5 Conducting Practicing and Deepening Lessons

Element 9: Using Structured Practice Sessions

Element 10: Examining Similarities and Differences

Element 11: Examining Errors in Reasoning

Summary

6 Conducting Knowledge Application Lessons

Element 12: Engaging Students in Cognitively Complex Tasks

Element 13: Providing Resources and Guidance

Element 14: Generating and Defending Claims

Summary

7 Using Strategies That Appear in All Types of Lessons

Element 15: Previewing Strategies

Element 16: Highlighting Critical Information

Element 17: Reviewing Content

Element 18: Revising Knowledge

Element 19: Reflecting on Learning

Element 20: Assigning Purposeful Homework

Element 21: Elaborating on Information

Element 22: Organizing Students to Interact

Summary

Part III: Context

8 Using Engagement Strategies

Element 23: Noticing and Reacting When Students Are Not Engaged

Element 24: Increasing Response Rates

Element 25: Using Physical Movement

Element 26: Maintaining a Lively Pace

Element 27: Demonstrating Intensity and Enthusiasm

Element 28: Presenting Unusual Information

Element 29: Using Friendly Controversy

Element 30: Using Academic Games

Element 31: Providing Opportunities for Students to Talk About Themselves

Element 32: Motivating and Inspiring Students

Summary

9 Implementing Rules and Procedures

Element 33: Establishing Rules and Procedures

Element 34: Organizing the Physical Layout of the Classroom

Element 35: Demonstrating Withitness

Element 36: Acknowledging Adherence to Rules and Procedures

Element 37: Acknowledging Lack of Adherence to Rules and Procedures

Summary

10 Building Relationships

Element 38: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students

Element 39: Understanding Students’ Backgrounds and Interests

Element 40: Displaying Objectivity and Control

Summary

11 Communicating High Expectations

Element 41: Demonstrating Value and Respect for Reluctant Learners

Element 42: Asking In-Depth Questions of Reluctant Learners

Element 43: Probing Incorrect Answers With Reluctant Learners

Summary

12 Developing Expertise

Step 1: Conduct a Self-Audit

Step 2: Select Goal Elements and Specific Strategies

Step 3: Engage in Deliberate Practice and Track Progress

Step 4: Seek Continuous Improvement by Planning for Future Growth

Summary

Afterword

Appendix A: Framework Overview

Appendix B: Orthography Exercises

Exercise 1: Spelling English Phonemes

Exercise 2: Pronunciations

Exercise 3: Plurals

Exercise 4: Suffixes

Exercise 5: Permissible Spelling Patterns

Appendix C: Reading in the Disciplines

Appendix D: List of Figures and Tables

References and Resources

Index