{"id":410,"date":"2019-10-20T20:01:02","date_gmt":"2019-10-21T01:01:02","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/?page_id=410"},"modified":"2019-11-07T18:34:35","modified_gmt":"2019-11-07T23:34:35","slug":"explicit-instruction-case-study-part-two","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/explicit-instruction-case-study-part-two\/","title":{"rendered":"Explicit Instruction Case Study Part Two"},"content":{"rendered":"

\"Case<\/p>\n

In the first part of the case study, we saw how Mrs. Adams used the elements of explicit instruction.\u00a0 Let’s review what she did in her lesson introduction:<\/p>\n

Element #1<\/strong> – She focused her content on digraphs and chose to start with the digraph “sh.”<\/p>\n

Element #5<\/strong> – She began her lesson by telling students what they will be learning and what they will be able to do by the of the lesson.<\/p>\n

Element #6<\/strong> – She reviewed individual letters sounds for “s” and “h” before beginning her instruction on digraphs.\u00a0 She wanted to make sure students knew that “s” and “h” will make a combined different sound in the digraph “sh.”<\/p>\n

Element #8<\/strong> – She used clear and concise language with students.\u00a0 She used the term digraph to explain what “sh” was and the term “letter sounds” to refer to individual sounds.<\/p>\n

Element #11<\/strong> – She provided students the opportunity to coral respond to letter sound prompts.<\/p>\n

Element #13<\/strong> – She provided quick and affirmative feedback after each student choral response.<\/p>\n

 <\/p>\n

Let’s see how Mrs. Adams continues her lesson with the elements of explicit instruction.\u00a0<\/strong><\/p>\n

 <\/p>\n

“Alright, now that we know what sound the digraph “sh” makes, let’s look at some examples and non-examples of “sh” in a word.\u00a0 These will help us to identify when a word has “sh” and when it doesn’t.<\/p>\n

“Let’s look first at the features we know make “sh” a digraph.”\u00a0 (Presents each students with a small card with the letters “sh” the sound “sshh” and a picture and the word for “shark.”<\/p>\n

 <\/p>\n

\"SH<\/p>\n

 <\/p>\n

“These are everything that work needs to have the digraph “sh” in it.\u00a0 It must have the letters “s” and “h” right next to each other, the letters “sh” must make the sound “sh” and they can be at the beginning of a word.”<\/p>\n

“Before we start our examples and non-examples, let’s practice the sound for the digraph “sh” again.\u00a0 (Presents students with letter card for “sh.”)<\/p>\n

 <\/p>\n

\"Letter<\/p>\n

 <\/p>\n

“This is the digraph “sh.”\u00a0 The digraph “sh” says “sshh”\u00a0 What sound does the digraph “sh” make?\u00a0 Everyone – “sshh.”\u00a0 Very good, the digraph “sh” says “sshh.”<\/p>\n

“Let’s practice some examples and non-examples.”<\/p>\n

(Mrs. Adams has created a variety of examples and non-examples.\u00a0 Some of the examples have words with and without “sh” and pictures of words that have the sound “sshh” in them.\u00a0 She wants the students to be able to distinguish “sh” both in written words and auditory in spoken words.”<\/p>\n

“Here is our first word to look at.\u00a0 While we are looking at our examples and non-examples, use you “sh” card to help you.”<\/p>\n

“This is the word ship.”\u00a0 (Presents students with the word card ship).<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

“Ship is an example of the digraph “sh.”\u00a0 The letters “sh” are together at the beginning of the word and the letters “sh” in ship say “sshh.”\u00a0 This is an example of the digraph “sh.”<\/p>\n

Let’s look at another card. (Presents students with the word card “hats.”<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

This is a non-example of the digraph “sh.”\u00a0 The letters “sh” are not together and they do not say “sh.”\u00a0 In this word, “h” is and the beginning and “s” is at the end.\u00a0 Those letters say “huh” and “sss.”\u00a0 This is a non-example of the digraph “sh.”<\/p>\n

Let’s look at another card. (Presents students with a card with a “shop” on it.)<\/p>\n

 <\/p>\n

\"Picture<\/p>\n

 <\/p>\n

“This is a shop.\u00a0 The word “shop” has the sound “sshh” in it.\u00a0 This is an example of a word with the digraph “sh” in it.\u00a0 Let’s break the sounds apart “sshh” and “op.”\u00a0 This word has “sshh” in it so this is an example of digraph “sh.”<\/p>\n

“Let’s look at one more card.” (Presents students with a picture of a stick)<\/p>\n

 <\/p>\n

\"Picture<\/p>\n

 <\/p>\n

“This is a stick. A stick is not an example of a “sh.”\u00a0 This sound does not have the sound “sh” in it.\u00a0 This word does not have the sound “sshh” in it and this is a non-example of the digraph “sh.”<\/p>\n

“Now that we have seen some examples and non-examples of the digraph “sh,” let’s practice some together.”<\/p>\n

\"Break<\/p>\n

 <\/p>\n

Let\u2019s break down Mrs. Adam\u2019s lesson introduction and identify which of the elements of explicit instruction that she used.<\/p>\n

In this part of her lesson, Mrs. Adams has provided her students with a range of examples and non-examples for the digraph “sh.” (Element #9)<\/strong><\/p>\n

She is delivering this portion of the lesson at a brisk pace, to eliminate students being off task while she presents the examples and non-examples. (Element #14)<\/strong><\/p>\n

 <\/p>\n

Let\u2019s visit Case Study Part 3 to see how Mrs. Adams continues using the elements of explicit instruction in her lesson.\u00a0\u00a0<\/strong><\/p>\n

 <\/p>\n

Click on the image below to see Case Study Part 3.\u00a0\u00a0<\/strong><\/p>\n

\"Click<\/a><\/p>\n

 <\/p>\n

\"To<\/a><\/p>\n

 <\/p>\n

References:<\/strong><\/p>\n

Archer, A. L., & Hughes, C. A. (2011).\u00a0Explicit instruction: Effective and efficient teaching<\/i>. New York: Guilford Press.<\/p>\n","protected":false},"excerpt":{"rendered":"

In the first part of the case study, we saw how Mrs. Adams used the elements of explicit instruction.\u00a0 Let’s review what she did in her lesson introduction: Element #1 – She focused her content on digraphs and chose to start with the digraph “sh.” Element #5 – She began her lesson by telling students…<\/p>\n","protected":false},"author":8585,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-410","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/410","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/users\/8585"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/comments?post=410"}],"version-history":[{"count":10,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/410\/revisions"}],"predecessor-version":[{"id":1185,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/410\/revisions\/1185"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/media?parent=410"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/tags?post=410"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}