Getting Off to a Great Start with Direct InstructionWashington County

UnionOctober 2013

Direct Instruction “Direct instruction is the dance between the instructor and his or her students to the music of the curriculum. The dance is always a combination of the quantity of actual minutes spent in instruction and the quality of superb instruction during those minutes. It is eyeball-to-eyeball, highly energetic, and highly interactive.”

-Annual Growth for All Students, Catch-Up Growth for Those Who Are Behind

MaterialsTeacher Materials: Corrective Reading Decoding C Teacher

Presentation Books 1 and 2 Teacher’s Guide

Student Materials: Student Book Skill Applications

Program Information Placement Testing Homogeneous Grouping Direct Instruction

Scientifically-Based Reading Program Corrective Reading focuses on decoding and

fluency Reading Success focuses on decoding, fluency,

and comprehension Program Fidelity is a MUST! Instruction should look similar in all classrooms

Program Non-Negotiables Follow the script as written. You can add to but never

skip or change the program. Fast pacing is a must! You should be able to cover at

least one lesson per day. Each lesson contains 10% new material and 90% repeated material. As a result, you must move quickly to cover enough material to have an impact!

Administer and follow mastery test directions. Never proceed until all students are at mastery level (as indicated in directions).

Make sure students are doing daily check-outs to practice and measure fluency.

Program InformationProgram Level Grade Level Range

Reading Mastery K 0.0-1.5

Reading Mastery 1 1.5-2.5

Reading Mastery 2 2.5-3.5

Reading Mastery 3 3.5-4.5

Reading Mastery 4 4.5-5.5

Reading Mastery 5 5.5-6.5

Corrective Reading A 0.0-2.0

Corrective Reading B1 2.0-3.5

Corrective Reading B2 3.5-5.0

Corrective Reading C 5.0-7.0Reading Success 7.0+

Design Teach sub-skills and strategies

New information is controlled and lessons provide cumulative review

Students have ample opportunities to apply skills to mastery

Continuous program assessment & management

Delivery Scripted lessons control the

“language of instruction”

Quick instructional pace and group responses lead to engaged students

Effective correction procedures

Mastery Learning

The LessonSound Attack/Work Attack Skills-

10 min. Group Reading- 15 min. Individual Reading CheckoutsWorkbook Exercises- 10 min.

Sound Pronunciation

SRA Direct Instruction Programs Use Continuous Blending

Sound Pronunciation Guide can be found within: Teacher’s Guide Teaching Practice DVD

Using the Presentation Book

Blue Text = Teacher Script

(Text In Parenthesis) = Action

Black Text in Italics = StudentResponse

Sounds and Orthography Inside Back Cover

RMS K teaches 40 sound symbols Students do not learn letter names until

they reach the middle of RMS 1 A special print Orthography is used to

minimize the confusion for beginning readers

The Orthography is gradually taken away in RMS 1 – Students read normal print by lesson 91 of RMS 1

Practicing Word Attack Go to Corrective Reading Decoding C

Teacher Presentation Book 1- Lesson 1 pg. 2 Star Rules

Signaling Choral Response Tracking

Model Lesson Practice/Feedback

Firming UpFast RoundLightning Round

Connected Text and Questioning Signaling Model Lesson Practice/Feedback

Workbook

• Workbook Exercises Allow for Additional Practice of Newly Learned Skills

• Workbook activities should take no longer than 10 minutes

Practicing Correction Procedures Keep Corrections Procedure Card in

Teacher Manual until you are automatic Keep Corrections Procedure Mini-Poster

in clear sight Be consistent with corrections

Corrections Procedures Practicestart smart mart stampstep stem stand stepsland lend lane lampdrink drank rank rinkplate plain place plankchair chore champ chalk

Data/Accountability Student Database Data Wall Data Notebooks

Lessons Gain Chart Mastery Tests (found in

back of student Skill Applications and summary sheet in teacher hand-out packet)

Daily Check-Outs (Maintained in back of student Skill Applications book and summary sheet in back of Teacher’s Guide)

Student Management

Sit tall

Track with finger

Answer on signal

Respect ALL readers

TEACHER STUDENT INSTRUCTION

Managing Students Practice procedures for entering and leaving the

room, as well as what to do when a student is tardy

Go over STAR Rules at the beginning of class EVERYDAY!

Do not stop instruction to talk about behavior; simply use the STAR Rules and the Student Teacher Game

Use the STAR Rules in a positive manner!! Find opportunities to provide incentives/praise on

a daily basis until behaviors are consistent

Seating

Small Group Arrangement

TeacherLow

Performer

Low Perform

er

Middle Perform

er

MiddlePerform

erHigh

Performer

HighPerform

er

Materials ManagementStudent BagsLabels on Teacher MaterialsCheck-in/Check-out

Program Support Side-by-Side Coaching Modeling Lessons Group/Individual Lesson Practice Written Feedback: TAF Forms Administrative Observations Ongoing Support

Tips for Program Implementation

Support DocumentsGo to: http://directinstruction.ncdpi.wikispaces.net/

Questions and

Answers

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