Direct instruction Plan

Outcomes covered below for stages ES1 and S1

Early Stage 1
TES1.1, TES1.2, TES1.3, TES1.4, RES1.5, RES1.6, RES1.7, RES1.8, WES1.9, WES1.10, WES1.11, WES1.12, WES1.13, WES1.14

Stage 1
TS1.1, TS1.2, TS1.3, TS1.4, RS1.5, RS1.6, RS1.7, RS1.8 , WS1.9, WS1.10, WS1.11, WS1.12, WS1.13, WS1.14
1.

News TES1.1, TES1.2, TES1.3, TS1.1, TS1.2, TS1.3

Students share news and ask for questions about news. Students are encouraged to bring items from home that is of interest to them.

2.

Big Book TES1.4, RES1.5, RES1.6, RES1.7, RES1.8, TS1.4, RS1.5, RS1.6, RS1.7, RS1.8
Modeled reading. The teacher models reading to the student using varied

expression and pointing at each word. The teacher will also use the "think aloud" technique demonstrating what a goes through a readers mind when reading a story.

The teacher will explicitly teach a new work from the book, sounding out the word

or using discrimination techniques to teach the word as a sight word.

The teacher will use direct instruction to teach about various grammar in the, eg full

stops, capital letters and sentence structure.

Guided Reading. Students will read with the teacher several pages of the big book,

dependent on size of text.

Students take it in turns to point out various aspects of the book including

illustrations.
3.

Phonics RES1.5, RES1.6, RES1.8, RS1.5, RS1.6, RS1.8

Rational
The program I use to teach phonics in the classroom is called direct instruction reading. The program is research based and is proven successful with student who struggle with reading concepts. The program aims to hit the 5 big ideas of literacy practice. * Phonemic Awareness * Alphabetic Principle * Accuracy and Fluency with text * Vocabulary

* Comprehension Direct instruction takes the guesswork out of reading instruction. Each lesson is designed to explicitly teach a particular sound or skill to the students building upon previous lessons.

Students are explicitly taught sounds using direct instruction as a whole group. Each

letter is introduced and repeated for 1 week before introducing more letters. Each sound is also included in a discrimination activity where students will need to say the correct sound. Letters are reintroduced on a frequent basis so that knowledge is retained. Students are encouraged to hold all continuous sounds when sounding as this aides the sounding out of whole words.

Vocabulary Students will be introduced to 8-10 words a week and their

meaning. Students will be given assistance to learn the new words through literary exercises.

Students participate in sounding out whole words. A line is drawn under each word

with an arrow to show the direction words are to be sounded out. A dot is placed under each letter so that students will sound out each letter as long as the teachers finger is on the dot under each corresponding letter. Example

man . . .

Rhyming words Students are taught word families through the direct instruction

technique of showing the final blend in the word and then rhyming that blend with different initial sounds.

CVCe words Students will be taught how to use the CVCe rule in roder to

spot them in their readers.

Digraphs and blends students will learn the following digraphs this year and

how to read them.

1. Th 4. Sh 7. Ck 10. Oi 13. Ea 2. Ing 5. Ch 8. Er 11. Oa 14. Oo 3. Wh 6. Tch 9. Qu 12. Ar 15. Ee

16. Ai 19. Igh 22. Ur 25. Oy 28. Au

17. Or 20. Ou 23. Kn 26. Ph 29. aw

18. Ay 21. Ir 24. Oi 27. Wr 30.

4.

Singing TES1.1, TES1.4, TS1.1, TS1.4

Students sing a song with words in front of them. Students are encouraged to point

to words as they know them.

5.

Spelling WES1.10, WES1.11, WS1.11, WS1.12

Students write spelling words into books and are required to read them to the

teacher or the SLO.

Students are tested after five days of writing the words. If words are spelt incorrectly

on the test, those words are repeated for the next five days.

Students are given immediate feedback on words and handwriting in books.

6.

Handwriting Books WES1.12, WS1.12

Students complete handwriting books based on NSW Foundation Handwriting. Students are given feedback based on their books. During handwriting, students are required to sit up at their desks with correct

posture and pencil grip.

Kaleb will copy his handwriting from the board and other students may follow him

with this activity.

7.

Diary

WS1.9, WS1.10, WS1.11, WS1.12, WS1.13, WS1.14, WES1.9, WES1.10,

WES1.11, WES1.12, WES1.13, WES1.14

Students will write a sentence/copy a sentence about the day OR as a recount of the

weekends activities.

This activity is scaffolded more for some students and should include some visual

aides to help the student\s understand what to write.

8.

Free Writing WS1.9, WS1.10, WS1.11, WS1.12, WS1.13, WS1.14, WES1.9,

WES1.10, WES1.11, WES1.12, WES1.13, WES1.14

Students are free to write what they please in their books. They can write the

alphabet, have the teacher or SLSO write a sentence for them to copy or they may copy a sentence from a book. Students will be encouraged to write sentences that they produce of their own accord.
9.

Sight Words RES1.6, RS1.6

Each day, students are read the sight words that they missed in the initial diagnostic

sight word test. Students are required to read the words after they have been read to them.

Students may complete several activities with teacher/SLO support. At least one of

these activities should be a discrimination technique where students are required to choose the correct word from a list. Each student will be guided through this activity and encouraged to look at the word to decide which the correct word is. Students will initially start with 2 words to choose from, this may be increased on how easily students cope with the activity.

If a student does not know a word after2 tries, they will be directly told the word

according to direct instruction guidelines. (show child word. ask what word? student answers, teacher affirms answer

Students go through a list of words as a whole class to help visual learners. Each

word id told to the student, they are asked to repeat the word, and then the teacher confirms they have read the word correctly. Individual students are then called upon to read certain sight words. Initial list will be 10 words, this will expand to 15 words then 20 words by the end of term one. This is completed daily. Some days I may ask older students to spell sight words as well.
10.

PM Readers RES1.5, RES1.6, RES1.7, RES1.8, RS1.5, RS1.6, RS1.7, RS1.8

Students are required to read a PM reader each day. PM readers are read to the

teacher and then students complete an activity based on that PM reader. This may be done on the computer or as a worksheet.

Students are asked comprehension questions about the book. What was the book

about? What was your favorite part of the book? What happened first in the book? What happened last in the book? Students are guided as needed.

Students may move onto another book when they have reached mastery level of

that book (95% or higher accuracy rate).

11.

Workbooks

RES1.5, RES1.6, RES1.7, RES1.8, WES1.9, WES1.10, WES1.11,

WES1.12, WES1.13, WES1.14, RS1.5, RS1.6, RS1.7, RS1.8 , WS1.9, WS1.10, WS1.11, WS1.12, WS1.13, WS1.14

Students have several workbooks to work through whilst not working directly with

the teacher. Each of these books is based on as different element of literacy including phonics, writing and social skills.
12.

Quiet Reading RES1.5, RES1.6, RS1.5, RS1.6

Students will have 15 minutes of quiet reading at the end of each day. Students will be encouraged to choose different books each day to widen their

interests.

Students are encouraged to read at home with a parent or loved one.