Professional Documents
Culture Documents
Instructional Decision Making
Instructional Decision Making
In lesson five, one of the main objectives was to decode multisyllabic words using word
strategy skills. This is a skills several students struggle with as the words get longer and the
number of syllables in each word increases. While teaching these lessons the student was asked
to break the multisyllabic words into syllables and then read the word aloud using the decoding .
In this lesson I had not originally planned to demonstrate how to decode the multisyllabic words.
The student has been practicing this skill for several weeks but is still struggling after a
suggestion from a mentor I made an adjustment to the curriculum. For this adjustment I first had
the student continue to use the CLOVERS chart and find words from her reading book. In this
chart she breaks down the multisyllabic words and places the syllables in the correct column for
the different types of syllables. For the next part of the lesson I took several of the words from
her independent work worksheet and demonstrated how to decode the words and break them into
the different syllables. The student then completed the worksheet by herself with more
confidence and less guided instruction. The student understood the lesson much more after I
demonstrated how to break the words into the syllables. I know this because the student was able
In lesson four one objective was that the student would spell words based on spelling rules she
knows. In this lesson the student was asked to spell different words based on the spelling rule we
were using which was when a word ends in f or fe change those to yes when making the word
plural. For this lesson the student struggled with spelling the word wives. To change the
instruction I first the student how to spell the word wife. I wrote the letters to the word wife on
the bray tiles mat. I then asked the student what spelling rule we are working on today and she
then explained the rule. I demonstrated how to erase the fe in the word wife and then change the
word to wives. I then explained to her the definition of the word wives. This is an example of
direct instruction with modeling. After this change in the instruction I observed the student
writing the singular version of the word to determine how she would change the word to become
plural. The evidence that the student understood the concept better was demonstrated to me after
the student wrote the words singularly and the studied how she would change the words to
become plural.