Antonio – Level A Case 1

Describe each of the three strategies.

Direct Instruction
Direct instruction is the use of straightforward and explicit teaching techniques, usually to teach
a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a
classroom and presents the information. In the case of a reading class, the teacher would present
the definitions of new vocabulary words in an organized manner, as well as teach comprehension
strategies. Characteristics of direct instruction include providing a support system for students,
when learning is difficult and novel. It is imperative that the students understand the material,
and that the teacher does not rely solely on direct instruction to get their point across. Teachers
must also model what they would want their students to learn, as well as provide guided
instruction, several opportunities to demonstrate understanding, frequent feedback, and
independent instruction. Students’ reading comprehension demonstrates development when they
are able to glean meaning from context. With direct instruction, students can learn a small set of
vocabulary words, as well as their meaning, and view them in meaningful contexts for reading
and writing. Direct instruction is highly structured, and students are often unable to infer from or
personalize the content. Nevertheless, this technique is proven highly effective for reading and
writing classes.
Semantic Feature Analysis
The Semantic Feature Analysis (SFA) strategy links a student’s prior knowledge with new
information and new words. This is done mainly by showing the relationships between words
from a specific topic. This technique uses a matrix to help students discover how one set of
things is related to one another. Understanding the meaning of selected vocabulary words,
grouping vocabulary words into logical categories, and analyzing the completed matrix are all
vital components of SFA that prove vital to student learning. Student discussion is essential
when using this strategy, because it increases student participation as well as their expressive
language skills.
The benefits of incorporating this strategy in the classroom are immense. Semantic Feature
Analysis improves students’ comprehension, vocabulary, and content retention. This strategy
helps students by enhancing their critical thinking skills through concept distinction in their
reading classes. SFA helps students examine related features and make distinctions among them.
By analyzing the work, students are able to draw parallels, make predictions, and better
understand important concepts. Teachers can also use this strategy with the whole class, a small
group, or on a one-to-one basis. Monitoring each student’s understanding provides the teachers
with information on how much the student has learned about the topic; thus, allowing the teacher
to tailor instruction accordingly.
 Graphic Organizers
Graphic organizers are typically the go-to method for breaking down and simplifying ideas in
reading classes. They are visual displays that help students understand new vocabulary words or
written passages. There are several kinds of graphic organizers including word webs and story
maps. The main purpose of using graphic organizers is to provide students with metacognitive
tools that they can use on their own. Daily use of graphic organizers enhance the student’s
vocabulary and reading comprehension strategies. The visual framework of a graphic organizer
provides an organizational format for reading stories that helps children with learning disabilities
increase their comprehension skills. Using a graphic organizer gives strategic readers a way to
connect what they know to what they are reading. It also allows for children at-risk for or with
learning disability to lay out the story’s details, and connect events from the story. Overall,
graphic organizers are a great way to introduce a story or vocabulary words to students.
Describe one activity for each of the three strategies and explain how it could be used to
assist Antonio in achieving his goals.
Direct Instruction Activity:
Pre-Teaching Vocabulary:
The case study dictates that Antonio has issues drawing parallels between new vocabulary words
and their meanings. After numerous failed attempted at previewing vocabulary words, the
teacher realized that he simply needs a more intensive approach to instruction in the meaning of
words. Aside from only Antonio needing instruction, the teacher noticed that certain strategies
could benefit the entire class. Pre-teaching the vocabulary words is a new and updated way to
ensure children enhance their linguistic skills and comprehension. Rather than just previewing
the words, the teacher goes more in-depth, and incorporates activities in the class. In summation,
the teacher would state the definition and have the students repeat the definition. Because the
entire class needs a more intense approach to learning new vocabulary, the repetition would
serve to benefit everyone. While still instructing, the teacher would then show students examples
and non-examples of the word in the sentence. This would reinforce the meaning of the word, by
having students notice what definition does not fit. Ultimately, the teacher would review the new
words along with those previously learned to ensure students have the words in their long-term
memories.
Antonio’s goal is simply to provide definitions when given a vocabulary word. Using direct
instruction, the student will automatically recall the definition of every vocabulary word in the
reading lesson. Because this instructional strategy involves breaking down and simplifying a
lesson, Antonio will be able to understand and retain the definitions of unit words, and provide
them when asked. Conducting this activity with the class will also ensure that all students
understand the meaning of the vocabulary words. Breaking down the skill into the lowest
common denominator opens doors for students that have not yet grasped the skill. Pre-teaching
vocabulary words in class should not be the only form of instruction however. Once the students,
especially Antonio, are explicitly taught the new vocabulary terms, they must continue to
practice them. Daily reviews can decrease in frequency, becoming weekly reviews when students
become familiar with the vocabulary words. Review and practice activities can be completed
with a peer, in small groups, or independently.
Semantic Feature Analysis Activity:
SFA Grid:
Because Semantic Feature Analysis is primarily a strategy, it is quite challenging to find an
activity. Nevertheless, many teachers have found the SFA grid activity to be very helpful in class
instruction. The SFA Grid is a seven-step process that easily links both prior and current
knowledge. Initially the teacher selects a category that they will be teaching. The teacher then
lists three to four words or objects related to the category on the lower left side of the grid.
Afterwards, a list of three to four features will be written across the top of the grid. At this point
in the activity, students will be encouraged to discuss features, as well as what they believe
should be added onto the list. The teacher will guide students through the matrix and have them
determine if the words on the left side possess the features listed. Students place a “+” if the
word possesses the feature, a “-” sign if the word does not possess the feature, and a “?” if they
are unsure of the relationship. Students will suggest additional words and features, while
completing the grid by adding plus, minus, and question marks for the new words and features.
Ultimately, the class will examine the grid and discuss the relationships among the words.
Linking prior knowledge to current knowledge through class discussions will certainly help
Antonio reach his goal. This is typically an out-of-the-box way approach to vocabulary
instruction, but the discussion does aid in retaining information. Because the SFA grid is heavy
on interactivity, it enables students to actively engage in class discussion. In addition to the
various opportunities at engaging in class discussion, the competition among the students will
also drive them to excel and thinking critically about the vocabulary words; thus, further
retaining the information.
Graphic Organizer Activity:
Word Webs:
Word webs are visual diagrams that assist students in defining and recalling important
vocabulary words. Word webs vary by complexity and instruction. Some simply contain
synonyms and antonyms, while others include non-examples and ask for sentences including the
vocabulary word. The more advanced word webs ask for word descriptions. With word webs, the
teacher would provide Antonio with a new vocabulary word and ask them to describe it. Asking
questions along the lines of, “What is it?”; “What does it look like?”; “Where do we find them?”;
“Who lives in them?”, will force Antonio to look at the vocabulary words in a different
perspective. It also makes the child think more critically about the words they use daily. They
help student build upon prior knowledge and visually represent new information. Antonio could
use word webs in other classes and implement this strategy in any subject he takes. Using word
webs to augment his overall reading skills will allow Antonio to excel in his classes and retain
the vocabulary words.