Explicit Teaching Framework:

Teaching Oral Language and

Grammar
Objectives

a. Identify the different components of explicit

teaching; and
b. Provide sample of strategies in oral language or
grammar using explicit teaching approach.

Expected output
Sample plan of strategies of explicit teaching (
emphasizing oral language or grammar)
Introduction

Literacy Development

Teachers

Approach
Activity- Knowledge Map (10 mins.)

Procedures:
1. You will be grouped into 5.
2. In each group, you will brainstorm and write your ideas
about explicit teaching.
3. Write a word that best describes your idea in each point of
the star.
4. Choose one representative in your group to share your
output with the group.
Analysis ( 15 mins.)

 After the presentations of all groups, let

us group the ideas that are common then
label them.
What is explicit teaching?

-is skill
based - is “not skill
and drill”
What is explicit teaching?

- is holistic -is not just used to

teach in isolated
facts and procedures
What is explicit teaching?

-is
developmentally
appropriate -is not “ one size fits
all”
What is explicit teaching?

-the teacher
monitors
understanding - is not rote
What is explicit teaching?

-is used in
diverse contexts -not basic skills
only
What is explicit teaching?

-students are
cognitively
involved -is not all teacher
directed
Evidences of Effectiveness

 A meta-analysis conducted by Adams (1996)

In his meta-analysis, Adams found that the mean
effect size per study using explicit instruction is more than .
75 (effects of .75 and above in education are extraordinary).
Accordingly, this confirms that overall effect of explicit
instructional practices is substantial. Thirty-two of the 34
studies analyzed had statistically significant positive effect
sizes. The authors found the consistent attainment of
research with substantial effect sizes is further evidence that
explicit instruction is an effective instructional practice for all
students.
Evidences of Effectiveness

 Review of the research on beginning reading

using explicit instruction strategies reported that
students considered disadvantaged and students
with diverse needs, like other students, benefit most
from early and explicit teaching of word recognition
skills, including phonics.

Source: Explicit Instruction Effective Classroom Practices Report

By Tracey Hall and Ge Vue , Published: 2004 (Links updated 2014)
 
The Six Components of Explicit Teaching

• The anticipatory stage

• The teacher states the
standards
Setting • The teacher specifically
the connects the lesson to :
Stage interest, background
knowledge, big idea,
past lesson
Example

The teacher will say:

- Look at me. Great! Let’s begin our lesson.
 At the end of today’s lesson, you will be able
to identify what are nouns and be able to
categorize them.
 When we finish our lesson, you will be able to
categorize nouns and give examples.
Active Engagement Strategies
( Setting the Stage)

• Students respond with written brainstorming notes to topics or prompts on

charts posted around the room
Carousel

• Students read quotes/statements/ideas posted around the room, move to

Magnetic stand by one that interests them, and respond/discuss with peers
Quotes

• In teams, students quickly generate ideas on think pad slips announcing

them to teammates and placing them in the center of the table. After
brainstorming, ideas can be sorted with graphic organizers like mind-maps
Think Pad or Venn diagrams.
Active Engagement Strategies
• This is great for brainstorming. Write problems, sentences, ideas to brainstorm
on pieces of large chart paper around the room. Students move from chart to
chart in a small group. Each group works on a different question and ultimately
Graffiti post the charts and have students react to the statements and predict…

• Students select 10 words that they consider the most important to the topic of
Important the lesson or unit of study
Words

• Students ask questions about an upcoming topic of study

Question
only
The Six Components of Explicit Teaching

• Learners need explicit

details about the lesson
• The teacher re-explains
Explaining what the task is, why it is
to students important, and adds to
what to do how it is done
• Divide the task into a few
steps that are logically
ordered
Example

 Today we are going to learn about nouns.

 This is important to know because….
 We can use this skill when…
 We will know we have learned this when…
Example

  The teacher can introduce the topic of nouns by

asking the students the following questions:
Do you know what a noun is?
Do you know what a person is?
Do you know what a place is?
Do you know what a thing is?
Note: If the students cannot answer the questions, the teacher
should review the categories of person, place, and thing with the learners
 Active Engagement Strategies
(Explaining t0 students what to do)
• Teacher says, “What did I just say?” _____ When the class all says it together, it keeps kids
engaged and thinking. Hold your hand up to provide a cue as to when to respond together.
Drop your hand when ready for class to respond.
• Non-verbal choral responses work also – “touch the word…put your finger under…”
Choral • Thumbs up/down
Response • Heads Together – students in groups or 3 or 4, students set time limit for conversation around
a question/topic, students discuss answer and teacher randomly selects one to share answer of
group

• Use playing cards

Random • Use popsicle sticks to call on students
Call o Students • Use 3 X 5 cards

• Writing a quick response to a question frame or discussion item before sharing

Written with a neighbor or partner increases thinking, accountability, focus, it provides the
Response
teacher with concrete feedback, and connects written language to oral language
The Six Components of Explicit Teaching

• Modeling offers learners

the opportunity to watch
the process unfold before
Modeling their eyes.
for • The teacher engages in
Students whatever is involved in
the learning task
EXACTLY as the students
will be expected to
perform it.
Ways to keep children actively engaged

 Asking students to underline a portion of text on board or overhead

 Use the mini white boards
 Repeat to a partner
 Ask students to read the completed response aloud with you to make
sure it sounds good and makes sense.
 Ask for possible revisions.
 Teacher makes good strategies conspicuous for kids
 Ask lots of questions – use Bloom’s Taxonomy
 Delve and probe into questions – trying to elicit deeper responses from
kids
 Appropriate instructional pacing
 Adequate processing time (Think Time)
 Constant check for understanding
Examples of Modeling

 Physically performing the task while verbally

guiding oneself
 Describe each individual step and its
importance
 Make predictions
 Verbalize confusing points
 Demonstrate “fix up strategies”
Example of “Fix up” Strategies
 Active Engagement Strategies
( Modeling for students)
• So you are saying that…
• In other words, you think….
Paraphrasing • What I hear you saying is…

• Examples of good kinds of comparisons –

• The purpose is to compare student work with criteria, or with his/her past
Kinds of
Comparison Used in performance, or, sometimes with the work of others
Feedback

• Maybe we could…
Offering a • What if we…
Suggestion
• Here’s something we might try.
The Six Components of Explicit Teaching

• Provide scaffolding as a temporary

support/guidance in the form of
steps, tasks, materials, and personal
support
• Provide examples/non-examples,
Guided and graphic organizers, study
guides, starter stems
Practice • Check for understanding through
ongoing assessment and constant
feedback
• Students summarize in their own
words, turn to a neighbor and tell
them….
Other examples

 Silly Sentences
 The person brought the thing to the place.
 The farmer brought the floor to the airport.
Sentence Frames

 Compare and Contrast

1. __________ and _____________ are ___________.

2. Both _____ and _______ have _____________.

 
3. ___and ___ are both similar because they both _____.
 
4. There are several major differences between ____
and ____. The most notable is ____________.
 
Picture this
The teacher shows an interesting visual and makes a statement about the visual. Students
repeat the teacher’s example

The teacher solicits different statements from a few students, checking for accuracy and
fluency .

Students pair s or small groups create a new variation of the statement using other visuals
that are representative of a similar topic.

Sample questions:
What is going on in the picture? or
What do you see in the picture?
What makes you say that?
Does everyone agree?
What do you feel ?

The discussion goes on until students have shared all they can about the picture. The
teacher summarizes what the students said.

"So, after looking at this picture we think that_______. We can tell this because of_______.
 Active Engagement Strategies
( Guided Practice)
• Students can self-select another student with whom to process or think-pair-share. It is to
Learning Buddies or provide time for a focus question or discussion.
Partners

• The teacher posts questions, quotations, photos, etc., in each of the corners of the room. The
teachers assigns each student to a corner or students choose. Once in the corner, the students
discuss the focus of the lesson in relation to the question, quote, etc.
Four Corners • At this time, students may report out or move to another corner and repeat the process.
• After students have moved, as a writing response, they should be encouraged to reflect on
changes in opinion or new learning.

• DR-TA guides students through actively reading the text coaching them to make
and support predictions before reading, examine their predictions, conclusion.
Direct Reading and Students are taught how to use prediction and monitoring to revise, extend, and
Thinking Activity
elaborate initial hunches based on textual information. Students actively
compare, contrast, evaluate.
Active Engagement Strategies
( Guided Practice)
• Reciprocal questioning was designed to teach students to ask and answer questions as they
ReQuest read

• Students number off in teams, one through four.

• Teacher asks a question
• Students discuss possible answers to the question, for a set amount of time. Group works to agree on best answer with all kids
Numbered ready to represent team.
• Teacher calls a number 1-4 and all students with that number raise their hand, ready to respond.
Heads • Teacher randomly calls on students with the specified number to answer on behalf of their team.
• Teacher continues asking questions until the brainstorming or review session is finished.

• Divide students into groups of two. Partner A reads a paragraph and Partner B
summarizes it.
Partner
• The roles switch back and forth with each paragraph until the assigned reading is
Reading
completed.
The Six Components of Explicit Teaching

• Students practice the SAME kinds

of problems as during the guided
practice time.
• During this time, teacher should be
moving about the room, watching,
Independent guiding, and moving students
along.
Practice • Be sure students are able to
accurately complete task
independently.
Examples

 Skill-based : worksheets, flash cards, games,

drills
 Application: journal entry, essay diorama,
dramatization
Other examples
 Differentiated instruction

• Have students write down words they find that fit the
desired patterns in journals or on charts.
• Ask student to form small groups and read the words they
find aloud.
• Have students check to see what new words they can add
to their journals or charts.
• Ask students to find words that they can group together in
categories.
• Record the words on chart paper for a whole-class display.
Word Hunt

How to use a word hunt?

 Introduce the book or topic to be read and provide

students with written material (i.e., newspapers,
magazines, dictionaries, books, and/or news articles on
the Internet).
 Model word hunting by using a portion of text copied
onto chart paper, overhead transparencies, or a familiar
book
 Ask the students to read and reread a text to find words
that fit a particular pattern.
Reader’s Theater

How to use reader's theater?

 Choose a story that can be divided into parts, or

characters.
 Assign reading parts to each child.
 Ask students to read their scripts orally for practice.
 Have students read assigned parts to the audience.
Active Engagement Strategies
( Independent Practice)
• Students brainstorm as many words as they can on a given subject and then organize the
List-Group- words into meaningful groups with labels.
Label

• For Inside/Outside Circles, the class is divided in half. Half the class becomes the inside circle,
and the other half the outside circle for two large concentric circles. Students in the inside
circle face the students in the outside circle. The teacher announces a topic, asks a question,
Inside-outside or students ask each other questions on sheets or flashcards. After partners from the inside
Circle and outside circle have shared or answered each other’s questions, one circle is rotated so
students face new partners for a new question or topic.

• A strategy to use before and after reading a selection.

• Student marks whether they agree or disagree with statements about the
Anticipation
Reaction Guide selection before and then after they read. Discussion is rich and deep about the
topic.
The Six Components of Explicit Teaching

• The assessment portion can be

informal - using Fist-to-Five, 12 Word
Summary, Brain Bark, Exit Cards, Idea
Wave, Thumbs Up, Thumbs Down, etc.
• The assessment portion can be formal
Closure/ – a method to measure student
understanding or proficiency of the
Assessment learning objective in test or quiz
format or essay writing, project,
report, etc.
• It is a time to collect student learning
evidence of standards/objectives.
Examples

 Signaled Response
 Individual Private Response ( Think-Pair-
Share)
 Quick Pencil Activity ( Exit Cards/ Response
Cards)
 Statement from students of what they
learned in the lesson
Exit Card
Active Engagement Strategies
( Closure/ Assessment)
• Provides an interactive opportunity for kids to show their learning.
• Students each receive a card with information and find a match with a peer. So, half the kids
receive questions and half receive answers. After all the students have found their match,
Q and A Match move them into a large circle, facing one another. Each pair then shares their question and
answer.

• Ask or do the following as closure or assessment at end of a lesson:

• Who can tell me what we learned today?
• Choral or partner restate of what we learned today
Restate the
Standard or • Journal quick write: students write reflection, key learning of the day
Objective • Dismissal/line up: students must state one key learning as they leave the class
• 3.2.1 – 3 – Things I learned today, 2 – comment, 1 – Question I still have

• Students revisit information, analyze it, summarize it in a single

Word Journals
word and provide an explanation for the selection of the word.
 Active Engagement Strategies
( Closure/ Assessment)
• After reading or studying a topic, students identify words and phrases they believe capture the
key ideas in the content and arrange them to form a poem.
Found Poems

• New accounts or adaptations of a text that allow students to consider

information and then summarize, orally, what they understand about this
Retellings
information.

• Requires students to represent knowledge in a nonlinguistic

fashion, typically using images or movement to do so. Four
Visual Displays types are mentioned; graphic organizers, inspiration, foldables,
of Information
dioramas.
Active Engagement Strategies
( Closure/ Assessment)

• Students work in small groups to make Team Chants related to the content. First, students
come up with the words and phrases related to the content.
• Then they come up with a rhythmic chant that highlights the important words or phrases.
• Finally, they add rhythm to their chant, usually in the form of stomping, clapping, or
Team Chant snapping. Movements may be integrated also.

• Students create a visual map of their ideas. Teacher give topic.

• Students write the word of draw picture of it in center.
Mind • Radiating from main idea are related ideas, icons, arrows, symbols, and codes
Mapping used to represent main idea and interrelation of related ideas.
As a way to summarize
What is explicit? Why?

The teacher knows precisely what she wants students Unclear learning objectives result in vague teaching
to learn (be able to do) at the end of the lesson. and learning.

The teacher tells students what they will be learning. Students are given a sense of predictability and
control. They are joined with the teacher in the
instructional encounter.
The teacher focuses her attention and students’ Students know where to direct their attention so that
attention on the task at hand. learning is maximized.
The teacher explains, models, gives examples and non- Knowledge that is usually covert is made overt and
examples, restates when necessary, and helps students explicit; students are “let in” on the secret of how
to state and restate goals and strategies. independent learners learn.
The curriculum is arranged so that students are taught Students are set up for success!
prerequisite skills ahead of time.
The learning is meaningful and purposeful. Students are not taught useless facts and concepts;
what students are taught now they use now and in the
future; explicit connections are made between prior
and current learning.
The instructional transaction follows a structured The e.i. framework combines elements that maximize
framework. achievement for many students.
The teacher provides corrective feedback. Particularly in the acquisition stage, the teacher
corrects all errors. Otherwise, students will practice
errors and have difficulty learning more complex skills
later on.
Application ( 40 mins.)

1. In your group, make a lesson plan following

the format below.
2. Then, present to the group a sample plan on
explicit teaching for only 3-5 mins.
3. Make sure that the activities to be presented
are appropriate for multigrade class.
Example
I. Objectives To categorize nouns as people, places and things.
II. Subject Matter Noun
a. topic Pictures, baskets
b. materials
III. Procedure
a. Pre-lesson Assessment -The teacher will ask if they know what is noun
of Target Skill/s -The teacher will ask if they know examples of people, places and
things
b. Introduction -The teacher will present the objective
-At the end of today’s lesson, you will be able to categorize nouns
as people, places and things.
-The teacher will give examples of nouns as people, places and
things through the use of real objects/ pictures
Cont…

b. Modeling Instructions
Grade 1-
We are going to play “ Is it a person, place or thing?” activity. I
will put the picture to the correct category.
-The teacher will ask the students if the example of picture is an
example of person, thing or place.
Grade 2
-We are going to have an activity called “ Silly Sentences”
-the teacher will first write a sentence with three blanks (one
for a person, one for a place, and one for a thing) on the board.
Some sample sentences are:
The person brought the thing to the place.

Grade 3
-We are going to have a activity called “ List-Group-Label”
-We are going to list examples of nouns and organize them
-We are going to label each group
Example
d. Independent Practice -The teacher will present the same activities in guided practice,
however, in this stage, the students will do alone the task.
e. Assessment/ Closure -Restate the standard objective
-Ask the following as closure at the end of the lesson
1. Who can tell me what we learned today?
THANK YOU!