Explicit Instruction
Elder Espinoza
Professor Cangemi - RED4041
November 24, 2024
Part A
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A. Describe the selected comprehension lesson model from the Teaching Reading Sourcebook.
○ Explain how you will use Direct Explanation:
○ Explain to students what the strategy is, how to use it, why the strategy helps
comprehension, and when to apply it.
It is very important that before anything is taught, the students are introduced to the skill or strategy, the purpose
for it and when or where to apply it or use it in a story. Therefore, for this reading lesson, we’re going to focus on
Author’s Purpose in a Nonfiction text.
In order to use Direct Explanation, I will start of breaking down what does the word purpose mean. (Purpose
means the reason for something.) Then, this will translate into “what was the reason for the author writing this
story or text?” After this, I usually will show a Flocabulary or Educational Video breaking down and giving more
information on Author’s Purpose such as when and where to use it. From here, I usually take the time to introduce
to students the saying “Author’s Purpose is as easy as PIE - to persuade, to inform or to entertain.) This is also a
good time to go over with the students what does persuade, inform and entertain mean. Persuade means to
convince the reader to try or do something, inform means to give or teach facts and entertain is to make the story
enjoyable. I will remind students that using this strategy will help us figure out the overall main idea of the text
and why it is important.
Part B
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B. Explain how you will use Modeling ("I" Do):
● Model or demonstrate how to apply the strategy, usually by
thinking aloud while reading a text. Include the script of your think
aloud.
During this time, it is a perfect opportunity to create an anchor
chart with the students. I will include an excerpt or use a common
popular children's story to apply the strategy. In the “I Do” section,
I will continue going over the skill with the students and using the
catchphrase and poster to help them remember it.
An example of the script can be something along the lines of…
“When it comes to Author’s Purpose, it is important to know WHY
the author wrote this.”
“Did they want to persuade us, inform us or entertain us?”
“How did you know it was persuading you? How did you know it
was informing you? How did you know it was entertaining you?”
“What are some examples you can look out for?”
Part C
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C. Explain how you will use Guided Practice ("We" Do):
○ Guide and assist students as they begin to apply the strategy. Provide feedback about
students’ use of the strategy and its effectiveness.
When it comes to the “We do” section, this is an ideal and crucial time for the teacher to facilitate and guide the
students once the skill has been taught. Usually, this can look many ways for me depending the time of the school
year. It can be either whole group instruction or small groups. For the sake of the assignment, let’s focus on small
group instruction.
There will be 4 groups of 5 students. One group will meet with the teacher, another group is doing an enrichment
activity on the skill, another group is focusing on vocabulary words of the week or grammar/writing skills, and the
last group is doing i-Ready Teacher Assigned Lessons.
When I am with a small group, I am applying a short text focusing on the skill of the lesson. Usually, I try to
prioritize my ELL students or any low-performing students, this can vary. Once I am sat with the students it is time
to start making predictions, breaking apart the text structure or features and discussing in the overall direction of
the story. During the reading, I want them to underline any specific words the author says that helps them figure
out why the author wrote the text. After, we finish reading the text, we begin discussing why do we think the
author wrote this text. After students answer, I like them to figure out the “why” to their answer, how do they know
the author wrote this to persuade or inform. I repeat this with every group and accommodate and apply different
approaches or learning styles if needed.
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Part D
D. Explain how you will use Independent Practice ("You" Do):
○ Assess the need for further support or
reminders. Monitor students’ strategy
use as they transfer what they have
learned to new tasks.
This can look very different for me. I like to give the students
either an Exit Ticket as soon as we finish the lesson. This can be a
short two-paragraph story and 2-3 questions reviewing the skills
that were taught. Sometimes, I like to give my students a “Cold
Read” and have them do the story and questions at the end of the
week to ensure mastery or understanding of the skill before
moving on.
Part E - H
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E. Describe the benefits of the selected comprehension model.
The main benefit of the selected comprehension model is that it provides structure and routine for the
students, which has been proven many time to show success within the classroom. Most students benefit
and thrive when they have a structure or a dynamic set in place.
F. How does the "I" Do, "We" Do, "You" Do model assist with explicit instruction of reading comprehension lesson
model?
It breaks down step by step what is needed for the student to understand, practice and apply the skill. It
provides a progressive learning environment where the teacher demonstrates, students do and practice and
finally they apply on their own.
G. How do you or can you use this comprehension strategy in your class?
I use this comprehension strategy every single day especially when introducing a new skill for the students.
This will also allow me accommodate and welcome any new opportunities to provide instruction.
H. How do you or can you use the "I" Do, "We" Do, "You" Do model in your class?
I can use it to give myself and the students a routine for the lesson and guide to a successful outcome of
instruction. This ensures responsibility from the students and gaining exposure and confidence to
understanding text.
Article Questions
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I. Explain how you could use EACH of these in your own classroom:
○ explicit instruction to teach how expository text is structured
I would use explicit instruction to directly and effectively teach my students reading skills, model
what good readers do by showing what they should do whenever they read new or unfamiliar text.
Then, include different ways students can practice with different types of text and peer interaction to
increase student engagement and another perspective other than the teacher’s.
○ one of the strategies described for ELLs to practice interacting with the text and identifying
key components of the text in your own classroom
I would practice on showing students how to highlight within the text and identify. Sometimes,
students underline the whole text but cannot recall what they have read so it is beneficial to teach
students to approach the text with an intention and a question to answer as they read.
Article Questions… Continued
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I. Explain how you could use EACH of these in your own classroom:
○ one of the strategies described for modeling what good readers do to get information from
expository text
Most of my students struggle with figuring out vocabulary so I would like to spend more time
teaching this to them such as using context clues or breaking apart an unfamiliar word. Another strategy can be
using a graphic organizer so students can visualize and understand the word.
○ one of the strategies described to increase peer interaction with the content of the text in
order to increase comprehension
Something I’ve noticed that is beneficial and will continue to use in my classroom is assign reading
partners and having them think-pair-share or even re-tell what they discussed from the text and
comment on anything they found interesting or useful to the skill being practiced and taught.
