Explicit Instruction

Segmenting complex skills into
manageable tasks

Using Modeling or Think-Alouds

Using prompts and fading supports
to promote engagement

Providing feedback

Creating purposeful practice opportunities

Organized

Scope and Sequence

Deliberate:
Intentional -
teacher-driven

Pacing and amount of practice
varies based on student needs

Phonological/Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Focus on critical content
based on student needs

Sequence skills logically

Complex skills are broken
into smaller units

Organized and focused lesson

State lesson goal
and why it is important

Begin with review of
prior information
(necessary for lesson)

Step-by-step demonstration
(model of the skill)

Clear and concise language
(dependent on student's receptive
vocabulary)

Adequate range of examples
and non-examples

Guided and supported practice
of skill by students

Require frequent responses
(oral, written, action)

Monitor student performance
closely

Provide immediate affirmative
and corrective feedback

Maintain brisk pace
of lesson

Help students
organize knowledge

Provide distributed
(multiple opportunities
over time) and
cumulative (previous
and new skill) practice

Review

Presentation

Guided Practice

Corrections & Feedback

Independent Practice

Weekly and Monthly reviews

Optimize engagement

Promote high
levels of success

Increase content
coverage

Spend more time learning in
instructional grouping
(teacher-led skill-level
groups > seatwork)

Scaffold instruction

Address different forms of
Knowledge

Declarative
(what)

Procedural
(how)

Conditional
(when/when not)

A structured, explicit, scaffolded
approach to instruction has a positive
impact on student achievement

Brophy & Good, 1986

Gage & Needles, 1989

Rosenshine & Stevens, 1986

Swanson & Hoskyn, 1998

Swanson, 1999, 2001

Kroesbergen & Van Luit, 2003

Vaughn, Gersten & Chard, 2000

Complete 5 items as daily warm-up activity

Review any additional
pre-requisites for skill/
strategy to be taught

Establish the goal and
relevance of today's lesson

Model new skill/strategy

Provide guided practice
with new skill/strategy

Introduce independent practice
with the skill/strategy

Provide small-group instruction
to struggling students as needed

Review the focus skill at the end
of the period and assign homework

Lesson Components
displayed on poster
in classroom
(Mr. Davidson)