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Posted: January 2nd, 2024
First Grade Literacy Lesson Analysis:
Research-Based Reading Instruction
Number of sources: 3
Paper instructions:
For students to become proficient readers, research-based best practices demand that reading instruction be explicit and systematic. Explicit instruction provides a controlled and supportive environment in which students learn the core components of reading correctly the first time. Systematic instruction relies on logically scaffolded instruction from beginning to progressively more advanced skills. Explicit and systematic reading instruction includes modeling, guided practice with immediate, corrective feedback, and sufficient repetition in multiple contexts to support mastery and automaticity. It also includes differentiation to meet the needs of all learners.
Watch the videos, “Literacy Lesson First Grade” and “3rd Grade Main Idea Lesson,” located in the topic Resources.
For each lesson, write a 200-350 word analysis of how the teacher used the following five components of effective literacy instruction.
Explicit instruction with modeling
Systematic instruction with scaffolding
Student practice with multiple opportunities
Assessment and progress monitoring
Feedback
In addition, write a 200-350 word comparison of the lessons, addressing the following questions:
How was each lesson taught effectively?
How could modeling have been improved?
How did each teacher address exceptionalities (ELL, gifted and talented, special education) during the lessons?
How did each teacher scaffold the lesson to meet students’ various needs?
Support this assignment with a minimum of three scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
For students to become proficient readers, research-based best practices demand that reading instruction be explicit and systematic. Explicit instruction provides a controlled and supportive environment in which students learn the core components of reading correctly the first time. Systematic instruction relies on logically scaffolded instruction from beginning to progressively more advanced skills. Explicit and systematic reading instruction includes modeling, guided practice with immediate, corrective feedback, and sufficient repetition in multiple contexts to support mastery and automaticity. It also includes differentiation to meet the needs of all learners.
Watch the videos, “Literacy Lesson First Grade” and “3rd Grade Main Idea Lesson,” located in the topic Resources.
For each lesson, write a 200-350 word analysis of how the teacher used the following five components of effective literacy instruction.
Explicit instruction with modeling
Systematic instruction with scaffolding
Student practice with multiple opportunities
Assessment and progress monitoring
Feedback
In addition, write a 200-350 word comparison of the lessons, addressing the following questions:
How was each lesson taught effectively?
How could modeling have been improved?
How did each teacher address exceptionalities (ELL, gifted and talented, special education) during the lessons?
How did each teacher scaffold the lesson to meet students’ various needs?
Support this assignment with a minimum of three scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
open a new web browser, then copy and paste each link to complete the assignment.
References
First Grade Literacy Lesson Analysis:
In the first grade literacy lesson video, the teacher demonstrated explicit instruction with modeling by clearly explaining the objective of the lesson, which was identifying the beginning sounds of words, and modeling how to do this by thinking aloud as she sorted picture cards into piles based on their beginning sounds. This gave students a clear example of the skill to be learned.
The teacher implemented systematic instruction with scaffolding by breaking the skill down into small, sequential steps. She first modeled the skill, then had students practice identifying beginning sounds of their own names with her guidance. Next, students sorted picture cards into beginning sound piles with her support at their tables before doing it independently. This logical progression of support ensured students learned the skill correctly from the start.
The teacher provided multiple opportunities for student practice by having students identify beginning sounds of their names, then sort picture cards into beginning sound piles with teacher guidance. This repetition allowed students to apply the skill in different contexts to reinforce their learning.
Assessment and progress monitoring was done informally as the teacher observed students during the guided practice portion and provided individual assistance as needed. She was able to identify students who needed extra support before they worked independently.
The teacher gave immediate feedback during guided practice by affirming correct responses from students and gently correcting mistakes. This feedback helped students learn the skill correctly from the beginning.
3rd Grade Main Idea Lesson Analysis:
In the third grade main idea lesson, the teacher again began with explicit instruction by explaining they would be learning how to identify the main idea and supporting details in a text. She modeled this process thinking aloud as she read a short passage aloud.
The teacher implemented systematic instruction through scaffolding by having a class discussion about the main idea and details after modeling, then guiding students in underlining these elements in their own copies of the passage with her questions. Next, students worked in pairs to underline the same elements independently in another passage.
The teacher provided multiple opportunities for practice by having students first discuss the main idea and details as a class, then work with partners to underline them before having some share their work. She also had students analyze another passage independently.
Assessment and progress monitoring was done both informally through questioning students during the class discussion and guided practice, and more formally as students shared their independent work analyzing the additional passage.
Feedback was given during the guided practice in the form of probing questions to help students identify the correct main idea and details rather than giving direct answers. The teacher also provided general praise and encouragement.
Some key similarities between the lessons include the use of explicit instruction through modeling the target skills and providing guided practice with teacher support. Both teachers also implemented systematic scaffolding to ensure skills were learned logically from beginning to more advanced application. The main difference was that the first grade lesson focused on a foundational phonics skill while the third grade targeted a higher-level comprehension skill of identifying main idea and details.
In terms of improving modeling, the first grade teacher could have had students do a think aloud with her as they sorted cards to demonstrate their growing understanding. For the third grade lesson, the teacher may have benefited from writing the main idea and details on the board as she modeled to provide a clear visual.
Both teachers addressed exceptionalities by having guided practice portions where they could work closely with students who needed extra support, such as ELL students or those with IEPs. The scaffolding and multiple opportunities for practice also helped meet a variety of student needs.
To support this analysis, here are three relevant scholarly sources:
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
This book outlines the research base for explicit instruction techniques and how they improve student outcomes when implemented systematically.
Fisher, D., & Frey, N. (2014). Contingency teaching during close reading. The Reading Teacher, 68(4), 277-286. https://doi.org/10.1002/trtr.1298
This journal article discusses how providing feedback and opportunities for student response supports comprehension development during close reading lessons.
Wanzek, J., & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41(2), 126–142. https://doi.org/10.1177/0022219407313426