Qualitative Adaptations for Teaching Word Reading
Qualitative Adaptations for Teaching Word Reading
Intensive Intervention in Reading Course: Module 6 Overview
This module provides strategies on how to adapt word reading instruction to improve instructional modeling, student practice, and approaches to giving feedback.
This module is divided into three parts with an introduction. A 508 compliant version of the full PowerPoint presentation across all parts of the module, a version of the PowerPoint that includes all the animations, and a workbook is available below.
For questions related to course content, please contact ncii@air.org
Introduction
This part provides an overview of the module, including objectives for parts 1-3 and reviews big ideas in reading, explicit instruction, and DBI.
Part 1: Modeling
This part discusses what effective modeling looks like and how to adapt reading instruction to improve instructional modeling. It includes a lesson evaluation and a video evaluation activity.
Worksheets & Activities
Related Videos
Part 2: Guided practice
This part demonstrates what effective guided practice looks like and how to adapt reading instruction to improve student practice. It includes a video evaluation and lesson evaluation activity.
Worksheets & Activities
Related Videos
Part 3: Eliciting responses & providing feedback
This part teaches how to elicit frequent responses and give effective feedback during word reading instruction and how to adapt instruction to improve these practices. It includes lesson and video evaluation activities. In addition, a journal entry activity is provided to practice analyzing modeling, practice, and supporting practices.
Worksheets & Activities
Related Videos
Coaching materials and facilitation guide
"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.
