In order to learn to read, students must have a balance between language comprehension and word recognition. Reading is about reading the word AND understanding its meaning. There is not always a 50/50 balance between these two vital pieces. Students in primary school will spend more time on word recognition, but both will still be […]
explicit instruction
Success with Explicit Instruction
** Contact us if you would like Rogers Education Consulting to come to your campus with engaging, evidence-based, and practical professional development ** So many times in education we, as teachers, are bombarded with buzz words. These words will eventually become white noise, words you expect to hear in an academic setting, but you no longer […]
Instructional Coaching: Modeling a Think-Aloud
** Contact us if you would like to have modeled lessons or workshop-style sessions come to your campus! ** Last month I had the pleasure of modeling a think-aloud in third grade. I was asked to model the process of sharing with students the reading strategies I am using as well as the Gradual Release of […]
Instructional Coaching: Guided Reading
** Contact us if you would like to have Guided Reading modeled or a workshop-style session come to your campus! ** Last month I was asked to model a Guided Reading lesson in second grade. I was told the students’ instructional level was L, mostly because of comprehension. For the model lesson I wanted to highlight four […]
Balancing Literacy Instruction. Part Two: Explicit Instruction VS Implicit Instruction
Welcome to Part Two of my series on balancing literacy instruction! While I’m a huge fan of explicit instruction, the benefits of implicit instruction are also great. What’s a teacher to do?? Just joining us? Make sure you check out the first post in this series: Challenging Text VS Instructional Level Text Part Two: Explicit Instruction VS […]