EXPLICIT INSTRUCTION NTOT Grade 5

EXPLICIT INSTRUCTION
National Training of Trainers for

K to 12 Grade 5 Curriculum
January 10 – 16, 2016
Teachers’ Camp, Baguio City
OBJECTIVES:
1. Recognize the importance of explicit
instruction in the teaching and learning
process.
2. Identify the different component of the

explicit teaching framework.
3. Appreciate the activities that will develop a

concept on vocabulary, oral language,
language structure, and reading
comprehension via explicit instruction.
09/22/22
THINK – PAIR - SHARE
1. There shall be six small
groups.
2. Individually, think about

your best experiences in
learning something.
Focus on the following
questions:
 Think about something you
learned to do.
 Why did you want to learn
it?
 How did you learn it?
 How did you know you
learned it?
3. Turn to the person next to
you and share your
answers.
4. Compare the similarities

and differences of how each
of you learned.
5. Share it with your own
group.
6. Choose at least 3 best and

common answers then write
them on the manila paper.
What I Learned to Why I wanted to How I Came to
How I Learned It
Do Learn It Know I Learned It
09/22/22
7. Share it with the bigger
group.
EXPLICIT
TEACHING
What is Explicit Instruction?
Explicit Instruction is a structured,

systematic, and effective
methodology for teaching
academic skills.
It is called explicit because it is

unambiguous and direct approach
to teaching that includes both
instructional and delivery
procedures.
It is characterized by a
series of supports or
scaffolds – clear
statements, clear
explanations.
The teacher constantly monitors

understanding to make sure
students are deriving meaning
from instruction.
Students are cognitively engaged

throughout the learning
encounter. They have
opportunities throughout the
lesson to self-monitor and direct
their own learning and
participation.
ELEMENTS OF
EXPLICIT
INSTRUCTION
ELEMENTS OF EXPLICIT INSTRUCTION
 Focus instruction on critical content.
 Sequence skills logically.
 Break down complex skills and
strategies into smaller instructional
units.
 Design organized and focused lessons.
 Begin lesson with a clear statement of
the lesson’s goals and your
expectations.
 Review prior skills and knowledge
before beginning instruction.
 Provide step-by-step demonstrations.
 Use clear and concise language.
 Provide an adequate range of
examples and non-examples.

 Provide guided and supported
practice.
 Require frequent responses.
 Monitor student performance closely.
 Provide immediate affirmative and
corrective feedback.
 Deliver the lesson at a brisk pace.
 Help students organize knowledge.
 Provide distributed and cumulative
practice.
PRINCIPLES OF
EFFECTIVE
INSTRUCTION
PRINCIPLES OF EFFECTIVE
INSTRUCTION
 Optimize engaged time/time on task.
 Promote high levels of success.
 Increase content coverage.
 Have students spend more time in
instructional groups.
 Scaffold instruction.
 Address different forms of knowledge.
INSTRUCTION
Engaged Time/Time on Task
It is the amount of time students are

actively engaged in a learning task
The combination of quantity and quality

of instruction is the key to students
success.
INSTRUCTION
 High Levels of Success
In order for high rates of success to

occur during instruction, several
design and delivery factors must be
considered.
(teaching materials, clear presentations,

dynamic modeling of skills and
strategies,supported practice, active
participation,careful monitoring of student
responses, immediate corrective feedback )
INSTRUCTION
 Content Coverage/ Opportunity to Learn
Content coverage refers to the amount of

content actually presented (vs. time
allocated) to students.
“The more you teach, the more

they learn.”
INSTRUCTION
Scaffolding Instruction
Scaffolding is an effective approach

for ensuring success and building
confidence for students while they
learn, because it provides the needed
support that helps bridge the gap
between current abilities and the
instructional goal. (Rosenshine, 1997)
INSTRUCTION
The amount of initial support needed

and the rate at which the support is
withdrawn will vary, depending on
students’ needs.
INSTRUCTION
As guidance is reduced,
students are required to
perform with increasing
independence until they
are able to perform the
skill on their own.
Vygotskian concept
 Everything is learned
twice: first socially
(that is, with the
help of other human
beings), then
privately
(internalized).
Zone of Proximal Development
 Learning takes place when there is
some knowledge, understanding or
skill, just beyond the grasp of the
learner, which the learner is “prepared”
to learn but cannot do so by herself.
 The learner needs an older or more

knowledgeable or skilled person to
assist her in understanding/doing, the
new concept/skill.
 The more knowledgeable person helps

the learner in the process of acquiring
the knowledge until the learner is able
to understand or perform by herself.
 The time period in which the two are

working together is what Vygotsky
means by “zone of proximal
development.”
6 COMPONENTS OF
EXPLICIT INSTRUCTION
The Six Components of Explicit Teaching
• The anticipatory stage

• The teacher states the
standards
Setting • The teacher specifically
the Stage connects the lesson to :
interest, background
knowledge, big idea,
past lesson
Example
The teacher will say:

- Look at me. Great! Let’s begin our lesson.
 At the end of today’s lesson, you will be able
to identify what are nouns and be able to
categorize them.
 When we finish our lesson, you will be able to
categorize nouns and give examples.
Active Engagement Strategies
( Setting the Stage)
• Students respond with

written brainstorming
notes to topics or
Carousel prompts on charts
posted around the
room
I love to eat________.
Yesterday, I went to __________.
My bestfriend's name is __________.
09/22/22
( Setting the Stage)
• In teams, students quickly

generate ideas on think pad slips
announcing them to teammates
Think Pad and placing them in the center of
the table. After brainstorming,
ideas can be sorted with graphic
organizers like mind-maps or
Venn diagrams.
Name as many objects that you
can find in the picture.
09/22/22
• This is great for brainstorming.
Write problems, sentences, ideas
to brainstorm on pieces of large
chart paper around the room.
Students move from chart to
Graffiti
chart in a small group. Each group
works on a different question and
ultimately post the charts and
have students react to the
statements and predict…
EXAMPLE
Goal: Draw your idea of an ideal
classroom.
Group Tasks:
Round 1: Each group draws two objects that
should be found in an ideal classroom. (Post
on a designated corner. )
Round 2: Look at the drawing of another
group's drawing. Draw 2 more objects. ..etc.
09/22/22
• Students ask questions

Question only about an upcoming
topic of study
• Learners need explicit

details about the lesson
• The teacher re-explains
Explaining what the task is, why it is
to students important, and adds to
what to do how it is done
• Divide the task into a few
steps that are logically
ordered
Examples
Today we are going to learn about nouns.
This is important to know because….
We can use this skill when…
We will know we have learned this when…

Example
 The teacher can introduce the topic of nouns by

asking the students the following questions:
Do you know what a noun is?
Do you know what a person is?
Do you know what a place is?
Do you know what a thing is?
(Explaining t0 students what to do)
• Teacher says, “What did I just say?” _____ When the class all says it together, it
keeps kids engaged and thinking. Hold your hand up to provide a cue as to when
to respond together. Drop your hand when ready for class to respond.
• Non-verbal choral responses work also – “touch the word…put your finger
Choral
Response
under…”
• Thumbs up/down
• Heads Together – students in groups or 3 or 4, students set time limit for
conversation around a question/topic, students discuss answer and teacher
randomly selects one to share answer of group
Random • Use playing cards

Call o • Use popsicle sticks to call on students
Students
• Use 3 X 5 cards
• Writing a quick response to a question frame or discussion

item before sharing with a neighbor or partner increases
Written thinking, accountability, focus, it provides the teacher with
Response concrete feedback, and connects written language to oral
language
52
• Modeling offers learners

the opportunity to watch
the process unfold
before their eyes.
Modeling • The teacher engages in
for Students whatever is involved in
the learning task
EXACTLY as the
students will be expected
to perform it.
Modeling
 Modeling is the process

through which one person
demonstrates certain skills
and behaviors for other
persons.
 In many cases, neither the
person who models nor the
persons who observe the
modeling are aware of the
learning process.
 However, once understood,
the process can be employed
consciously by teachers and
others involved in the
education of children (e.g.,
the Story Track).
Ways to keep children actively engaged
 Asking students to underline a portion of text on

board or overhead
 Use the mini white boards
 Repeat to a partner
 Ask students to read the completed response
aloud with you to make sure it sounds good and
makes sense.
 Ask for possible revisions.
Ways to keep children actively engaged
 Teacher makes good strategies conspicuous for

kids
 Ask lots of questions – use Bloom’s Taxonomy
 Delve and probe into questions – trying to elicit
deeper responses from kids
 Appropriate instructional pacing
 Adequate processing time (Think Time)
 Constant check for understanding
Examples of Modeling
 Physically performing the task while verbally

guided oneself
 Describe each individual step and its
importance
 Make predictions
 Verbalize confusing points
 Demonstrate “fix up strategies”
Example of “Fix up” Strategies
 When I get stuck I can . . .

re-read
read aloud
find out what unknown words mean
create a picture in my mind
ask questions
Example of “Fix up” Strategies
When I get stuck I can . . .
 Make connections (text to self, text to text, text to

world)
 Look at pictures, illustrations, charts and graphs
 Look at pictures, illustrations, charts and graphs
Ask for help.

( Modeling for students)
• So you are saying that…
Paraphras • In other words, you think….
ing • What I hear you saying is…
• Examples of good kinds of comparisons –

Kinds of
• The purpose is to compare student work with criteria, or
Comparison with his/her past performance, or, sometimes with the work
Used in of others
Feedback
• Maybe we could…
Offering a • What if we…
Suggestion
• Here’s something we might try.
• Provide scaffolding as a
temporary
support/guidance in the
form of steps, tasks,
Guided materials, and personal
Practice support
• Provide examples/non-
examples, and graphic
organizers, study guides,
starter stems
64
• Check for
understanding
through ongoing
assessment and
Guided constant feedback
Practice
• Students summarize
in their own words,
turn to a neighbor and
tell them….
Other examples
 Silly Sentences
 The person brought the thing to the place.
 The farmer brought the floor to the airport.
Sentence Frames
Compare and Contrast
1. __________ and _____________ are ___________.
2. Both _____ and _______ have _____________.

3. ___and ___ are both similar because they both _____.

4. There are several major differences between ____
and ____. The most notable is ____________.

Picture this
 The teacher shows an interesting visual and makes a statement about
the visual. Students repeat the teacher’s example
 The teacher solicits different statements from a few students,
checking for accuracy and fluency .
 Students pair s or small groups create a new variation of the
statement using other visuals that are representative of a similar
topic.
Sample questions:
What is going on in the picture? or
What do you see in the picture?
What makes you say that?
Does everyone agree?
What do you feel ?
The discussion goes on until students have shared all they can about the
picture. The teacher summarizes what the students said.
"So, after looking at this picture we think that_______. We can tell this
because of_______.
( Guided Practice)
• Students can self-select another student with whom
to process or think-pair-share. It is to provide time for
Learning Buddies or a focus question or discussion.
Partners
• The teacher posts questions, quotations, photos, etc.,

in each of the corners of the room. The teachers
assigns each student to a corner or students choose.
Once in the corner, the students discuss the focus of
the lesson in relation to the question, quote, etc.
• At this time, students may report out or move to
another corner and repeat the process.
Four Corners • After students have moved, as a writing response, they
should be encouraged to reflect on changes in opinion
or new learning.
( Guided Practice)
• DR-TA guides students through

actively reading the text coaching
them to make and support
predictions before reading, examine
Direct Reading and their predictions, conclusion.
Thinking Activity Students are taught how to use
prediction and monitoring to revise,
extend, and elaborate initial
hunches based on textual
information. Students actively
compare, contrast, evaluate.
70
( Guided Practice)
•Reciprocal questioning
was designed to teach
students to ask and answer
ReQuest questions as they read
71
( Guided Practice)
• Students number off in teams, one through

four.
• Teacher asks a question
• Students discuss possible answers to the
question, for a set amount of time. Group
works to agree on best answer with all
kids ready to represent team.
• Teacher calls a number 1-4 and all
Numbered students with that number raise their

hand, ready to respond.
Heads • Teacher randomly calls on students with

the specified number to answer on behalf
of their team.
• Teacher continues asking questions until
the brainstorming or review session is
finished.
72
( Guided Practice)
• Divide students into groups

of two. Partner A reads a
paragraph and Partner B
Partner summarizes it.
Reading • The roles switch back and
forth with each paragraph
until the assigned reading
is completed.
73
• Students practice the

SAME kinds of problems as
during the guided practice
time.
• During this time, teacher
Independent should be moving about
the room, watching,
Practice guiding, and moving
students along.
• Be sure students are able
to accurately complete
task independently.
74
Examples
 Skill-based : worksheets, flash cards, games,

drills
 Application: journal entry, essay diorama,
dramatization
Other examples
 Differentiated instruction
• Have students write down words they find that fit
the desired patterns in journals or on charts.
• Ask student to form small groups and read the
words they find aloud.
• Have students check to see what new words they
can add to their journals or charts.
• Ask students to find words that they can group
together in categories.
• Record the words on chart paper for a whole-class
display.
Word Hunt
How to use a word hunt?
 Introduce the book or topic to be read and provide

students with written material (i.e., newspapers,
magazines, dictionaries, books, and/or news articles on
the Internet).
 Model word hunting by using a portion of text copied
onto chart paper, overhead transparencies, or a familiar
book
 Ask the students to read and reread a text to find words
that fit a particular pattern.
Reader’s Theater
How to use reader's theater?
 Choose a story that can be divided into parts, or

characters.
 Assign reading parts to each child.
 Ask students to read their scripts orally for practice.
 Have students read assigned parts to the audience.
( Independent Practice)
•Students brainstorm as many

words as they can on a given
subject and then organize the
List-Group- words into meaningful groups
Label with labels.
• For Inside/Outside Circles, the class is

divided in half. Half the class becomes the
inside circle, and the other half the outside
circle for two large concentric circles.
Students in the inside circle face the students
in the outside circle. The teacher announces a
Inside- topic, asks a question, or students ask each
other questions on sheets or flashcards. After
outside partners from the inside and outside circle
have shared or answered each other’s
Circle questions, one circle is rotated so students
face new partners for a new question or
topic.
80
• A strategy to use before and after

reading a selection.
• Student marks whether they agree

Anticipation or disagree with statements about
Reaction the selection before and then after
Guide they read. Discussion is rich and
deep about the topic.
81
• The assessment portion can be

informal - using Fist-to-Five, 12 Word
Summary, Brain Bark, Exit Cards, Idea
Wave, Thumbs Up, Thumbs Down, etc.
• The assessment portion can be formal
Closure/ – a method to measure student
understanding or proficiency of the
Assessment learning objective in test or quiz format
or essay writing, project, report, etc.
• It is a time to collect student learning
evidence of standards/objectives.
82
Examples
 Signaled Response
 Individual Private Response ( Think-Pair-
Share)
 Quick Pencil Activity ( Exit Cards/ Response
Cards)
 Statement from students of what they
learned in the lesson
Exit Card
( Closure/ Assessment)
•Provides an interactive opportunity for

kids to show their learning.
•Students each receive a card with
information and find a match with a peer.
So, half the kids receive questions and half
Q and A receive answers. After all the students
have found their match, move them into a
Match large circle, facing one another. Each pair
then shares their question and answer.
• Ask or do the following as closure or assessment
at end of a lesson:
• Who can tell me what we learned today?

• Choral or partner restate of what we learned today
• Journal quick write: students write reflection, key

Restate the learning of the day
Standard or
Objective • Dismissal/line up: students must state one key
learning as they leave the class
• 3.2.1 – 3 – Things I learned today, 2 – comment,

1 – Question I still have
86
• Students revisit information,

Word analyze it, summarize it in a
single word and provide an
Journals explanation for the selection of
the word.
87
•After reading or studying a topic,

students identify words and
phrases they believe capture the
Found key ideas in the content and
Poems arrange them to form a poem.
88
• New accounts or adaptations

of a text that allow students
to consider information and
Retelling then summarize, orally, what
they understand about this
s information.
89
• Requires students to represent

knowledge in a nonlinguistic
fashion, typically using images or
movement to do so. Four types are
Visual Displays mentioned; graphic organizers,
of Information inspiration, foldables, dioramas.
90
•Students work in small groups to make Team

Chants related to the content. First, students
come up with the words and phrases related
to the content.
•Then they come up with a rhythmic chant
that highlights the important words or
phrases.
Team •Finally, they add rhythm to their chant,
Chant usually in the form of stomping, clapping, or
snapping. Movements may be integrated
also.
91
• Students create a visual map of

their ideas. Teacher give topic.
• Students write the word of draw
picture of it in center.
• Radiating from main idea are
Mind related ideas, icons, arrows,
Mapping symbols, and codes used to
represent main idea and
interrelation of related ideas.
92
As a way to summarize
What is explicit? Why?
The teacher knows precisely what she wants Unclear learning objectives result in
students to learn (be able to do) at the end of vague teaching and learning.
the lesson.
The teacher tells students what they will be Students are given a sense of
learning. predictability and control. They are
joined with the teacher in the
instructional encounter.
The teacher focuses her attention and Students know where to direct their
students’ attention on the task at hand. attention so that learning is maximized.
93
The teacher explains, models, gives Knowledge that is usually covert is made
examples and non-examples, restates when overt and explicit; students are “let in” on
necessary, and helps students to state and the secret of how independent learners
restate goals and strategies. learn.
The curriculum is arranged so that students Students are set up for success!
are taught prerequisite skills ahead of time.
The learning is meaningful and purposeful. Students are not taught useless facts and
concepts; what students are taught now
they use now and in the future; explicit
connections are made between prior and
current learning.
The instructional transaction The e.i. framework combines
follows a structured elements that maximize
framework. achievement for many
students.
The teacher provides Particularly in the acquisition

corrective feedback. stage, the teacher corrects all
errors. Otherwise, students
will practice errors and have
difficulty learning more
complex skills later on.
EXAMPLE
Setting the Stage:

Look at this picture class.
What do you see in the picture?
Do you know how these are called?
We call them nouns. Today, you will learn
about nouns.
At the end of today’s lesson, you will be able to
categorize nouns as people, places and
things.
09/22/22
Explaining to the students what to do:
Today, we are going to learn about nouns.

You will also categorize them later as persons,
places, or things.
Knowing this is important because everything
that we see around is a noun.
Knowing their categories will help you
compose a sensible sentence.
09/22/22
Teaching/ Modeling
Listen as I name these pictures.
policeman teacher nurse etc.
They are persons. What are they again, class?

They are___________.
09/22/22
Teaching/ Modeling
market school church etc.
These are places. What are they again, class?

They are___________.
09/22/22
Teaching/ Modeling
book pencil computer etc.
These are things. What are they again, class?

They are___________.
09/22/22
Guided Practice
We are going to play “ Is it a person, place or

thing?” activity. I will put the picture in
correct box. GRADE 1
09/22/22
Guided Practice
GRADE 2
We are going to have an activity called “ Silly
Sentences.”
-The teacher will first write a sentence with three
blanks (one for a person, one for a place, and
one for a thing) on the board. Some sample
sentences are:
The person brought the thing to the place.
09/22/22
Guided Practice
GRADE 3
-We are going to have a activity called “ List-

Group-Label”
-We are going to list examples of nouns and
organize them
-We are going to label each group.
09/22/22
Independent Practice
Categorize the following nouns as persons,

places, or things.
09/22/22
Closure
Who can tell me what we learned today?
09/22/22
ACTIVITY 2 - "Let's Work
Together"
* Using Vygotsky's ZPD, think of how you can
lead/guide a learner to develop his/her full potential.
* Answer a worksheet in your small group.

Lesson:
________________________________________
Where the students are/ What the students are able to

do now:
_____________________________________________
_________________________________
09/22/22
ACTIVITY 2 - "Let's Work
Together"
Where you want to lead the students/ What you
want the students to be able to do:
________________________________________
Key Activities:
________________________________________
______________________________________
______________________________________
* Demonstrate how the activity/activities is/are
done.
09/22/22
"I do, you watch;
I do you help;
You do together, I help;
You do independently, I watch."
"Show me, help me, let me."
09/22/22
THANK YOU!

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EXPLICIT INSTRUCTION

National Training of Trainers for

2. Identify the different component of the

3. Appreciate the activities that will develop a

2. Individually, think about

4. Compare the similarities

6. Choose at least 3 best and

Explicit Instruction is a structured,

It is called explicit because it is

The teacher constantly monitors

Students are cognitively engaged

examples and non-examples.

It is the amount of time students are

The combination of quantity and quality

In order for high rates of success to

(teaching materials, clear presentations,

Content coverage refers to the amount of

“The more you teach, the more

Scaffolding is an effective approach

The amount of initial support needed

 The learner needs an older or more

 The more knowledgeable person helps

 The time period in which the two are

• The anticipatory stage

The teacher will say:

• Students respond with

Yesterday, I went to __________.

My bestfriend's name is __________.

• In teams, students quickly

• Students ask questions

• Learners need explicit

Today we are going to learn about nouns.

This is important to know because….

We can use this skill when…

We will know we have learned this when…

 The teacher can introduce the topic of nouns by

Random • Use playing cards

• Writing a quick response to a question frame or discussion

• Modeling offers learners

 Modeling is the process

 Asking students to underline a portion of text on

 Teacher makes good strategies conspicuous for

 Physically performing the task while verbally

 When I get stuck I can . . .

When I get stuck I can . . .

 Make connections (text to self, text to text, text to

Ask for help.

• Examples of good kinds of comparisons –

Compare and Contrast

1. __________ and _____________ are ___________.

2. Both _____ and _______ have _____________.

• The teacher posts questions, quotations, photos, etc.,

• DR-TA guides students through

• Students number off in teams, one through

Numbered students with that number raise their

Heads • Teacher randomly calls on students with

• Divide students into groups

• Students practice the

 Skill-based : worksheets, flash cards, games,

How to use a word hunt?

 Introduce the book or topic to be read and provide

How to use reader's theater?

1. ____ and _ are _____.

2. Both _ and _ have ___________.