Instructional Approaches Elementary

Determine
Unable to
Evident

Evident
Not
THINK ALOUD/MODELLING (I do: you watch) Feedback
1. Whole class   
G 2. Purpose is explicitly articulated to the
  
R students
3. Teacher models and explains the
A   
skill/strategy and why it’s important
D
U 4. Evidence of teacher preparation   
A
5. Students are engaged   
L

Determine
Unable to
Evident

Evident
Not
R SHARED (We do: I do, you help) Feedback
E 1. Whole class OR small group   
L
2. Purpose is still explicitly articulated to the
E   
students
A 3. Teacher is engaging student in using the
S   
strategy through questioning their thinking
E 4. Students will be interacting using higher
  
level thinking (Bloom’s)
O 5. Students will dialogue with peers about
  
F their thinking and learning
6. Students are engaged   

R
Determine
Unable to
Evident

Evident

E
Not

S GUIDED (We do: You do, I help) Feedback

P 1. Small group or individual   
O
N 2. Purpose is still explicitly articulated   
S
3. Teacher encourages and supports students’
I   
practicing the skill/strategy and gives
B feedback that is specific and corrective
I 4. Students share their thinking and learning
L   
processes with each other or the teacher
I 5. Teacher formatively assesses to determine
  
T readiness for independence
Y 6. Students are engaged and practicing the
  
strategy
Determine
Unable to
Evident

Evident
Not

INDEPENDENT (You do) Feedback

1. Individual   

2. Students are able to articulate purpose   

3. Teachers conferring with individual students
about their application of skills/strategy for   
summative assessment
4. Transferring the skill/strategy into other
  
learning situations
5. Students are engaged   
 GUIDED READING

Determine
Unable to
Evident

Evident
Not
BEFORE Feedback
1. Active prior knowledge   

2. Picture walk   

3. Purpose   

4. Small group   

Determine
Unable to
Evident

Evident
Not
DURING Feedback
1. Use of reading/comprehension
  
strategies
2. Students read independent for first read   

3. Teacher supporting practice of strategy   

4. One on one teacher/student interaction   

5. Running record   

6. Dialogue   
Determine
Unable to
Evident

Evident
Not

AFTER Feedback
1. Small group summarizing   

2. Retelling   

3. Dialogue about how practice went   

4. Independent work in context   