Secondary Literacy Guide

Canyons School District

Instructional Supports Department

INSTRUCTIONAL PRIORITIES FOR ACADEMICS High Yielding Strategies to increase Student Achievement and Engagement

Priority

Effect Size

Critical Actions for Educators

● Provide clear learning intentions for students daily. ● Share rubrics, exemplars, models prior to student work time. ● Assess to identify who needs further support. ● Give clear, straightforward, and unequivocal directions. ● Explain, demonstrate and model. Introduce skills in a specifc and logical order. Supporting sequence of instruction in lesson plans. ● Break skills down into manageable steps. Review frequently. ● Demonstrate the skills for students and give opportunity to practice skills independently. ● Explicitly teach a skill to students by explaining, demonstrating, and modeling. ● Build the skill through practice and use, to gain automaticity. ● Provide students with multiple opportunities to apply the skill. ● Explicitly teach critical vocabulary before students are expected to use it in context. ● Teach students to say, defne, and use critical vocabulary in discreet steps. ● Explicitly teach common academic vocabulary across all content areas. ● Create norms for classroom discussions. ● Use prompts and cues to help students zero in on new learning, remember critical points, and connect to previous learning.

0.84 1

Teacher Clarity

Explicit Instruction (I do, We do, Y’all do, You do) Instructional Hierarchy: Acquisition Automaticity Application (AAA) Systematic Vocabulary Development

0.59 1

0.58 2

0.62 3

Structured Classroom Discussion

0.82 1

● Scaffold discussion by using structured discussion frames. ● Provide opportunities for verbal and written practice. ● Use academic language.

● Actively engage ALL students in learning; students are active when they are saying, writing, or doing.

Maximizing Opportunities to Respond (OTR)

0.76 4

● Pace instruction to allow for frequent student responses. ● Call on a wide variety of students throughout each period.

● Provide timely prompts that indicate when students have done something correctly or incorrectly. ● Give students the opportunity to use the feedback to continue their learning process. ● End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement. ● Present information at various levels of diffculty. ● Use data to identify needs and create small groups to target specifc skills. ● Frequently analyze current data and move students within groups depending on their changing needs.

0.92 1

Feedback

Scaffolded Instruction and

0.82 3

Grouping Structures

1 Corwin (2021). The visible learning research . http://www.visiblelearningmetax.com