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Explicit Instruction – What Does This Mean?

Children reading in classroom

I started my career as an occupational therapist. My job was to help people relearn how to do things in their everyday life after experiencing an illness or disability. To do this I had to do two things: firstly, I had to analyse the task to establish exactly what the person needed in order to be able to carry out the task and secondly I had to find out what they could and could not do. Only then could I develop a plan to help them master the task. I have applied this same approach – task analysis and assessment of skills and knowledge – to the process of teaching and learning literacy skills.

Mastering a skill of any sort usually involves learning strategies and techniques with lots of practice to hone the skill so that it can be used in different situations. Think about how we teach young children to play a sport. Children who want to play football for example, spend a lot of time learning the skills of ball handling, working with others and understanding the rules of the game. With those skills in place, they are then ready to start playing a game of football.

Whether children start playing football as pre-schoolers or come to the game later, they still have to master these skills and learn the rules of the game. Practice sessions continue to teach and refine these skills and budding footballers spend a lot of time honing their skills so that they can use them automatically and efficiently in a game.

This approach to teaching a sport works well when teaching literacy. Writing and reading are complex processes. Just like a game of football, they require the ‘player’ to master a range of skills and knowledge and to understand how to use them. Just like in football, some children pick up the skills effortlessly and master them with only a small amount of practice. Others take longer, and some decide that football is not for them because the skills required seem too hard to master. Being able to read and write is not like football – playing football is optional, learning to read and write is not. The way we teach children to read and write has to be successful. We need to explicitly teach the skills and knowledge they need to learn if they are to become successful readers and writers.

 

So what does explicit instruction mean for literacy?

It means understanding what is involved in learning to read and write. It means finding out what skills and knowledge students already have and where they have gaps. It means using assessment to drive instruction – to teach the skills and knowledge students have not mastered but need to learn. Sometimes this means whole class instruction and sometimes it means giving students the extra instruction and practice they need in small groups or individually.

 

Explicit instruction to close the gaps

I wrote Catch Up Your Code’ and Sort Out Your Syllables’ to address gaps in literacy knowledge for students in upper primary and secondary classrooms. From Year 5 and beyond, students are required to read more and more complex texts in subject areas that are often new to them. The language is more formal, and many words are multisyllabic, abstract and technical. Students who have not mastered the ability to decode automatically and efficiently will struggle. It is estimated that the average fifth year student encounters about ten thousand new words – described as an “orthographic avalanche” that overwhelms most of those without adequate decoding skills.

 

Teach decoding explicitly

If decoding is not automatic, the skills and knowledge needed must be taught explicitly. First and foremost, students need an in-depth knowledge of how the alphabetic code of English works. ‘Catch Up Your Code teaches this. To decode efficiently, students must recognise graphemes and be able to pronounce them in different ways. Once they have a conscious understanding of the diverse nature of grapheme-phoneme relationships, they can use this knowledge as a foundation for learning to decode unfamiliar multisyllabic words.

That’s where Sort Out Your Syllables’ comes in. Students use their knowledge of the code for the vowel sounds of English, to find and pronounce syllables in unfamiliar words. These two areas of knowledge and skill – alphabetic code knowledge and strategies for decoding multisyllabic words – will dramatically improve decoding skills in the upper years. If decoding isn’t efficient by Year 5, it will not become so, without explicit instruction that targets gaps in knowledge and skills.

 

Sorting vowel spelling patterns – the key to finding syllables in words

These Year 7 and 8 students are working collaboratively to learn about the nine types of vowel spelling patterns they will find in syllables.

Sorting spelling patterns activity on classroom deskSorting vowel patterns activity on classroom desk

 

Teach the skills for writing explicitly

From Year 5 onwards, students are required to write longer, more complex scripts in different writing genres. The expectation is that they should have mastered the foundation skills for writing: to write speedily and legibly, to spell most high-frequency words correctly, to use spelling strategies to spell most words close to correctly, to write in paragraphs, to use punctuation correctly, to proofread their writing for spelling and punctuation errors, to revise and edit their work to improve the content. Unfortunately, many students who find handwriting and correct spelling a challenge will struggle to master the other higher-order skills of writing, regardless of their potential to write as well as they can speak.

The way to improve writing skills is to explicitly target the areas that need improvement, starting with the foundation skills. If handwriting is a major challenge by Year 5, students may be best to use a digital device to avoid illegible handwriting hindering their writing progress.

If they struggle to spell words correctly, a range of strategies are needed. Firstly, students need to be able to write every sound of English in at least one way and they also need knowledge of the diversity of the code. ‘Catch Up Your Code’ teaches this. They need to know how to write multisyllabic words they can say but not spell. Sort Out Your Syllables’ teaches this.

They then need to learn about the spelling system of English – the rules and conventions that affect why words are written the way they are. Once they are fluent in getting words on the page in a form that can easily be read – even if they are not all spelt correctly – they can then be taught strategies for punctuation and paragraphing, authorship, proofreading and editing. All the skills for writing need to be taught explicitly, starting with those that build the foundation for authorship.

 

Summary

Explicit instruction for literacy is simply targeting the knowledge and skills that research has shown to be essential for students to learn to read and write, and ensuring they are taught in a logical, sequential and direct way. It doesn’t matter whether students have just started school or have been at school for a while – everyone benefits from explicit instruction.

Use assessments to find out what students know and can do. Teach what they need to learn.
Check they have learned it. Leave nothing to chance.

 

The way we teach has to ensure all students become successful readers and writers. Teaching skills and knowledge explicitly is the best way to ensure this happens.

 

Featured Products:

Catch Up Your Code

Sort Out Your Syllables

 

About the Author
Joy Allcock (M.Ed). Independent Literacy consultant, facilitator of teacher professional
development throughout New Zealand and internationally. Presenter at NZ and international literacy conferences (IRA, ASCD/ACEL). Author of a range of literacy resources for teachers and students (
www.joyallcock.co.nz). Leader of Shine Literacy Research Project (designed and evaluated by Massey University – www.literacysuccess.org.nz)

 

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All Time Favourite Literacy Resources

Alphabet Sorting Tray And Magnetic Letters On Blue Desktop

Developing literacy skills in young students is extremely important in the early years and a large proportion of the school day is spent teaching these skills. To help me develop my students’ literacy skills, I use a wide variety of teaching tools and resources within my literacy program. Over the past few years, my collection of literacy resources has grown, yet I always seem to return back to my favourites; the resources that can be used in a myriad of ways. In this blog, I have compiled a list of my ALL TIME favourite literacy resources that I use regularly in my classroom and explain the different ways they can be used.

Chunky Alphabet Beads

Chunky Alphabet Beads Letters On Grass

There is something about threading activities that really captivates children’s attention. I have used these Chunky Alphabet Beads in both kindergarten and school settings and both age groups have adored them. On top of the obvious hand-eye coordination and fine motor skills that threading resources promote, there is also a range of literacy skills that these Chunky Alphabet Beads encourage. I have used these beads with my students to develop their letter recognition skills, name and word building skills, as well as awareness of uppercase and lowercase letters and alphabet sequence. Some of the activities I have implemented using these Chunky Alphabet Beads include:

    • Spelling names (focus on using uppercase letter followed by lowercase)
    • Spelling sight words
    • Spelling CVC words
    • Matching uppercase and lowercase beads together
    • Sequencing the alphabet
    • Letter finds (e.g. finding all of the e’s, or finding the letter that makes a /s/ sound)

Chunky Alphabet Beads Words On Grass

Featured Products:

Chunky Alphabet Beads
Flower Sorting Tray

Wooden Alphabet Sorting Tray

Alphabet Sorting Tray With Letters In and Around Desktop

I LOVE resources that can be used in a variety of ways, which is why this Wooden Alphabet Sorting Tray is included in my list of All Time Favourite Literacy Resources. I’ve lost count of the number of times I have used this tray in my early years classroom and it is one of my ‘go-to’ resources when planning hands-on activities for literacy rotations. Some of the activities I have implemented using this Wooden Alphabet Sorting Tray include:

    • Sorting and matching magnetic letters into compartments (using tongs for added fine motor opportunities)
    • Matching an uppercase letter manipulative with the matching lowercase compartment
    • Practising letter formation by writing letters of the alphabet on a piece of paper and then placing them in the matching compartment
    • Writing words that start with each letter on a piece of paper and then placing them in the correct compartment
    • Beginning sound match-up (having a range of small toys and sorting them into the correct compartment according to their beginning phoneme)

Alphabet Sorting Tray Activity With Sight Words Placed In And Around Tray On Grass

Featured Products:

Wooden Alphabet Sorting Tray
Easy Grip Tweezers
Magnetic Lowercase Letters

Alphabet Bean Bags

Alphabet Bean Bags Spread Out On Grass

In early years classrooms, there are many times in the day when students are transitioning from one activity to another. I like using these transition times as a teachable moment to consolidate learning and to give the children an opportunity to showcase their understanding. One of my favourite ways to transition students (e.g. from the carpet to the tables) is by throwing an alphabet beanbag to each student. Each child will catch their beanbag and tell the class what letter they are holding. This activity can also be adapted by having the student explain what sound that letter makes, or say a word that starts with that letter. Besides transitioning, other activities I have implemented using these alphabet beanbags include:

    • Throwing beanbags into a hula hoop and saying the name of letter/correlating sound
    • Laying letter cards out on the carpet and throwing the beanbags on top of matching letters
    • Uppercase/Lowercase game where the beanbag is thrown and then depending on what side it lands on, students will say “Uppercase!” or “Lowercase!”

Alphabet Bean Bags Activity The Word Play held In Hands

Featured Products:

Alphabet Bean Bags
Alphabet Wall Frieze

Phonix CVC Group Work Set

Phonic CVC Group Work Set Blue And Red Letter Blocks On Green Grass

These Phonix Cubes are a staple in my classroom and can be used throughout the year as our learning focus changes depending on our English unit. These Phonix Cubes come with a set of pictorial work cards for word building, which my students love using in English rotations. Students use the pictorial work cards along with the Phonix Cubes to build CVC words. My students are always excited to show me what CVC word they have built and I find this particular resource great for developing students’ confidence with word building.

Phonic CVC Activity Single Sight Words Sheet With Letter Blocks Surrounding Them On Grass

Along with making CVC words, some of the other ways we have used these Phonix cubes in the classroom include:

    • Building sight words
    • Building word families
    • Building names (they have uppercase on one side, lowercase on the other)
    • Sequencing the letters of the alphabet (my students love this one because they end up with a really long creation, which they think is fun!)

Phonic CVC Matching Activity Matching Up With Letters And Numbers With Cards On Grass

Featured Product:

Phonics CVC Group Work Set

Lowercase Alphabet Dough Stampers

Lowercase Alphabet Dough Stampers Green Dough On Blue Desktop With The Word Look Embossed In Dough

Playdough is ALWAYS a hit in my classroom and is perfect for developing those important fine motor skills as well as allowing children to engage in sensory play. To add an extra element to playdough play, I love adding these Alphabet Stampers to our playdough table to encourage letter exploration and word building. We frequently use our Alphabet Stampers to practise our sight words, which is a great way for students to familiarise recognising, reading and spelling these important words. Other ways we have used these Alphabet Stampers in our classroom include:

    • Stamping names into playdough
    • Stamping CVC words into playdough
    • Tracing letters with a finger after stamping

Lowercase Alphabet Dough Stampers Activity Materials On Blue Desktop

Featured Product:

Lowercase Alphabet Dough Stampers

Write and Wipe Sleeves

Write And Wipe Sleeves Sight Words On Blue Desktop

These Write and Wipe Sleeves have saved me SO much time and money over the past year, which is why I’ve included them on my All Time Favourite Literacy Resources list! What teacher doesn’t love saving time and money?! There is no need to laminate sheets with these Write and Wipe Sleeves, I simply place whatever sheet I need for the lesson inside the sleeve and then voilà! Students can write with whiteboard markers on these sleeves and then easily wipe away. Some of the activities we have used these Write and Wipe Sleeves for include:

    • Roll and Write sight words
    • Tracing and writing sight words
    • Tracing letters or using resources (rocks etc) to trace over letters
    • Making playdough letters

Write And Wipe Sleeves Activity Roll A Sight Word On Blue Desktop With Markers And Erasers

Featured Product:

Write and Wipe Sleeves

Storywands

Storywands With Books On Green Grass

Developing oral language skills and comprehension skills are vital components of our early years curriculum. One of my favourite resources to support development of both of these skills are Storywands. Storywands are a fun way to encourage discussion and understanding of stories. We have used them in whole-group shared reading sessions, as well as small-group guided reading. Each star has a different question on it, which encourages students to focus on different story elements. These Storywands are used extensively as part of our reading program and in a variety of ways, including:

    • In whole-group shared reading
    • In small-group guided reading (where each student answers a question)
    • Using one star per lesson as a focus (for example, students will draw a picture to answer the question, ‘How did the story end?’)
    • To focus on developing the reading skill of prediction
    • To focus on developing oral retelling skills

Storywands Activity Wands In Holder On Desktop

Featured Product:

Storywands

Wooden Alphabet Discs

Wooden Alphabet Discs Spread Out In Pairs With Upper & Lower Case Letters On Grass

I have a weakness for any type of wooden resource – especially ones that can be used in so many ways! These Wooden Alphabet Discs have 26 uppercase and 26 lowercase discs and are perfect for simple letter recognition and letter matching games. I have used these beauties in both kindergarten and school settings in a variety of ways, including:

    • Letter match-up sheets (matching letters, matching uppercase to lowercase)
    • Looking for alphabet discs in rainbow rice

Active World Tray Alphabet Discs Activity Tray Filled With Coloured Rice

  • Separating numbers and letters (with the addition of Wooden Number Discs)
  • Letter Partner game (hand out uppercase and lowercase discs to students and then they have to find their partner with the matching letter)

Wooden Alphabet Discs Activity Numbers On Left And Letters On Right Cardboard

Featured Products:

Wooden Alphabet Discs
Active World Tray
Coloured Plastic Bowls – Set of 6
Easy Grip Tweezers
1-20 Wooden Number Matching Discs – 40pc

Lowercase Letter Beads


Lower Case Letter Beads With Pincers On Grass Background

You already know that my students LOVE threading activities, so it probably won’t surprise you that I have included these Lowercase Letter Beads in my list of All Time Favourite Literacy Resources. I love that these beads are lowercase and they can be used with lots of different tools such as string, laces or even pipe cleaners. We mainly use these beads to practise spelling our sight words. Our favourite way to do this is by threading them onto a string as well as using tongs to pick them up and arrange them into a word. Other ways we have used these Lowercase Letter Beads in the classroom include:

    • Spelling names
    • Sequencing letters in the alphabet
    • Creating a string of words in word families (e.g. mat, cat, sat)

Lowercase Letter Beads Activity Sight Words And Letters On String Sitting On Grass

Featured Products:

Lowercase Letter Beads – 288 pieces
Fine Motor Tweezer Tongs


Alphabet Soup Sorter Cans

Alphabet Soup Sorter Cans

Last, but definitely not least, on my list of All Time Favourite Literacy Resources are these Alphabet Soup Sorter Cans. My students always get super excited whenever I bring these out because of their fun nature and opportunities for hands-on learning. This resource encourages students to sort the object and letter cards into the correlating cans and supports alphabet awareness, letter and sound recognition. Some of the ways I have used this resource in my classroom include:

    • Whole group activities when introducing a letter/sound
    • Consolidating a group of sounds (e.g. SATPIN)
    • Small group sorting with some or all cans

Alphabet Soup Sorter Cans Activity On Blue Desktop

Featured Product:

Alphabet Soup Sorter Cans

Have you used any of these resources within your literacy program? What is your all time favourite literacy resource? We’d love to hear from you.

ABOUT HEIDI:
Heidi Overbye from Learning Through Play is a Brisbane based, Early Years Teacher who currently teaches Prep, the first year of formal schooling in Queensland. Heidi is an advocate for play-based, hands-on learning experiences and creating stimulating and creative learning spaces. Heidi shares what happens in her classroom daily on her Instagram page, Learning Through Play. See @learning.through.play for a huge range of activities, play spaces and lesson ideas.