Camera Lens for focusingELA Lens: Evidence-Based Instruction

When making curricular or instructional decisions, ask the following questions:

  • Is vocabulary instruction included, with a focus on Tier 2 words (as well as key Tier 3 words related to the content area topic)? Is it clear that teachers should provide practice in the same set of words over multiple lessons?

  • For beginning reading levels (CCRSAE Levels A-B): Is instruction in phonemic awareness, word identification skills, and fluency addressed/prompted and tied to diagnostic assessments?

  • For intermediate reading levels (CCRSAE C-D): Are suggestions or directions provided for word analysis and fluency instruction, as needed, based on diagnostic assessments?

  • Are writing activities appropriately supported with strategy instruction and/or opportunities to draft, revise, edit, and publish/present student-generated text?

  • Does there seem to be time for explicit instruction (e.g., “I do,” “We do,” “You do”), with scaffolding, of the target ELA skills?

RESOURCES for Evidence-Based Reading Instruction (EBRI)

EBRI Observation Form

 

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SABES CCRSAE-ELA Hub
SABES ELA Home Page

 

Topic Area
CCRSAE (College and Career Readiness Standards for Adult Education)
Curriculum Development
EBRI (Evidence-Based Reading Instruction)
ELA
Media Type
Website
Resource Type
Resource
PD Center
SABES English Language Arts Curriculum & Instruction PD Center