Instructional Moves ERLA-WVDE

Instructional Moves

First move:

  • Teacher does little to introduce
  • So as not to simplify the text or rob students of discovering things for themselves

 Second move:

  • Students read to themselves
  • Research shows students reading and re-reading improves their comprehension

 Third move:

  • Teacher reads portion of text out loud
  • Research shows that teachers reading out loud improves fluency and builds vocabulary—smoothes out comprehension bumps caused by dysfluency, allowing all to access challenging text

 Fourth move:

  • Students paraphrase or translate into own words
  • Research shows asking students to write about what they read strengthens their comprehension of texts

 Fifth move:

  • Teacher asks a series of specific, text-dependent questions
  • Text-dependent questions serve as the scaffolding. They sustain focus on the paragraphs, sentences and even words of the text. They ask for evidence to support claims.

Sixth move:

  •  Students write an independent essay on that is text-based and requires evidence to support claims and connects reading analysis to writing. 
  • This is a means of processing and should be used as formative assessment.

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