The model-lead-test approach is embedded and scripted into every enCORE lesson. This “I do, we do, you do” instructional strategy provides students with frequent opportunities for practicing a skill under the direct lead and supervision of a teacher, and reduces the development of inappropriate skills.
Model-lead-test provides explicit and systematic instruction by allowing students to observe and practice the skill repeatedly before being asked to independently complete the task. During modeling, the skill or task is demonstrated correctly. After the skill is explicitly modeled, students are led through the skill or task and given opportunities to practice independently or as a group. Last, students are given an independent opportunity to perform the target skill or task during the testing phase.
During modeling, the skill or task is demonstrated correctly.
Levels 1, 2 and 3: Put the Word Cards “Who,” “am,” and “I” from the Writing Worksheet on the Magnetic Display Tray on the Magnetic Whiteboard. Here is our question: Who am I? Point to each word as you read it. “Who” is one of our sight words! Watch me write this question. Write the question on the Magnetic Whiteboard. What punctuation do we use at the end of a question? Allow students to respond. Yes, we need a question mark. Add a question mark to the end of the sentence.
After the skill is explicitly modeled, students are led through the skill or task and given opportunities to practice independently or as a group.
Let’s work together. Let’s write our question again. Put the Word Cards “am,” “I,” and “Who” on a Magnetic Display Tray on the Magnetic Whiteboard. The first word is “Who.” Write the word “Who.” Have the students come to the board and match the “Who” Word Card to the written word. Provide support as needed. Repeat with “am” and “I.” Put a question mark at the end. Have the students write a question mark at the end of the sentence.
Let’s work together. Let’s write our question again. Put the word cards “Who,” “am,” and “I,” on a Magnetic Display Tray on the Magnetic Whiteboard. The first word is “Who.” Have the students come to the board to copy the word “Who.” Provide support as needed. Repeat with “am” and “I.” Write a question mark at the end. Have the students write a question mark at the end of the sentence.
Let’s work together. Let’s write our three words again. The first word is “Who.” Have the students come to the board to write the word “Who.” Provide support as needed. Repeat with “am” and “I.” What do we need at the end of a question? Have the students write a question mark at the end of the sentence.
Last, students are given an independent opportunity to perform the target skill or task during the testing phase.
Your turn. Provide students with a sheet of paper. Give the students the Word Cards “Who,” “am,” and “I.” Write the question, “Who am I.” Allow students to use the model sentence on the Magnetic Whiteboard as a visual support. Assist students as needed in gluing or taping the Word Cards on their paper. Put a question mark at the end. Help students glue or tape the picture of the rat under the question. Then, attach the paper square “flap” with the word “rat” written on it (made in the Writing Basics activity). When students are finished, they can write their name on their book.
Your turn. Leave the model sentence made during the Lead phase on the Magnetic Whiteboard. Provide students with two sheets of paper. Allow students to pick one of the additional pictures (Sam or man) to include in their book. Write the question, “Who am I?” Allow students to write the question. Put a question mark at the end. Help students glue or tape the picture of the rat under the question. Then, attach the paper square “flap” with the word “rat” written on it (made in the Writing Basics activity). Repeat for one additional page. When students are finished, they can write their name on the cover.
Your turn. Provide students with three sheets of paper. Give students the three pictures (rat, Sam, and man) to include in their book. Write the question, “Who am I?” Allow students to write the question. What goes at the end of our question? Help students glue or tape the picture of the rat under the question. Then, attach the paper square “flap” with the word “rat” written on it (made in the Writing Basics activity). Repeat for two additional pages. When students are finished, they can write their name on the cover.
Zero and Four Second Delay Principles of Reinforcement Task Analytic Instruction Science of Reading
