Explicit ELA is a structured, mastery-based approach to reading and writing instruction. It focuses on teaching skills directly and intentionally—moving from word-level, to sentence-level, to paragraph and text-level tasks so students clearly see how everything connects.
The framework blends:
Explicit writing and reading instruction
Engaging Routines
High-Rigor Instruction
R.I.P.E. (my ECR writing structure)
Students learn not only what to do, but how to think—building metacognition, confidence, and independence. Over time, this leads to stronger STAAR performance and critical thinkers.
Research shows that explicit instruction in language, sentence structure, and metacognitive discussion dramatically improves reading comprehension and writing quality (Graham & Perin, 2007; Fisher & Frey, 2014).
Sharing a Lesson: Discussing Figurative Language
To show Explicit ELA in action, I’m sharing a lesson where students explored figurative language by:
Identifying examples in a text
Explaining meaning using clear stems
Comparing academic and everyday expressions
Discussing whether the author’s choices were effective
This quick routine shows how Explicit ELA helps students think more deeply, talk with purpose, and connect language to real writing decisions.
If you’re interested in learning more about Explicit ELA, or would like to schedule professional development focused on this approach, feel free to email me at:
📩 thephenomenalstudent@gmail.com
Jeremiah Short Educator & Developer of Explicit ELA (Chat, do I need to add more to this article?)
Bloom’s Taxonomy is a framework for classifying educational objectives, originally developed by Benjamin Bloom and his colleagues in 1956. It includes six levels of thinking: knowledge, comprehension, application, analysis, evaluation, and creation (though I personally prefer the term synthesis).
Many of the skills students learn are grounded in this rigor matrix and serve as a guide for instructional decision-making.
In this article, I’ll share my experience using these six levels to foster critical thinking, self-efficacy, and interdependence in the classroom for Revising and Editing.
Intro: Why Texas Needed a Literacy Reset
In 2019, Texas redesigned its ELA (English Language Arts) TEKS to streamline instruction, increase rigor, and elevate the role of writing in the curriculum.
As part of this redesign, the STAAR assessment shifted from separate Reading tests (grades 3–8) and standalone Writing tests (grades 4 and 7) to a combined exam in which Reading and Writing now carry equal weight.
The Problem: A System Unprepared for Writing Rigor
This transition posed significant challenges. For years, many schools—and the curricula they relied on—prioritized Reading almost exclusively. Suddenly, campuses were expected to devote equal instructional time, support, and planning to Writing as well.
The impact was immediate: scores dropped sharply. In fact, performance declined so drastically that the passing standard fell to 33 percent—a full 23-point difference from the long-standing Reading passing standard.
Why the struggle? Many students were unprepared for the two most demanding components of the redesigned exam:
The Extended Constructed Response (ECR) — 20% of the test
Revising and Editing — 40% of the test
1.Purpose of Study: Can Explicit Instruction Close The Gap
Traditionally, grammar instruction was treated as an add-on—either a short activity attached to a reading lesson (regardless of the curriculum) or something embedded only within the Revising portion of writing.
Last year, I wanted to see what would happen if Grammar and Revising were taught explicitly and systematically, following the progression of Bloom’s Taxonomy. I implemented this approach with a group of students who began the year at 43 percent proficiency in this area.
2a. Framework: Grammar Through Bloom’s Taxonomy
I begin with Grammar—because without a strong grammatical foundation, students cannot truly master Revision.
After all, a student can’t effectively revise a sentence if they cannot determine whether it’s simple, compound, or complex, or if they haven’t developed the syntactic awareness needed to manipulate language with intention.
The structure of the approach is simple and consistent:
Day 1:Identify the Skill (e.g., verb tense, adjectives, conjunctions)
Day 2:Comprehend the Skill (e.g., categorizing examples, such as “Cap or No Cap”)
Day 3:Apply the Skill (integrated into authentic Reading or Writing tasks)
Day 4:Editing Practice or Skill Analysis (students analyze errors, patterns, or sentence structures)
Day 5:Assess or Compose a Draft (demonstrating mastery through editing or writing)
2b. Framework: Revising From Words To Text
Once students have mastered the essential grammar skills, I shift to teaching Revising explicitly. Instead of using the Day 1–5 cycle, I follow a rigorousprogression, moving from simple to complex concepts.
A. Word-Level Skills
Word Choice
Transitions
B. Sentence-Level Skills
Revising Sentences
Combining Sentences
Combining Ideas (Short Constructed Response)
C. Paragraph/Text-Level Skills
Identifying the Central Idea
Adding or Deleting Sentences
Crafting Effective Conclusions
Throughout this progression, I pre-teach the metacognitive strategies students need to internalize and apply each skill—ensuring that their improvements in Revising are rooted in intentional thinking, not guesswork.
3. Methodology: A Three-Step Assessment Cycle
Assessing student growth was actually very straightforward.
1. Pre-Assess using the previous year’s STAAR test 📄 This established a baseline and highlighted the specific gaps in Grammar and Revising.
2. Track growth using class and district assessments 📊 Ongoing data checks ensured I could monitor progress, adjust instruction, and target small-group needs.
3. Post-Assess using the current year’s STAAR test 🎯 This provided a final, objective measure of student mastery.
The specific skills assessed may vary from year to year, but the STAAR remains a reliable data point—especially because there’s no human grading involved. ✔️
4. Results: One Year, 47-Point Growth
From 2024 to 2025, my students increased their proficiency from 44.12% to 91.18% — more than doubling their performance.
+26.47% in Masters
+20.59% in Meets
One caveat: The only student who did not reach at least Approaches had significant attendance challenges, which impacted their overall progress.
5. Discussion: Integrating Grammar, Revising, and R.I.P.E.
Moving forward, my goal is to replicate—and ideally exceed—the 2025 results with my 2026 group, a cohort that shows many of the same initial gaps in Grammar, Revising, and overall writing readiness.
To accomplish this, I am intentionally expanding and refining my instructional approach. This includes:
Increasing student engagement through more interactive routines, performance tasks, and student-led discussions
Embedding deeper sentence-level instruction, especially around syntactic awareness, sentence combining, and purposeful language choices
Integrating Revising directly with my ECR framework, R.I.P.E. , ensuring that students see how these skills connect and transfer across all parts of the assessment
By strengthening alignment between Grammar, Revising, and the Extended Constructed Response, I aim to build writers who not only perform well on STAAR but also develop the confidence, clarity, and control needed to write with intention across genres.
6. Conclusion: Scaling Explicit Across Texas
I’ll continue refining this approach with the long-term goal of making it replicable and scalable across grade levels, campuses, and even districts.
If more educators and systems adopt a unified, explicit progression that connects Grammar, Revising, and the ECR, we may finally begin to close the longstanding gap between Reading and Writing performance on the STAAR.
More importantly, we can position Texas to align more effectively with the new literacy landscape, where writing is not an add-on—but an essential component of comprehension, communication, and student success.
If you’re interested in learning more about Explicit ELA-Revising and Editing, or would like to schedule professional development focused on this approach, feel free to email me at:
📩 thephenomenalstudent@gmail.com
Jeremiah Short Educator & Developer of Explicit ELA
Intro: Over the past few years, I’ve developed a method to teach Elements of Plot in an explicit but engaging way. A differentiated approach which follows Bloom’s Taxonomy progression.
In this article, I’ll share scaffolds, engagement strategies and the overall (Hattie) effect size for teaching Elements of Plot using the routine.
Terms To Know
Bloom’s Taxonomy: A rigor matrix which has six categories(Knowledge, Comprehension, Application, Analyze, Create, Synthesis)
Hattie (Effect) Size: A meta analysis of research which synthesizes multiple studies to calculate how much student growth happens due to the approach, strategy or dynamic. Anything over 0.40 will yield at least one year’s growth.
Day 1(Knowledge): Identify The Elements
Learning Intention: I will analyze plot elements for deeper meaning.
Success Criteria: I can identify the elements of the plot.
Intro (5-7 Minutes): The Power Pegs
To begin instruction on the Elements of Plot, I play an interactive song. It serves two purposes.
1. Engages scholars passively in the learning process.
2. Presents information in a format that’s comprehensible for Auditory Learners.
After the song, I teach “The Power of Story”, which is a Mnemonics(0.65) based on Quantum Learning’s Power Pegs.
The Sun is shining on the setting.
I’m eyeing the problem.
I tried and found the events.
This is squarely the solution.
Now I have my fingers on the parts of a story.
Video-Aloud (10-15 Minutes): Lift
Using a form of Content Differentiation(0.52), I conduct a video-aloud with a Pixar short film–Lift…pausing intermittently to identify the parts of the story.
Setting: Spaceship or House On A Farm
Problem: Skinny Alien can’t abduct(get) man out of the house
Events: Skinny alien keeps trying to abduct man but gets frustrated, Fat Alien steps in and helps Skinny Alien
Solution: The man is abducted from the house.
Modeled Instruction (10 Minutes): Use The Pegs
Now that I’ve practiced the skill with the students through a video-aloud, I transfer to modeling how to use the Power Pegs on a traditional text.
Group Work (15-20 Minutes): Jigsaw The Problem (1.20)
As a way to increase engagement and reinforce identifying the parts of a story, I place the students in 4-6 groups(depending on class size) and give them different stories. Each group completes the task and reports out to the class.
While the individual groups are sharing out, I can clear up any misconceptions.
Independent Practice (10 Minutes): Identify The Parts
Next, the students practice the skill independently with a review directly afterwards.
An addition for this year is students assessing mastery by marking if they identified all the parts of the story.
For example, 1 would be for identifying one part and a 5 would be for identifying the setting, problem, events, and solution.
Closure (1 Minute): Set Up The Summary
I say: “Today, you learned the parts of a story. Tomorrow, you’ll learn how to put those parts together and summarize a text.”
Lesson Effect Size: 2.80
Day 2(Comprehension): Summary
Learning Intention: I will analyze plot elements for deeper meaning.
Success Criteria: I can summarize the plot of a fictional text.
Intro/Video-Aloud (10-15 Minutes): Soar
To introduce summary (0.74), I review the B.M.E.(Beginning, Middle, End) strategy. Then I initiated a video aloud with Soar(0.52).
After watching the clip, I model how to effectively summarize it.
Partner Work/Small Group (10-15 Minutes): Let Them Practice
Once I’ve modeled a proper summary, students practice with a partner(0.50) while I pull Tier 2 or 3 students in a Small Group(0.49)
Independent Practice (15 Minutes): Do It Themselves
After I clear up misconceptions, students practice independently. Following a review of the independent work, students assess their mastery as they did for “Parts of a Story.”
Exit Ticket or Closure (5 Minutes): Set Up Making Predictions
I say: “Today, you learned how to summarize a text. Tomorrow, you’ll use those skills to make and revise predictions.”
Lesson Effect Size: 2.25
Day 3 (Application): Make, Revise and Confirm Predictions
Example of Revising Prediction question.
Learning Intention: I will analyze plot elements for deeper meaning.
Success Criteria: I can make, revise and confirm predictions about a digital or print text.
Intro (10- 15 Minutes): Interactive Predictions
For the introduction, I guide students through an interactive Google Slide (0.52) with various book covers and movie posters…supplying them with metacognitive strategies–such as what’s going on in the picture? And pay attention to the title(the words sometimes have double meanings).
Then I ask them to make a prediction and tell me the potential problem and two things that will happen in the story.
Typically, the Google Slide is the entire lesson for this concept but I’m planning to incorporate a closed reading more aligned to the mastery of the making, revising, and confirming predictions.
Using Chat GPT, I created a story: Cataleya’s Slime Search. In the text, the student adventures throughout her story to find her slime. Throughout the closed reading, I ask think-alouds and instruct students to revise their predictions.
At the end, they confirm their predictions and also finish a summary (0.74) of the story(A new test question on the S.T.A.A.R. test in Texas).
After I review their answers, students assess their Before and During Reading prediction on a 4-point scale (0.96).
Closure (1- 3 Minutes): Set Up Analyzing The Plot
I say: “This week, you’ve learned how to identify the parts of a story, summarize and predict. Tomorrow, you’ll put all those pieces together and analyze a story.”
Lesson Effect Size: 2.22
Day 4 (Analyze): Analyze The Plot
Learning Intention: I will analyze plot elements for deeper meaning.
Success Criteria: I can analyze the elements of the plot for realism.
Talk 1 (3-5 Minutes): Activate or Build Background Knowledge
Utilizing the Talk, Read, Talk, Write strategy created by Nancy Motley, I activate prior knowledge(0.93) with a question.
Sample question: Have you ever had to make a meal with a parent or sibling?
Read (20 Minutes): Model Metacognitive Strategies (0.52)
Transition, I move toward reading the text with the students. Before we participate in the Shared Reading, I review the questions the students will have to answer.
Once that takes place, we read the text(rotating) and I model highlighting key parts and ask them to annotate. Typically, the annotations are think-alouds(0.84).
Talk 2 (3-5 Minutes): Discuss The Problem
After finishing the Read portion of the routine, I have the students discuss(but not answer) the comprehension questions.
Write (10-15 Minutes): Answer The Question
For the written response, students answer the questions–including a heat check “Evaluate” prompt: Do you think the “character” was a good friend?
Review (5 Minutes): Share Answers
To close the lesson, students share their answers, discuss or potentially debate the Evaluate question(0.82), and I provide feedback. Another planned addition for next year is students grading their own response(0.93) on a 1-5 scale(with 5 being mastery).
Lesson Effect Size: 4.04
Day 5 (Evaluate/Synthesize): Assess and Solve The Problem
Learning Intention: I will analyze plot elements for deeper meaning.
Success Criteria: I can evaluate, master and synthesize the plot of a story for deeper meaning.
Mini-Lesson(3-5 Minutes): Quiz Expectations
I say: This week, you’ve learned the parts, summarize, how to predict and analyze a story. Today, you’ll have a chance to show your mastery.
Then I share quiz expectations.
Assessment (30-35 Questions): Quiz
Students complete a 5-10 question quiz. Normally, I give a student the key and allow them to call on classmates for answers and facilitate discussion. (0.41)
Synthesize (15-30): Prevent or Solve The Problem
A good heat check(or critical thinking assessment) is to ask students how they would have solved or prevented the problem. (0.84)
Review/Closure (5-7 Minutes): Share Out
Lesson Effect Size: 1.25
Weekly Effect Size Average: 2.51
Conclusion: The Bloom’s Taxonomy method to teaching “Elements of Plot” isn’t the only way to instruct on the skill, but it’s an effective way to ensure students retain the concept, to go along with adequately preparing students for the higher-order literary elements(I.E.: Analyze Characters, Inference, Theme, Point of View).
Be Phenomenal, Mr. Short
Follow me on Tik Tok: @thephenomenalteacher or Twitter: @Mr100Teacher. Don’t forget to subscribe to the website.
Up Next: Bloom’s Method for Grammar/Writing Instruction
Intro: Over the past few years, I’ve developed a method to teach Inferencing(Background Knowledge + What’s In The Text) explicitly. A differentiated approach which follows Bloom’s Taxonomy progression.
In this article, I’ll share scaffolds, engagement strategies and the overall (Hattie) effect size of each lesson.
Terms To Know
Bloom’s Taxonomy: A rigor matrix which has six categories(Knowledge, Comprehension, Application, Analyze, Create, Synthesis)
Hattie (Effect) Size: A meta analysis of research which synthesizes multiple studies to calculate how much student growth happens due to the approach, strategy or dynamic. Anything over 0.40 will yield at least one year’s growth.
Day 1(Knowledge): Basic Inference
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can make an inference within text.
Intro (5-7 Minutes): Hook and Anchor
As a lesson starter, I play an Inferencing song(usually from Flocabulary). This lowers the affective filter and connects the lesson for those Auditory Learners.
Then I review an Inferencing anchor chart, which illustrates that Inferencing is Background Knowledge + What’s In The Text.
Read-Aloud (10-15 Minutes): Deductive Detective
Transitioning, “I say: Now, you’re about to practice the skill by using your detective skills.”
My favorite Read-Aloud to teach Basic Inference is The Deductive Detective. It’s a story about a duck who’s investigating which animal stole an item from the bakery. As the story progresses, you eliminate suspects(other animals).
Students have to use their Background Knowledge of the animals and what’s in the text but it’s still fairly low-level.
After the Read-Aloud, I choose a short paragraph or text to model how to make an Inference(highlighting names and key information.
Partner Work/Small Group (10-15 Minutes): Basic Inference
Students get to practice the skill with a partner of their choosing(flexible grouping). If there are students who struggle with comprehension, I would pull them into a small group.
Once the task is completed, I review the responses with the students and clear up any misconceptions (feedback).
Independent Practice (10 Minutes): Basic Inference
Normally using the same resource as the Partner Work, I have the students practice on their own-with a review afterwards.
Closure (1 Minute): The Next Stage
I say: “Today, you learned to use your Background Knowledge and What’s In The Text. Tomorrow, you’ll learn the cause and effect relationship within a text or how one thing affects another.”
Lesson Effect Size: 2.26
Day 2(Comprehension): Cause-Effect
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can describe the cause and effect relationship within a text.
Intro/Video-Aloud (10-15 Minutes): Angry Birds
To introduce cause and effect, I like to conduct a video-aloud with the Pixar Short Film: Angry Birds. It engages the students but affords the teacher the opportunity to ask a variety of comprehension questions.
Why are the birds doing right now? (Details and Vocabulary)
How are the birds feeling? What’s your evidence? (Analyze Characters)
The telephone line went down? Why did it do that? (Cause and Effect)
How could the birds have prevented the problem? (Synthesize The Problem)
Partner Work/Small Group (10-15 Minutes): Cause and Effect
After familiarizing the students with the concept with a short paragraph or text, I let them partner to practice the skill. At this time, a group of 1-4 students can be pulled for a small group.
The task is reviewed and misconceptions are cleared up.
Independent Practice (10 Minutes): Cause and Effect
If the majority of students(80 percent) have mastered the concept, the students independently practice.
Exit Ticket or Closure (5 Minutes): Cause and Effect
In closing, students can complete a Cause and Effect exit ticket or I can say: “Today, you learned about the cause and effect relationship in a story. Tomorrow, you’ll learn how to put those parts together and draw a conclusion.”
Lesson Effect Size: 2.04
Day 3 (Application): Drawing Conclusions
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can draw conclusions using supporting evidence.
Intro (3- 5 Minutes): How Do You Conclude?
As an introduction, I’d share what it means to Draw Conclusions, which is combining several details from the story to make an inference.
Then I’d say: Today, you have to pay attention to every detail in the video clip and make several inferences.
Transitioning, I start the “True Move” commercial, which has the comprehension questions interspersed throughout the clip.
Why is the boy’s head down? (Inference)
How would you describe the man behind the counter? (Character Traits)
Who do you think is the man in the coat? It’s a drawing conclusion question. I always make sure to remind the students who, not what the man is(many students cite his profession).
As the students answer the questions, I give them feedback and direct them to certain parts(if there are misconceptions). At the end, I play the entire commercial without interruption and then have the students respond to two questions.
Theme: Is “Giving The Best Communication”?
Synthesize: Write about a time that someone was generous to you or you were generous.
Once the students complete their written responses, I review their answers and allow them to share out.
Closure (1- 3 Minutes): What’s Next?
In closing, I say: “Today, you had to put several details within the story to make an inference. Tomorrow, you’ll have to analyze the entire story to write what will happen next.”
Lesson Effect Size: 2.55
Day 4 (Analyze): Most Likely(Prediction)
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can analyze a text and write what will Most Likely happen next.
When I analyze a text, I like to utilize the TRTW(Talk, Read, Talk 2, Write) strategy created by Nancy Motley, one of the G.O.A.T’s of professional development.
Talk 1(3-5 Minutes): Activate or Build Background Knowledge
To begin the lesson, I either build background knowledge(video) or activate prior knowledge.
Sample question: Have you ever had to solve a problem with a friend?
Read (20 Minutes): Model Metacognitive Strategies
Transition, I move toward reading the text with the students. Before we participate in the Shared Reading, I review the questions the students will have to answer.
Once that takes place, we read the text(rotating) and I model highlighting key parts and ask them to annotate. Typically, the annotations are think-alouds.
Talk 2 (3-5 Minutes): Discuss The Most Likely
After finishing the Read portion of the routine, I have the students discuss(but not answer) what will Most Likely happen next.
Write (10-15 Minutes): Answer The Question
For the written response, students have the option to answer what will happen next with supporting evidence or finish the story or make a video answering the question(something I plan to do next year).
Review (5 Minutes): Share Answers
To close the lesson, students share their answers and I provide feedback. Another planned addition for next year is students grading their own response on a 1-5 scale(with 5 representing mastery).
Lesson Effect Size: 2.85
Day 5 (Evaluate/Synthesize): Assess and Critically Think
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can demonstrate mastery of inferencing and support with evidence and solve a problem using inferencing skills.
Mini-Lesson(3-5 Minutes):
I say: This week, you’ve learned several Inferencing skills. Today, you’ll have a chance to show your mastery.
Then I share quiz expectations.
Assessment (30-35 Questions): Inferencing Quiz
Students complete a 5-10 question quiz. Normally, I give a student the key and allow them to call on classmates for answers and facilitate discussion.
Synthesize (15-30): Real Life Situation
Next year, I plan to split students into groups and have them solve a real world problem, which requires them to use Inferencing questions.
Review/Closure (5-7 Minutes): Share Out
Groups will share their solutions to the given problems.
In closing for the week, the final objective is checked off.
Lesson Effect Size: 1.44
Weekly Effect Size Average: 2.23
Conclusion: Mastering Inferencing is the gateway to grasping several Literary and Non-Fiction concepts(I.E.: Characters, Theme, Author’s Purpose, Synthesizing Information). Once that door is opened, students think deeply and critically.
Make An Inference.
Be Phenomenal, Mr. Short
Follow me on Tik Tok: @thephenomenalteacher or Twitter: @Mr100Teacher. Don’t forget to subscribe to the website.
Intro: Education is experiencing a shift from the Balanced Literacy(Small Group) to the Structured Literacy(Whole Group) model. No longer can Teachers/Reading Interventionists say that they looked at a Letter and then follow a rote script.
Now, practitioners analyze, evaluate and synthesize data and then implement interventions.
With that in mind, I put together “A Guide To Reading Interventions.”
Step 1: Gather Data
Every district, state, and country uses their own data gathering tools(I have screeners that I’m willing to share). No matter your tools. There are five areas that must be diagnosed.
Phonological Awareness
Phonics(Spelling)
Vocabulary
Fluency
Comprehension
Step 2: Identify Foundational Weakness
After that data is evaluated, identify what that student/students’ lowest weakness or undeveloped strength.
Phonological Awareness is the lowest foundational skill. Comprehension is the highest skill. Even within those skills, there are sub-components–such as Phonemic Awareness, which is under the Phonological Awareness umbrella.
Step 3: Set Your Groups
Upon deciding where your students fall within the continuum, set your groups–classroom or intervention. Students typically fit into three separate groups(although 2nd grade classrooms look vastly different.).
Red(Phonological Awareness, Phonics, Vocabulary)
Orange(Vocabulary, Fluency, Foundational Comprehension, Higher Order Comprehension)
Green(Higher Order Comprehension)
Step 4: Attack The Gaps/Enhance Strengths
Once those gaps are determined, You attack them.
An intervention that I provide for Phonological Awareness, Phonics and Vocabulary is Phenomenal Word Power(Which I’ve presented at the State and National level).
Here are a few methods that I use to build Foundational Comprehension.
Targeted Guided Reading(Retelling, Elements of Plot, Character Traits and Feelings)
Explicit Teaching of Analyze Characters, Main Idea, Inference
Video-Alouds
GUIDED READING!!! That’s not aligned to the Science of Reading.
Using it as your primary mode of instruction isn’t good practice but viable in limited doses. And in my version, I focus on one skill, not spiral several that students haven’t mastered.
Don’t forget about the students who are proficient in all areas. Push them, as well. Here’s how to encourage Higher-Order Comprehension.
Closed Reading
Analyze Complex Text
Text Analysis (4-Step Rigor Method)
Conclusion: Differentiating interventions and growing students can be a challenge but if you follow this simple guide, your students will grow…and grow exponentially.
Be Phenomenal, Mr. Short
If your school or district would like a presentation on word study, intervention or comprehension, email thephenomenalstudent@gmail.com or call 281-254-0015.
Bloom’s Taxonomy is a classification of educational objectives, which is based on the research of Benjamin Bloom and colleagues that was released in 1956. There are six classifications: knowledge, comprehension, application, analysis, evaluate and create/synthesis. (I prefer using the word Synthesis.)
Many of the skills that kids are taught are aligned to the rigor matrix and guide many teacher’s instructional practices.
In this article, I’ll detail my experience using these classifications to create a Word Study routine called “Word Power” , and the impact that it had on my student’s growth during the 2019-2020 school year.
Intro: The Origins of Word Power
At the onset of the 2019-2020 school year, the focus was on phonological awareness. Understanding that kids need phonics and vocabulary instruction, as well. The challenge was finding a way to incorporate those components within a 25 minute block.
Throughout the first nine weeks, I brainstormed a system to integrate those other elements. Utilizing Bloom’s Taxonomy progression, “Word Power” was birth.
1.Purpose of Study: Meeting All Student Needs
This was not intended to be a study. I created this routine because I wanted to meet all my student needs. Aligning the cycle to Bloom’s Taxonomy accomplished that, though.
*It should be noted that I’m not the first person to have a Word Study routine, but the components are traditionally done on different days of the week and not in concert with one another.
2. Framework: Align To Bloom’s Taxonomy
Knowledge: Day 1
A. Phonological Awareness: What’s The Word? (5 Minutes)
In this part of the routine, I stand on a table and review the weekly words. For example, I say
The first word is park and then ask the scholars: What’s The Word?!!!
Kids then chant: Park!!! (And I repeat for the other 14 words.)
B. Phonics: Underline The Pattern (5 Minutes)
After teaching the words, I have the kids underline the pattern. The kids will say the word and then say the pattern and underline it. (I normally call them up using voices.)
C. Vocabulary: Teach Definitions/Vocab Trailers (15 Minutes)
Originally, I would teach the definitions to kids. After receiving advice from vocabulary expert, Joanne Billingsley, I used the Vocab Trailers technique on the first day to tie visuals with the word.
For this technique, I show a picture that relates to one of the weekly words. Then I give the kids a sentence stem: In this picture or This reminds me of…
The kids turn and talk and then share out their answer. (I’d do this with four images.)
Thanks Mrs. Billingsley.
Comprehension: Day 2
A. Phonological Awareness: Clap It Out (5 Minutes)
To start the day, I break the weekly words into syllables and clap out each word with the kids, which embeds blending into the Word Study cycle.
B. Phonics: Sorts (10 Minutes)
This is quite simple. The kids sort the words according to the pattern. For example
Example of a table that you can make for Control-R Vowels.
C. Vocabulary: Picture This!!! (10 Minutes)
For this exercise, the kids draw pictorial representations of four of the weekly words.
Example of a Picture This!!! for Blends.
Application: Day 3
A. Phonological Awareness: Read and Build (5 Minutes)
On this day, I have the kids apply their skills. First, I call out words and have them spell it on their desk.
B. Phonics: Spell (10 Minutes)
Then, I call out words and have the kids spell them. While they’re spelling words, I walk around the room and assess what errors that they’re making.
C. Vocabulary: Spell and Draw (10 Minutes)
For this portion, I’ll have the kids spell the words and draw a pictorial representation, as well.
Extension: Read Connected Text
I have this as an extension exercise but many times it was the main exercise. In the exercise, the kids read a short paragraph with words centered around the weekly words pattern. They underline the words with the pattern and sometimes answer a few literal comprehension questions. (Teacher Pay Teachers has some good Phonics Fluency Passages. If you’re not comfortable with TPT, you could use Decodable Text.)
Analysis: Day 4
A. Activity:“Conver” Stations”
This is an activity that incorporates all skills. In one station, the kids would sort the weekly words and explain why. One activity might have the kids write a paragraph based on the weekly word(s) and picture. My favorite activity is when the kids incorporated the words with a reading skill.
For example,
I would ask the kids to make a drama about a girl. It was a fun way to get the students to use their words in different ways.
Evaluate(Assess): Day 5
A. Phonological Awareness: Go Noodle Clap It Out
I didn’t assess Phonological Awareness but I would do “Go Noodle Clap It Out” as a brain break, so the kids can get that component.
B. Phonics: Incorporate In Other Disciplines
I didn’t assess spelling on this day, but I’d try to incorporate in the other subjects or disciplines.
C. Vocabulary: Context Clues Assessment (5 to 20 minutes)
To assess vocabulary, I’d give the kids a story and they’d have to fill in the blanks with one of the weekly words.
Create/Synthesis: Day 5
A. Vocabulary: Draw A Picture/Write A Story/Info Text/Poem/Drama/Opinion
After the assessment was completed, I’d give the kids several options. They could draw a picture with a self-selected weekly word or write a story, Informational Text, Poem, Drama, or Opinion using one or many of their weekly words.
To gather data. I used T.P.R.I., a Texas-based assessment which measures the kids foundational growth in Word Reading(Decoding), Graphemic Knowledge (Spelling), Vocabulary, Fluency and Comprehension. In addition to that, classroom discussion was used to measure vocabulary development.
MAP Growth was used as a measurement too, as well.
Below you will find the results.
4. Interim Results: Phonological Awareness and Phonics Growth
Phonological Awareness
Figure 1.1
*I was able to test for phonological awareness virtually at the End of Year.
From the BOY(Beginning of Year) to the EOY(End of Year) my students grew 19.74 percent in their Phonological Awareness. Students who tested 90 percent or above in Word Reading don’t have to test again. They’re considered developed, so students could have grown five or ten percent more.
There were several glows.
One student grew from 25 to 90 percent.
One student grew from 30 to 80 percent
As a class, only one student didn’t finish the year under 80 percent in Word Reading, but that student grew from 0 to 55 percent.
Phonics
Figure 1.2
*I didn’t test my kids spelling in 4th nine weeks due to Covid-19 and not being in formal classroom.
In this graphic, you’ll see that my students grew 31.57 percent in Graphemic Knowledge (Spelling). The biggest jump was from the BOY to MOY–where the kids grew 19.21 percent.
There were several glows here, as well.
One student grew from 15 to 80 percent.
Another grew from 30 to 80 percent.
Six students grew 40 percent.
11 out of my 19 students spelled at 80 percent proficiency.
5. Overall Results: Growth Above The Norm
Figure 1.3
To get a complete picture of the success of the “Word Power” routine, you have to look at my kids BOY 2019 to BOY 2020 MAP Growth. (Due to Covid-19, there was no MAP Growth assessment at the EOY.)
Desegregating the data, the students grew 24 points, which equates to 2.4 years. As a class(198 average), they were a full year above the Norm (nationally average).
Naturally, there were glows here, too.
One student grew 38 points(close to four years)
Another grew 35 points.
Nine students grew 20 points or more.
Four students grew 35 points or more
*I took a sample size of 15 students–as a few students moved.
6. Discussion: Enhancing My Knowledge
Evaluating the routine and year, the main limitation was my lack of knowledge of the proper scope and sequence for Word Study instruction, which resulted in weekly words being a little random. Also, the age of the students(2nd Graders) didn’t allow me to embed writing as much as I would have preferred to do.
Additionally, if there were school assessments, I could have measured the kids vocabulary development through mastery of TEKS/Skills.
7. Conclusion: New Way of Doing Word Study
Based on the data, the “Word Power” program is an effective one. It can be improved, though, by following the proper Scope and Sequence for Phonics instruction, adding more activities and tracking data weekly. To further validate the method, I’ll use other educators from different grade-levels and environments.
This much is certain: Word Power is a new way of doing Word Study. It naturally embeds phonological awareness, phonics, vocabulary, writing, fluency while building reading skills. (All of the Daily 5 that the Reading Panel suggested in 2000.)
If you’re interested in learning more about “Word Power” or would like professional development conducted on the routine, email thephenomenalstudent@gmail.com
Context clues are the words, phrases, or sentences around an unfamiliar word that help readers figure out its meaning.
Connected Skills
There are several skills that depend on students first mastering context clues. When students can unlock word meaning, they can think more deeply and respond more accurately across the entire ELA spectrum.
🧠 Character Skills
Traits, feelings, motivations, and relationships all rely on students understanding the language the author uses to describe characters.
📖 Text-Evidence Questions
Students must interpret key words in the question and in the passage. Example:What sentence supports that Molly is curious? To answer correctly, students need to understand words like curious, hesitant, disappointed, etc.
✍️ Word Choice (Revising)
Revising tasks often ask students to choose the best word for tone or meaning. Without context-clue mastery, this becomes guesswork instead of analysis.
📝 ECRs (Extended Constructed Responses)
Many prompts contain a key word that drives the entire response. For example: Explain how Kim shows determination in “Camping Trip.”
What The Research Says?
Studies on context-clue instruction demonstrate that teaching students how to infer word meaning from surrounding text leads to measurable gains in vocabulary and overall understanding (Baumann et al., 2002).
Connected Skills Strategy #1: The Clue Sandwich
One effective way to teach context clues is through a routine I call the Clue Sandwich. In this strategy, students build a “sandwich” to organize the clues around an unfamiliar word:
Top Bun: Key words or ideas from the sentence before
Meat: The target word itself plus important nouns/verbs in the sentence
Bottom Bun: Key words or ideas from the sentence after
By modeling how to gather clues from both sides of the unknown word, students learn to infer meaning using surrounding context rather than guessing. After practicing the routine, many students begin using the Clue Sandwich naturally during independent reading and even on assessments when determining word meaning.
Ultimately, vocabulary growth opens the door to deeper comprehension, and learning this essential skill accelerates that process—driving higher achievement across every area of literacy.
Coming Up: Main Idea of Paragraph, Summary, Inference
References
Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame’enui, E. J. (2002). Vocabulary tricks: Effects of instruction on the use of word-learning strategies in reading. Reading Research Quarterly, 37(2), 166–185.
Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A gradual release of responsibility model. ASCD.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
Nash, H., & Snowling, M. (2006). Teaching new words to children with poor vocabulary skills: Direct learning vs. context-based learning. Journal of Child Psychology and Psychiatry, 47(9), 955–965.
Tuesday and Wednesday, I had the pleasure of attending the Inclusive Practices Conferences hosted by Region IV. The event had several keynotes and breakout sessions, which left you inspired.
Day 1
1st Keynote: Teaching to Capture and Inspire All Learners
Speaker: Dr. Stephen Peters
Dr. Peters, a former teacher, principal and superintendent, got personal with the attendees about a recent family struggle, his rise to prominence and shared several lessons.
Lesson: “You must challenge the leader you think you are in order to become the leader you are capable of becoming.”
Lesson : “Aim To Be Respected, Not Liked”
Lesson: “If you’re the smartest person in your circle, get a new circle.”
A Bar and Lesson: “Every person staring at you isn’t admiring you. Some are amazed that you survived the traps they set for you.”
His real approach resonated with the audience and left the educators in attendance encouraged, yet equipped to impact change next school year.
Session 1: Courageous Leadership
Presenter: Dr. Stephen Peters
Dr. Peters session built upon his keynote speech as he spoke about how to lead courageously and foster leadership in your student body. He also shared a tough decision that he had to make for the overall health of the district that he led and the very real pushback.
Takeaway: Lead Courageously
2nd Keynote: Teachers As Learners and Students as Leaders
Speaker: Kayla Dornfeld
The 3rd Grade teacher had a different approach than Dr. Peters was effective all the same. She spoke about the importance of relationship building and giving students a chance.
My favorite part was when she had us play “Rock, Paper, Scissors.” The losers had to cheer for the person who beat them. Eventually, the entire audience for one person. It was pretty cool.
2nd Session: Save Your Voice…And Your Sanity
Presenter: Tawn Farciert
I enjoyed Ms. Farciert’s session because she shared practical routines and importance of procedures.
Takeaways: Focus More On Procedures
Day 2
3rd Keynote: Promoting Student Success
Speaker: Dr. Horacio Sanchez
Dr. Sanchez jumped right into his speech, which focused on how the brain informs our decisions. To go along with that, He talked about the importance of rituals in calming students and ourselves.
What I most appreciated was how he broke neuroscience into layman’s terms.
Session 3: Accessibility Is the Key To Inclusive Practices
Presenter: Terra Thompson and Brittany Edwards
A tremendous session conducted by Aldine I.S.D.’s Program Managers. They highlighted the importance of personality types and the “Keys” for accessibility and creating pathways for student success.
Takeaway: Know Your Students and Yourself
4th Keynote: The Educator Your Scholars Need
Speaker: Dwayne Reed
Mr. Reed, the viral sensation, encouraged the audience with his energetic but relatable style. I liked his incorporation of music in his classroom.
4th Session: Understanding The ADHD Brain
Presenters: Rob and Kim Sheridan, Duane Johnson
This session was personal for me–as I was recently diagnosed with ADHD. So, I wanted to learn tips to help students but myself, as well. It’s interesting to gain insight into how the ADHD brain works and what needs to happen to manage those with the condition.\
Takeaway: The ADHD brain is not the same.
Overall, Region 4’s 2024 Inclusive Practices Conference was a Phenomenal value. 70 dollars to listen to awesome speakers, receive eight books and a 200 dollar voucher to the Region 4 store.
I can’t wait for next year.Be Phenomenal, Mr. Short
Check out my Website or Follow me on Tik Tok: @thephenomenalteacher and Twitter: @Mr100teacher
Early in the school year, I told my students that our first goal-In ELA(English/Language Arts) was to reach District-Level performance and then perform above that level. I didn’t want them to be the best class in their school but in the District.
Mind you, this is a group which started at 56 percent pass rate, 43 percent Proficiency(Barely), and 6 percent Mastery.
With that being said, It’s been a challenging year–with many ups and downs. The kids were far below district-level at the middle of the year after starting strong. I wasn’t very happy but if the Leader panics, then the troops will.
As I prepared them for the RLA Benchmark, I pressed them to increase their performance and Dominate.
After the scores were populated, my students had got back on track and more. 81 percent passed/61 percent Proficiency/31.25 percent Masters.
Today, I found out that my students performed better than I thought. I received a document which showed that 81.25 percent passed, /75 percent were Proficient, and 44 percent Mastered. To further highlight the scores, the district average for Mastery is 15 percent, so my kids were 29 percent above the district…Phenomenal.
Now, I have to keep pushing and make sure that they Dominate!!!
Intro: In part 1(Mapping A Unit) and part 2(Lesson Design, Not Lesson Plan) of my lesson plan series, I wrote about how to create a proper lesson plan.
Today, I’ll detail the three-step process to successfully review those units.
How To After-Plan
1. Calculate Effect Size: A new added component of the review method. After completing your lesson plan, go back through and calculate the over Hattie(effect) size of individual days and weeks.
For example, Explicit Teaching Strategies has a 0.63 effect size. Collaborative Learning has a 0.45 effect size. Using the Jigsaw approach has a 1.20 effect size.
My goal is to ensure each daily ELA(English/Language Arts) block has a 5.00 effect size.
2. Time It Out: Each week, I pour over the weekly lessons, material and strategies to determine how long each part will take. Most times, I keep it the same. Other times, I delete or add a component based on the projected minutes needed.
I’m quite precise, too. Once a student stated: Mr. Short, you said we’d do this at 10:35 and it’s 10:35.
Me: I know.
3. Take Notes: Throughout the course of a school week, I review my after-planning notebook and take notes on the lessons. Additionally, daily informal or formal assessments support the after-planning task.
Conclusion: The three-part lesson planning method requires thoroughness and increased effort but it ensures that your scholars receive quality instruction.
The Phenomenal Student 