Gradual+Release+of+Responsibility

This space is for the Iowa Ad Lit work group working with Gradual Release of Responsibility Gradual Release [|SRS-Gradual Release.doc]

[|Fisher Study Guide.doc]

[|Gradual Release.ppt]

[|Gradual Release revised outline.doc]

[|Gradual Release of Responsibility Overview.doc] ICC = Content, Instruction and Assessment 1. Overview – JoEllen a. Content – defining that phase, key features b. Instruction – written classroom examples and possible video samples c. Assessment – formative (Are we ready to move to the next level?) Could develop a rubric or portion of a rubric to help assess d. What to look for check list p.127 – use as defining “moves” of the phase
 * Framework **

2. Focus Lessons – Carla & Sara a. Content – defining that phase, key features b. Instruction – written classroom examples and possible video samples c. Assessment – formative (Are we ready to move to the next level?) Could develop a rubric or portion of a rubric to help assess d. What to look for check list p.127 – use as defining “moves” of the phase 3. Guided Practice – Judy & Becky a. Content – defining that phase, key features b. Instruction – written classroom examples and possible video samples c. Assessment – formative (Are we ready to move to the next level?) Could develop a rubric or portion of a rubric to help assess d. What to look for check list p.127 – use as defining “moves” of the phase 4. Collaboration – Melissa & Jackie a. Content – defining that phase, key features b. Instruction – written classroom examples and possible video samples c. Assessment – formative (Are we ready to move to the next level?) Could develop a rubric or portion of a rubric to help assess d. What to look for check list p.127 – use as defining “moves” of the phase 5. Independent Practice – will address this at a later time a. Content – defining that phase, key features b. Instruction – written classroom examples and possible video samples c. Assessment – formative (Are we ready to move to the next level?) Could develop a rubric or portion of a rubric to help assess d. What to look for check list p.127 – use as defining “moves” of the phase

Utilize the lesson planning format found in the back of the book - or sent by Doug - to maintain a consistent format throughout the modules.

All examples/samples would revolve around descriptive, persuasive and expository writing. We would include Composing Think Alouds, Writing Talk Alouds and Reading Comprehension Strategies. This will include all contents.

Examples by Grade Level: Elem – Composing Think Alouds Middle School – Persuasive High School - Expository (Descriptive)

As we are able to find teachers to share lessons with us, we need to collect a series of lessons to see each phase of gradual release ** Use the format from the book ** : Key Features Instructional Strategies Assessment

Materials needed: __ Better Learning through Structured Teaching __ – Doug Fisher and Nancy Frey Articles that may fit each section

Information for Trainers Connections to other initiatives Purpose & Rational Power point Handouts ELL

Collaboration – Melissa & Jackie a. Content – defining that phase, key features i. Students consolidate their thinking and understanding ii. Students use what they have learned during the focus lessons and guided instruction iii. Students apply information in novel situations or engage in a spiral review of previous knowledge iv. Individual accountability is the key to successful collaborative learning v. Enables students to think through key ideas, provides a natural opportunity for inquiry, and ensures that students engage in content learning vi. IS Not: 1. time to add new information b. Instruction – written classroom examples and possible video samples c. Assessment – formative (Are we ready to move to the next level?) Could develop a rubric or portion of a rubric to help assess d. What to look for check list p.127 – use as defining “moves” of the phase