Planning of a Gradual Release Lesson

Common Board Configuration Objective Participants will review the components of the Gradual Release Lesson Plan template Essential Question How can I use the Gradual Release Lesson Plan template to plan and execute engaging and rigorous lessons during core instruction? Home Learning Utilize your Reading Coach, Specialists, and Common Planning Time opportunities to plan your Gradual Release lessons.

What is the Gradual Release Model? Improving Practice-Gradual Release Model Video

Gradual Release Model Lesson Plan Template

GRM Lesson Planning… *Benchmark, Objective, and Essential Question can be found in the Curriculum Guide *Assessment Piece for the lesson can be the product completed during the ‘Independent Practice’ or ‘You Do’ *Vocabulary: Are there words that you can ‘frontload’? Model using context clues to determine the meaning of? *Higher-Order Questions

Use the Curriculum Guide to Determine Focus Explain how to use the YAG and CG to determine the benchmark for instruction.

Use the Curriculum Guide to Determine Focus

FCAT 2.0 Item Specifications *Model how to read FCAT 2.0 Item Specifications page and explain how it should be referenced when planning lessons.

Pre-Planning for a Gradual Release Lesson *Theme of Edward Tulane is “learning to love others”; this lesson is an introductory lesson that teaches students to cite evidence from the text to support the theme, “learning to love others.”

Pre-Planning for a Gradual Release Lesson *Higher-Order Questions: Discuss Higher-Order Questions during Common Planning Time, or share with grade-level team *It is important to ask students a variety of low, moderate, and high complexity questions *Vocabulary: Some words can be ‘frontloaded’ *Text should always be read prior to planning lessons; this will assist in developing higher-order questions, determining which vocabulary words to ‘frontload’ and which to use context clues to determine the meaning of

Webb’s Depth of Knowledge Webb’s DOK Info and how it aligns to FCAT proficiency

Asking Questions… Author’s Purpose, Text Features, Text Structure

Asking Questions…

Asking Questions…

Lesson Planning… Approach planning by thinking about what will it take for students to master the objective, NOT what to do Monday- Friday Intro, Gradual Release Pieces, Closing

Daily Introduction Every day begins with an introduction Day 1 is used to hook the learners and set the purpose for learning Subsequent days used to review previous learning

I do Explicit modeling by the teacher using elmo, projector and smartboard. Teacher will make notes, and interact with the text live using smart board technology Model how a teacher can interact with the text live in front of students using smart board technology

We do/ They do Teacher guides practice of the objective Teachers can still use the smart board technology and allow students to “take over” in the lesson, with the teacher providing guidance along the way and asking higher order questions.

EVERYONE uses grade-level, complex text during this time. Independent Practice A: Students who need additional support B: Students who are working on grade level C: Students who need to be challenged or finish early EVERYONE uses grade-level, complex text during this time. In this section, teachers can address the type of differentiation they are using for their ESE and ESOL students (section A), those who are on target (section B), and those students who are higher learners and need to be challenged more. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech to text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language (Thurlow, 2010).

You do Using the same concept with the Independent Practice section, teachers will identify what each grouping of students will do for the “You do” section of the lesson.

Daily Close Every day ends with a close Day 1 is used to draw student’s attention to what they observed the teacher do so that same processes can be replicated Subsequent days used to reflect on the learning that occurred as the students practiced Last day used to review and answer the Essential Question

Rotations *60 minutes, daily *Based on Student Data (i.e. DAR, IOWA, CGA)

Common Board Configuration Objective Participants will review the components of the Gradual Release Lesson Plan template Essential Question How can I use the Gradual Release Lesson Plan template to plan and execute engaging and rigorous lessons during core instruction? Home Learning Utilize your Reading Coach, Specialists, and Common Planning Time opportunities to plan your Gradual Release lessons. Teachers will use this board configuration in all classrooms so there is continuity throughout the school and students will be able to recognize what the expectations for learning are in each class.