gradual release look fors

Milliken Literacy NetworkGradual Release of Responsibility - Modelled Instructional Approach

Look-Fors

Beginning:Beginning:The Teacher:

explicitly outlines learning goal(s) based on the curriculum states learning goal/target in student-friendly language establishes purpose for this learning links learning to previous learning/prior knowledge sets clear expectations for students’ role and teacher’s role

The Students:

listen attentively

Middle:Middle:The Teacher:

stops to think aloud at pre-determined points explicitly shares the thinking process keeps students engaged throughout the lesson (ie: tone of voice) models strong fluency uses a visual representation to record thinking observes for engagement (assessment for learning) throughout lesson

The Students:

listen attentively

End:End:The Teacher:

connects back to learning goal/target conducts a quick oral check for understanding (ie: think-pair-share) may also if necessary conduct a further check for understanding (ie: written) may state next steps based on the check for understanding

The Students:

respond to a check for understanding

Pre-Planning:The Teacher:

sets a clear goal for learning based on the curriculum and student data (ie: interest/prior knowledge) may have to research strategy to determine success criteria chooses purposeful material for the lesson (ie: content, purpose) prepares in advance (stopping points, sticky notes, appropriate representation, check for understanding)


sets a clear goal for learning based on the curriculum and student data (ie: interest/prior knowledge) may have to research strategy to determine success criteria chooses purposeful material for the lesson (ie: content, purpose) prepares in advance (stopping points, sticky notes, appropriate representation, check for understanding)

DRAFT

Milliken Literacy NetworkGradual Release of Responsibility – Shared Instructional Approach

Look-Fors

Shared Approach: ‘Teacher Does, Students Share’


states learning goal/target in student-friendly language establishes purpose for this learning links learning to previous learning/prior knowledge sets clear expectations for students’ role and teacher’s role introduces the text uses anchor charts

The Students:

listen attentively focus on text


models first through a ‘think aloud’ uses a visual representation to record thinking observes for engagement (assessment for learning) throughout lesson invites students to participate in the lesson uses wait time, pace, and tone appropriate to the situation links learning to target conducts a quick oral check for understanding (ie: think-pair-share)

The Students:

listen attentively become active

participants (ie: chime in with text)

follow text share thinking

(partner, whole group)


summarizes teaching points connects back to learning goal/target conducts a quick oral check for understanding (ie: think-pair-share) may also, if necessary conduct a further check for understanding (ie: written) may state next steps based on the check for understanding

The Students:



sets a clear goal for learning based on the curriculum and student data (ie: interest/prior knowledge) may have to research strategy to determine success criteria chooses purposeful material for the lesson (ie: content, purpose) - material could be: big book, photocopy, transparency, smart board, video clip - material should be slightly above students’ level (‘instructional level’) prepares in advance (stopping points, sticky notes, appropriate representation, check for understanding) identifies parts in advance where students will participate


sets a clear goal for learning based on the curriculum and student data (ie: interest/prior knowledge) may have to research strategy to determine success criteria chooses purposeful material for the lesson (ie: content, purpose) - material could be: big book, photocopy, transparency, smart board, video clip - material should be slightly above students’ level (‘instructional level’) prepares in advance (stopping points, sticky notes, appropriate representation, check for understanding) identifies parts in advance where students will participate

DRAFT

Milliken Literacy NetworkGradual Release of Responsibility – Guided Instructional Approach

Look-ForsGuided Approach: ‘Student Do, Teacher Guides’


introduce/review skills previously learned (linked to modelled/shared) anticipation strategy states learning goal/target in student-friendly language (explicit) sets clear expectations for students’ role and teacher’s role assessment data used to set the focus uses anchor charts small table, assigned seating area co-creating success criteria small group instruction with teacher

The Students:

listen attentively focus on text rest of class

focussed on a related task(s)


assessment of individual students (running records/fluency) observes for engagement (assessment for learning) throughout lesson focus on strategy, not content teacher as coach and facilitator (prompting students) focussed/ small text piece at instructional level of group whisper reading to teacher descriptive feedback

The Students:

reading same text active participants reading independent students applying

strategies whisper reading to

teacher listen attentively


summarizes teaching points connects back to learning goal/target conducts a quick oral check for understanding (ie: think-pair-share) may also, if necessary conduct a further check for understanding (ie: written) may state next steps based on the check for understanding teacher reflection on student responses/resources (plan for next steps) descriptive feedback/conversations/discussions with students

The Students:


reflections

Pre-Planning: sets a clear goal for learning based on the curriculum and student data (ie: interest/prior knowledge) may have to research strategy to determine success criteria chooses purposeful material for the lesson (ie: content, purpose) - material should be at instructional level - individual student copy prepares in advance (stopping points, sticky notes, appropriate representation, check for understanding) Identifies parts in advance where students will interact (questioning, conversations …) guided area, small table, assigned seating area no interruptions flexible, fluid groupings rest of class – why are they doing the other task(s)

Pre-Planning: sets a clear goal for learning based on the curriculum and student data (ie: interest/prior knowledge) may have to research strategy to determine success criteria chooses purposeful material for the lesson (ie: content, purpose) - material should be at instructional level - individual student copy prepares in advance (stopping points, sticky notes, appropriate representation, check for understanding) Identifies parts in advance where students will interact (questioning, conversations …) guided area, small table, assigned seating area no interruptions flexible, fluid groupings rest of class – why are they doing the other task(s)

DRAFT

Milliken Literacy NetworkGradual Release of Responsibility – Independent Instructional Approach

Look-For

Independent Approach: ‘Student Does, Teacher Observes”


• Review with students (e.g., reading logs)• Goal Setting (task explained) with focussed

instruction• Explicitly teaching the strategies that students

will use during the independent session• Book Talks• Genre Wheel• Get to know the students• Use data• Likes vs. Dislikes• Entry point variable for students• Create “Safe” environment• Variety of genres

The Students:

• Look through reading logs to look for trends and reading level

• Student share learning goal• Learning about Independent Reading and

expectations during Independent Reading• Set-up their work areas• Routines in place are used


• Conferences with students – goal setting• Ask questions to students• Assess• Ask students to reflect on their reading• Reading log and record of their thoughts, etc.

(opinions of their reading)• Shared resources that might be interesting to

students (based on reading surveys/conferences held in the beginning)

The Students:

• Share opinions and thoughts• Listen to others read• Articulate different strategies used• Reading and applying the strategies learned in

class• Conferencing with teacher


• Teacher does guided reading with students• Conference with students• Assess• Reflecting and Assessing to meet the needs of

students to move each student forward• “Tracking” and anecdotal notes

The Students:

• Students do book study• Sharing their learning• Interests in a variety of genres• Reflect on which strategies they used• Setting goals for reading (next steps)

Pre-Planning: • First 20 Days • Interest survey• Analyze data • Picture clues – word wall• Reading resources – varied and cross-curricular• Good knowledge of students• 5 finger rule• Reading comprehension strategies lessons taught during Modelled/Shared/Guided

Pre-Planning: • First 20 Days • Interest survey• Analyze data • Picture clues – word wall• Reading resources – varied and cross-curricular• Good knowledge of students• 5 finger rule• Reading comprehension strategies lessons taught during Modelled/Shared/Guided

gradual release look fors

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