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Gradual Release of Responsibility and Structured Student Interaction

Gradual Release of Responsibility and Structured Student Interaction. Secondary Principals’ Meeting – Oct. 23, 2012 Presented by: LaRae Blomquist ELA Curriculum Specialist. Outcomes. Participants will Examine GRR and SSI “in action.” Discuss Looks/Sounds Like.

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Gradual Release of Responsibility and Structured Student Interaction

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  1. Gradual Release of Responsibilityand Structured Student Interaction Secondary Principals’ Meeting – Oct. 23, 2012 Presented by: LaRaeBlomquist ELA Curriculum Specialist

  2. Outcomes Participants will • Examine GRR and SSI “in action.” • Discuss Looks/Sounds Like. • Have general awareness of “text dependent questions” (TDQs) as they relate to the Common Core ELA and Literacy standards.

  3. Review of GRR

  4. Review of GRR Teacher modeling of skill…not lecture of content

  5. Review of GRR Teacher checking for student understanding…use of SSI

  6. Review of GRR Collaborative learning; cont’ check for understanding; use of SSI

  7. GRR in Science and History CCSS Literacy Standards

  8. Science 9th/10th Literacy Standard: Reading #5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Applying GRR to CCSS Literacy Standards

  9. Science Demo Lesson Pre-lesson info: • Established pairs • Established whiteboard routine • Protocol for SSI • Think time • Ask question • Language expectation (e.g., academic vocab; language frame; complete sentence) • Conservative time limit • Random, non-voluntary response

  10. Let’s Begin… LEARNING OBJECTIVES: The student will • Identify words/phrases that indicate a cause-effect relationship • Explain the cause-effect relationship of heat and thermal energy

  11. Graphic Representation of Cause-Effect Ms. B’s most recent photo Ms. B’s “I do”

  12. White Boards and Wandering Language Frame: My graphic represents a cause-effect relationship because ____________ causes the effect of ______________.

  13. Cause-Effect Relationshipof Heat and Thermal Energy Think-Aloud (p.90)… “I do” Listen for the words/phrases in the text that indicate cause-effect Relationship.

  14. Charting Cause-Effect Words Individually chart which words you heard me identify as indicating a cause-effect relationship between heat and thermal energy. 1…2…3…Show me.

  15. Partner Collaboration Compare your whiteboard answers to those of your designated partner. Add any additional words/phrases you want after partner collaboration.

  16. Cause-Effect Words/Phrases – “We do together” Language Frame: I chose ____________________________ as text evidence of a cause/effect relationship because__________________.

  17. Cause-Effect Relationship of Heat and Energy – Thermal Expansion“You do together” Language Frame: The graphic of ______ best represents the cause-effect relationship of heat and thermal expansion because_________.

  18. “You do alone” Assignment DIRECTIONS: • Read “Transferring Heat” on your own. • Look for the evidence of what causes heat to transfer and what the effect is. • Examine the example of heat transferring in the metal stethoscope example…

  19. “You do alone” Assignment • Write: Pretend that you have been asked to explain the cause and effect of transferring heat to a 5th grader. Write an informational paragraph with your own situation where heat or cold might transfer from one object to another. You must use the following vocabulary in your explanation: cause, effect, heat and/or cold, temperature, transfer. Underline the key words when completed.

  20. Debrief • Where did you see the shifts in GRR steps? • What role did Structured Student Interaction play within GRR?

  21. Discussing LOOKS/SOUNDS LikeAdministrator’s Reference • What would it include if you were assigned the task of writing an administrator’s guide for LOOKS/SOUNDS like for the • Gradual Release of Responsibility • Structured Student Interaction • Application of the Literacy Standards in Science

  22. Text-Dependent Nature of CCSS Literacy Standards…Drilling Down to Understand Text Dependent Questions

  23. Revisiting Outcomes Participants will • Examine GRR and SSI “in action.” • Discuss Looks/Sounds Like. • Have general awareness of “text dependent questions” (TDQs) as they relate to the Common Core ELA and Literacy standards.

  24. Gradual Release of Responsibilityand Structured Student Interaction Secondary Principals’ Meeting – Oct. 23, 2012 Presented by: LaRaeBlomquist ELA Curriculum Specialist

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