1. Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Best Practices Gradual Release Model Presented by: Curriculum & Instruction Gradual Release Committee Julie Combs, Pre-K, K, 1 st Grade ELAR Coordinator Shequita Miller, Elem/Intermediate ELAR Coordinator Hailey Veron, Elementary Math Coordinator

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4. Learning Purpose and Objective Purpose To explore the importance of formative assessments – before, during, and after teaching. The goal of formative assessments that when used consistently, and with fidelity they will improve instruction and student achievement. Essential Questions Why are formative assessments vital in all phases of instruction? How should formative assessments guide instruction?

6. Like GPS directions, frequent checks for understanding can increase the likelihood that we'll end up at our intended destination. 6 The practice of Checking for Understanding is essential in effective instruction. Checking for Understanding is the teacher continually verifying that students are learning what is being taught while it is being taught.

7. Formative Assessment Activity Sheet 7

8. Gradual Release Component Activity Sheet 8

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10. 5 Talk Moves 10

11. Language Frames 11

12. See It in Action Mathematics teacher Aimee Suffridge uses an audience response system to gauge how her students solve a problem. It is early in the school year, and she presents her students with a mathematics problem similar to those that will appear on the state test. What could be the teachers purpose for this activity? 12

13. True/False 13

14. How does she organize her tasks so that frequent checks for understanding are used to collect timely feedback in order to refine lesson delivery? 14

15. Video 15

16. Language Frames In the video I noticed she organized her tasks by….. The video demonstrated how frequent checks for understanding are used to collect timely feedback in order to refine lesson delivery by…. 16

17. She used the following format: 1. Present a problem or question and have students respond individually using the audience response system device. 2. Without showing them the results, ask students to talk with others about why they chose a particular answer, and listen to the reasons students offer for their choices. 3. Reopen the poll and invite students to answer the same problem again, either changing their response or sticking with their original answer. 4. Display the results, including the number who selected each answer choice. Discuss the reasoning used for each answer with the class. 17 How does this format relate to the components of the Gradual Release Model? Why is this activity important for student learning to occur?

18. Present a problem or question and have students respond individually using the audience response system device. 18

19. Without showing them the results, ask students to talk with others about why they chose a particular answer, and listen to the reasons students offer for their choices. 19

20. Reopen the poll and invite students to answer the same problem again, either changing their response or sticking with their original answer. 20

21. Display the results, including the number who selected each answer choice. Discuss the reasoning used for each answer with the class. 21

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23. Scaffold Student Learning 23

24. Instructionally Informative Provides a way to align standards, content, and assessment Allows for the purposeful selection of strategies Embeds assessment in instruction Guides instructional decisions 24

25. Continuous Cycle 25

26. Teachers Need to Know..for, as, of 26

27. Teacher Aha! 27

28. Give 1 Get 1 Turn to your shoulder partner and share an idea for using formative assessments on your campus and get an idea from them to add to your list. 28

29. 29 Mastery of Essential Standards

30. Future Spotlight Topics Focused instruction Differentiated instruction Guided instruction Collaborative learning Independent learning tasks

31. 31 Please complete survey in eduphoria.

32. GRADUAL RELEASE COMMITTEE Julie Combs, Pre-k, K, 1 st Grade ELAR Coordinator Shequita Miller, Elem/Intermediate ELAR Coordinator Hailey Veron, Elementary Math Coordinator