1. Planning of a Gradual Release Lesson

2. 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.

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

4. Gradual Release Model Lesson Plan Template

5. 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

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

7. Use the Curriculum Guide to Determine Focus

8. 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.

9. 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.”

10. 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

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

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

13. Asking Questions…

14. Asking Questions…

15. 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

16. 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

17. 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

18. 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.

19. 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).

20. 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.

21. 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

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

23. 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.