1. Milliken Literacy Network
Gradual 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)

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)

DRAFT

2. Milliken Literacy Network
Gradual Release of Responsibility – Shared Instructional Approach
Look-Fors
Shared Approach: ‘Teacher Does, Students Share’
Beginning:Beginning:
The Teacher:
 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
Middle:Middle:
The Teacher:
 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)
End:End:
The Teacher:
 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:
 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)
- 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
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)
- 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

3. Milliken Literacy Network
Gradual Release of Responsibility – Guided Instructional Approach
Look-Fors
Guided Approach: ‘Student Do,Teacher Guides’
Beginning:Beginning:
The Teacher:
 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)
Middle:Middle:
The Teacher:
 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
End:End:
The Teacher:
 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:
 respond to a check
for understanding
 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

4. Milliken Literacy Network
Gradual Release of Responsibility – Independent Instructional Approach
Look-For
Independent Approach: ‘Student Does,Teacher Observes”
Beginning:Beginning:
The Teacher:
• 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
Middle:Middle:
The Teacher:
• 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
End:End:
The 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