1. Milliken Literacy Network
Gradual Release of Responsibility – Shared Instructional Approach
Look-Fors
Shared Approach: ‘Teacher Does, Students Share’
Beginning:
The Teacher: The Students:
 states learning goal/target in student-friendly language  listen attentively
 establishes purpose for this learning  focus on text
 links learning to previous learning/prior knowledge
 sets clear expectations for students’ role and teacher’s role
 introduces the text
 uses anchor charts
Middle:
The Teacher: The Students:
 models first through a ‘think aloud’  listen attentively
 uses a visual representation to record thinking  become active
 observes for engagement (assessment for learning) throughout lesson participants (ie:
 invites students to participate in the lesson chime in with text)
 uses wait time, pace, and tone appropriate to the situation  follow text
 links learning to target  share thinking
 conducts a quick oral check for understanding (ie: think-pair-share) (partner, whole
group)
End:
The Teacher: The Students:
 summarizes teaching points  respond to a check
 connects back to learning goal/target for understanding
 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
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
Jan 22 2009