3.3 Gradual Release - Comprehension (3-5)

Gradual Release of Responsibility

TEACHER RESPONSIBILITY

Direct Instruction

"I Do"

Guided Instruction

Guided Instruction

"We Do"

Independent Practice

"You Do"

STUDENT RESPONSIBILITY

Independent Practice Of

Comprehension

"You Do"

A boring presentation

Our Shared Reading curriculum includes a daily exit ticket that is intended as the You Do. This opportunity allows students to demonstrate their progress with the skill under study. Regular comprehension quizzes throughout each unit also provide opportunities for students to demonstrate their knowledge.

Let’s see what the “You Do” looks like in action.

Guided Instruction of

Comprehension

"We Do"

A boring presentation

Our 3-5 curriculum is built around quality, diverse texts and the discussions they provoke. While reading, teachers must shift the responsibility for thinking to students. This occurs through questioning, prompting, and varying the reading modes used to move through a text. Often, students are working together and learning from each other as they grow confident in their new skills. Students still need guidance, and there is opportunity for teachers to step in and reteach or provide additional focused instruction as students demonstrate the need for it.

Let’s see what the “We Do” looks like in action.

Direct Instruction of

Comprehension

"I Do"

A boring presentation

Our Read Aloud and Shared Reading curriculum includes a skill (sometimes 2) each week that students are practicing heavily. During the Read Aloud lesson, teachers introduce and model the skill repeatedly. In Shared Reading, teachers review the skill and provide additional think alouds to model the skill as needed. These skills are tied to the standards, and each is explicitly introduced and modeled by the teacher. Ongoing modeling is also necessary when students need a review of the skill or are struggling to apply it correctly.

Let’s see what the “I Do” looks like in action.