3.3 Gradual Release - Comprehension (3-5)

Guided Instruction

"You Do"

"We Do"

"I Do"

Independent Practice

Guided Instruction

STUDENT RESPONSIBILITY

Direct Instruction

TEACHER RESPONSIBILITY

Gradual Release of Responsibility

Independent Practice Of

A boring presentation

Comprehension

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

"You Do"

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.

Guided Instruction of

A boring presentation

Comprehension

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

"We Do"

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.

Direct Instruction of

A boring presentation

Comprehension

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

"I Do"

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.