Gradual Release of Responsibility Example Behaviors: Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation aloud Actively listens Takes notes Asks for clarification We do it Guided Instruction / Guided Practice Interactive instruction with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do it Independently Independent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on activities, classroom learning to complete assignment full responsibility for outcome
In paragraph 2, p. 11 of “It’s Not Just a Game!” the author says, “Pardon the pun!” What does that mean, and why do you think she says that? (author’s craft) The author of “Karate Kid” repeats several phrases over and over. What effect does that have on the message she is trying to convey? (author’s Do you think the Snazzy Steppers would agree that sports are fun? Support your answer with evidence from the text “Double Dutch.” (Opinion) According to several of the texts you have read, participating in sports provides many benefits. Describe some of those, using evidence from the different texts. (intertextual connections) Literacy Station Activities Comprehension station: Journeys Comprehension flip chart, Lesson 4, write a gist statement, write a summary of a text or portion of a text, write answers to text-dependent questions, opinion and evidence graphic organizer, , review previously taught skills, additional optional activities: to Disagree WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. RI.5.9-Integrate information from several on the same topic in order to write or speak about the subject knowledgeably. Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Reading Identify key from multiple sources on the same topic to write or speak about a subject using words contained in a pre-taught word bank for support. Identify key phrases from multiple sources on the same topic to write or speak about a subject using a chart. Categorize sentences from multiple sources on the same topic to write or speak about a subject knowledgeably using context clues and illustrations Interpret information from multiple sources on the same topic to write or speak about a subject knowledgeably with visual support (illustrations, charts, diagrams, etc.) Draw conclusions from explicit and implicit text using multiple sources on the same topic to integrate information to write or speak about a subject knowledgeably For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder Click on Transformed MPIs/ELAs Writing/Research W.5.1-Write opinion pieces on topics or texts, supporting a Addresses the prompt and provides effective and comprehensive development of the topic by using clear Key Content Opinion Writing
Building Knowledge Leveled readers Paired Text Supplemental Materials Group, and Independent work) All students experience all and resources regardless of level From the Leveled Readers/Vocabulary Reader: “Mangrove “Guardian of the Everglades” From the Teacher Read Aloud “Attack of the Alien Species” Other Resources: National Park Service – Plan your visit Protecting the Wetlands Everglades: Pig Frog Video Pythons Invade the Florida Everglades Obama talks about climate change as he walks a trail in the Everglades Vocabulary Drawn from the texts Complete Rolling Vocabulary activity
Week 9 Continued Essential Question: What reasons do people have for protecting the Florida Everglades from environmental changes? Day 1 Day 2 Day 3 Day 4 Day 5 Foundational Skills Fluency Decoding Word Work Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities Writing Response to text Writing Process Culminating task Aligned with topic for the week Complete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week. Standards Reading: Informational Text RI.5.1, RI.5.3, RI.5.4, RI.5.8, RI.5.10 Writing W.5.2 Speaking and Listening SL.5.1