Gradual Release of Responsibility Modeling Guided Practice Independent Practice I do/Notice It We do/Practice It You do/Try it Teacher thinks aloud while Students demonstrate their Students apply writing modeling the writing grasp of writing strategies strategies and/or skills processes and craft involved and/or skills as they learned in the focus lesson it? in being a writer. practice together. Teacher to independent writing. is moves around the room to determine the level of What mastery and provide individual remediation as needed. Teacher: Teacher: Teacher: Explains Checks for Confers with students. Introduces understanding. Adjust Gives students feedback Models your teaching if on their progress, Thinks Aloud understanding is not answers individual Reflects clear or student questions, and collects Builds schema progress is not data helpful for adequate. developing next steps in Differentiates for the lesson. students who are either Creates flexible or struggling or ready to invitational groups that enhance the work independently application. under more structured Reflects and Extends support. by talking about various like? ways to apply the strategy. look it Student: does Student: Student: Practices by working Takes notes in writer’s Practices the independently or in What notebook, or practice application of the pairs to apply the page strategy with pairs or strategy and/or skill. Listens small groups providing Responds to questions or minimal support. contributes additional Shares examples of how information to teacher the strategy helped models them in their writing.
What is it? Modeling I do/Notice It Guided Practice We do/Practice It Independent Practice You do/Try it Teacher thinks aloud while modeling the writing processes and craft involved in being a writer. Students demonstrate their grasp of writing strategies and/or skills as they practice together. Teacher moves around the room to determine the level of mastery and provide individual remediation as needed. Students apply writing strategies and/or skills learned in the focus lesson to independent writing. What does it look like? Teacher: Explains Introduces Models Thinks Aloud Reflects Builds schema Student: Takes notes in writer’s notebook, or practice page Listens Responds to questions or contributes additional information to teacher models Teacher: Checks for understanding. Adjust your teaching if understanding is not clear or student progress is not adequate. Differentiates for students who are either struggling or ready to enhance the application. Reflects and Extends by talking about various ways to apply the strategy. Student: Practices the application of the strategy with pairs or small groups providing minimal support. Shares examples of how the strategy helped them in their writing. Teacher: Confers with students. Gives students feedback on their progress, answers individual questions, and collects data helpful for developing next steps in the lesson. Creates flexible or invitational groups that work independently under more structured support. Student: Practices by working independently or in pairs to apply the strategy and/or skill. Gradual Release of Responsibility
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