Gradual Release of Responsibilityand

Structured Student Interaction

Secondary Principals’ Meeting – Oct. 23, 2012

Presented by: LaRae BlomquistELA Curriculum Specialist

Outcomes

Participants will

• Examine GRR and SSI “in action.”• Discuss Looks/Sounds Like.• Have general awareness of “text dependent

questions” (TDQs) as they relate to the Common Core ELA and Literacy standards.

Review of GRR

Review of GRRTeacher m

odeling

of skill…not le

cture

of content

Review of GRR

Teacher checking for

student

understanding…use of

SSI

Review of GRR

Collaborative

learning; cont’ check

for understanding;

use of SSI

GRR in Science and History

CCSS Literacy Standards

Science 9th/10th Literacy Standard:

Reading #5:Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).Applying GRR to CCSS

Literacy Standards

Science Demo LessonPre-lesson info:• Established pairs• Established whiteboard routine• Protocol for SSI

– Think time– Ask question– Language expectation (e.g., academic vocab; language

frame; complete sentence)– Conservative time limit– Random, non-voluntary response

Let’s Begin…

LEARNING OBJECTIVES: The student will

• Identify words/phrases that indicate a cause-effect relationship

• Explain the cause-effect relationship of heat and thermal energy

Graphic Representation of Cause-Effect

Ms. B’s “I do”

Ms. B’s most recent photo

White Boards and Wandering

Language Frame:

My graphic represents a cause-effect relationship because ____________ causes the effect of ______________.

Cause-Effect Relationshipof Heat and Thermal Energy

Think-Aloud (p.90)… “I do”

Listen for the words/phrases in the text that indicate cause-

effect Relationship.

Charting Cause-Effect Words

1. Individually chart which words you heard me identify as indicating a cause-effect relationship between heat and thermal energy.

2. 1…2…3…Show me.

Partner Collaboration

1. Compare your whiteboard answers to those of your designated partner.

2. Add any additional words/phrases you want after partner collaboration.

Cause-Effect Words/Phrases – “We do together”

Language Frame: I chose ____________________________ as text evidence of a cause/effect relationship because__________________.

Cause-Effect Relationship of Heat and Energy – Thermal Expansion

“You do together”

Language Frame: The graphic of ______ best represents the cause-effect relationship of heat and thermal expansion because_________.

“You do alone” Assignment

DIRECTIONS:• Read “Transferring Heat” on your own.• Look for the evidence of what causes heat to

transfer and what the effect is.• Examine the example of heat transferring in

the metal stethoscope example…

“You do alone” Assignment

• Write: Pretend that you have been asked to explain the cause and effect of transferring heat to a 5th grader. Write an informational paragraph with your own situation where heat or cold might transfer from one object to another. You must use the following vocabulary in your explanation: cause, effect, heat and/or cold, temperature, transfer. Underline the key words when completed.

Debrief

• Where did you see the shifts in GRR steps?

• What role did Structured Student Interaction play within GRR?

Discussing LOOKS/SOUNDS LikeAdministrator’s Reference

What would it include if you were assigned the task of writing an administrator’s guide for LOOKS/SOUNDS like for the•Gradual Release of Responsibility•Structured Student Interaction•Application of the Literacy Standards in Science

Text-Dependent Nature of CCSS Literacy Standards…Drilling Down

to Understand

Text Dependent Quest

ions

Revisiting Outcomes

Participants will

• Examine GRR and SSI “in action.”• Discuss Looks/Sounds Like.• Have general awareness of “text dependent

questions” (TDQs) as they relate to the Common Core ELA and Literacy standards.

Gradual Release of Responsibilityand

Structured Student Interaction

Secondary Principals’ Meeting – Oct. 23, 2012

Presented by: LaRae BlomquistELA Curriculum Specialist