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      • SIOP Feature 1 Write content objectives clearly for students
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      • SIOP Feature 4 Identify Supplementary Materials to Use
      • SIOP Feature 6 Plan meaningful activities that integrate lesson concepts with language practice
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      • SIOP Feature 7 Explicitly link concepts to students backgrounds and experiences
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      • SIOP Feature 10 Use Appropriate Speech for Students Proficiency Level
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      • SIOP Feature 12 Use a variety of techniques to make concepts clear
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      • SIOP Feature 13 Provide ample opportunities for students to use strategies
      • SIOP Feature 14 Use scaffolding techniques consistently throughout lesson
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      • SIOP Feature 16 Provide frequent opportunities for interaction and discussion
      • SIOP Feature 17 Use Group Configurations that support language and content objectives
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      • SIOP Feature 20 Provide hands-on materials and/or manipulatives for students to practice using new content knowledge
      • SIOP Feature 21 Provide activities for students to apply content and language
      • SIOP Feature 22 Provide activities that integrate all language skills >
        • Four Domains of Language Speaking
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      • SIOP Feature 25 Engage Students 90-100% of the Time
      • SIOP Feature 26 Pace the Lesson Appropriately to the Students Ability Level
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      • SIOP Feature 27 ​Give a comprehensive review of key vocabulary
      • SIOP Feature 29 Provide feedback to students regularly on their output
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Find the Steps of the Gradual Release of Responsibility

  1. Read the steps of the lessons below
  2. Identify the steps of the Gradual Release of Responsibility 
  3. Write them down
  4. Be prepared to share with the class
Picture

Picture
                                     Model

  • Divide your paper into quadrants
  • Label each one:  Lesson #1, etc.
  • In each quadrant, Write steps of GRR 1-4
  • Under each step, write the corresponding steps

Lesson #1:  Butterflies and Moths

A. Individually, students determine whether the insect is a butterfly or a moth and how they know.
B. The teacher models how to distinguish between a butterfly or a moth and how using key attributes.
C.
The teacher and the class identify a few butterflies and moths using the key attributes they've been practicing.
D. Pairs of students take turns choosing a picture and identifying what it is and how they know.
TESOL Trainers John Kongsvik

Lesson #2:  What's the sum of 10 and ....?

TESOL Trainers John Kongsvik
A.   Pairs of students walk around the room from station to station quizzing one another on the sum of 10+___.
B.   Individually, students mix and mingle with a problem.  They ask and answer the question before exchanging papers and repeating the task.
C.   Small groups of students match the answers to the problems.  Then, they quiz one another.
D.   The teacher and the students discussion addition, match the answers to the problems, and practice asking and answering the ?
E.   The teacher models finding the sum and using the term to ask and answer, "what's the sum of 10 and ___?".

Lesson #3: Capital Letters & Lowercase Letters

A.  Students, in pairs, walk around the room to stations.  They take turns asking the question (is that a capital or lowercase letter) to their partner and answering the question (it is a ____ letter), making the gesture too. 
B.  The teacher shows capital and lowercase letters, introducing the terms and using gestures for each. 
C.  The teacher shows students letters and together they make the gesture and say the term. Then the teacher shows letters and chorally the ask and answer the question (is this a capital or lowercase letter).
D.  Pairs of students, on board, match capital letters and lowercase letters while saying, "This is capital letter ___" and "This is lowercase letter _____".
​
E.  Students, individually, identify capital and lowercase letters by watching a short video and making the gestures.  Then, the teacher quizzes each student individually.
TESOL Trainers John Kongsvik

Lesson #4:   Does "ball" begin with the letter 'B' or 'D'?

TESOL Trainers John Kongsvik
A.  Students walk around the room and take turns asking one another "Does _____ begin with the letter B or D?" and answering, "____ begins with the letter ____." according to what the picture represents.
B.  Teacher shows class pictures and identifies words that begin with B or D by saying, "____ begins with the letter ____."
C. Students, individually, look at pictures & identify words that begin with B and words that begin with D.
D.  The class looks at pictures & identifies those that start with B and those that start with D by  saying, "____ begins with the letter ____."
E.  The teacher, on board, points to a picture and ½ of the students ask, "Does ____ begin with the letter B or D?" The other half answers, "_____ begins with the letter ___".  The teacher invites a student to move the word into the correct category (the B or D column).

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Written by Dr. John Kongsvik - TESOL Trainers
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