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
                                     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.

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

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