Gradual Release of Responsibility
and
Structured Student Interaction
Secondary Principals’ Meeting – Oct. 23, 2012
Presented by: LaRae Blomquist
ELA 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 GRR
Review of GRR
Review of GRR
GRR in Science and History
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).
Science Demo Lesson
Pre-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 causeeffect relationship
• Explain the cause-effect relationship of heat
and thermal energy
Graphic Representation
of Cause-Effect
Ms. B’s most recent photo
Ms. B’s “I do”
White Boards and Wandering
Language Frame:
My graphic represents a cause-effect relationship
because ____________ causes the effect of
______________.
Cause-Effect Relationship
of Heat and Thermal Energy
Think-Aloud (p.90)… “I do”
Listen for the words/phrases in
the text that indicate causeeffect 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 Like
Administrator’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
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 Responsibility
and
Structured Student Interaction
Secondary Principals’ Meeting – Oct. 23, 2012
Presented by: LaRae Blomquist
ELA Curriculum Specialist