Gradual Release of Responsibility

Model of Instruction
Grade: 4th
Standards:
• Reading: Informational Text Standard 2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Objectives:

• Students will be able to state the main idea of a text.

• Students will be able to identify details that support the main idea of text.
• Students will be able to work cooperatively.
• Students will be able to complete a graphic organizer.

Materials:
• Frindle by Andrew Clements
• Graphic Organizer for each student

• Copy of the article Oxford English Dictionary to include more unusual regional words By Alison Flood
https://newsela.com/read/regional-words-oxford-english-
dictionary/id/44469/?utm_source=email&utm_campaign=share&utm_medium=web
Essential Questions:
• Why is it important to understand the main idea of a text?
• What’s the main ideas purpose in a text?
Vocabulary:
• Prepositions
• Etymological
• Linoleum
Adaptations for EL:
Guided discussion/reading, vocabulary instruction, pre-reading strategies, visual graphic organizers, and reading strategies, modify speech
tone and pace.
Adaptations for Students with Special Needs:
Use graphic organizers to arrange key points in a way students can easily grasp.
Provide additional models or demonstrations for students who need extra support during the lesson.
 Check for understanding more frequently, using methods that require active responses from your students. For example, try asking
questions about the lesson material and have your class vote on the answers.
Provide students with differentiated reading material based on their reading level and/or interests.
Make content easier to learn by giving your student enhanced texts in which key parts are highlighted, pictures or symbols are added,
and/or text is enlarged.
Modify speech tone and pace.
DAP:
• Begins with assessment of prior knowledge
• Students with a wide range of abilities should be able to participate throughout
• Assessment is on-going, aligned with the curriculum, and completed in the context of authentic problem solving.

RESPONSIBILITIES OF THE TEACHER RESPONSIBILITIES OF

Phase I:
Exploration and Explanation
Concept Development
STUDENTS
1. assess prior knowledge, engage with the concepts
• What is a main idea of a text? through manipulatives,
• How doe the author help the reader determine the main
idea? discussion, video,
2. interactively engage students in an exploration of concepts, experiments, texts, role
strategies, vocabulary, etc. plays,
• It is important to remember that when trying to field trips, computers,
determine the main idea of a text we ask ourselves three
very important questions: What is the topic of the text
we are reading? What are the details that we are
reading in the text? and What are most of the details
about?
 •
“Today we are going to work together and figure out the
main idea of chapter 5 in Frindle.”
• “Make sure to follow along as I read, I will be stopping
and asking you questions throughout the chapter.”
“Let’s begin.”
• Begin reading chapter 5 of Frindle, Stop at the sticky
notes and ask the question written on them. “ "Does
anyone want to raise your hand and give us your idea of
what the main idea is so far? Or, main ideas? Anyone
else? Ok, let's check as we read to find out if we read
details that support that as the main idea."Has anyone
heard details that support any of our main ideas, what
are they?” “After reading this chapter what do you think
the overall main idea is?”
3. interactively model, demonstrate, discuss new concepts,
strategies, key vocabulary.
• Introduce the main idea graphic organizer, Think-aloud
and work with students filling out the main idea and
supporting details from Frindle Chapter 5, on the doc
cam.
Transition to Phase II: 1. review Phase I concepts interactively engage in review and in
Review 2. explain directions for Phase II exercise—no new concepts are understanding of directions
introduced in the transition
Phase II Expectations • Now that we are experts on finding the main idea and for Phase II work
supporting details. You are now going to read this short
article about the Oxford English dictionary- it’s more
exciting than it sounds, write down the details from the
text, and then generate the main idea of the text using
this graphic organizer. You will be working with your
elbow partner, and I will be walking around and helping
you as needed.
QUALITATIVE SHIFT IN RESPONSIBILITY--THE TEACHER WILL NO LONGER BE TEACHING THE WHOLE CLASS
AS ONE UNIT. EVERY STUDENT NOW TAKES RESPONSIBILITY FOR CARRYING OUT THE CONCEPT, STRATEGY,
SKILL, ETC.
Phase II:
Guided Practice
One-on-One Differentiation
Formative Assessment
Plans for early finishers
Closure
• Give each student a copy of the article. 1. engage with Phase II
• Each student gets a blank Main Idea graphic organizer. exercise as independently
• Students will read the article together.
as possible
• Remind “What idea keeps occurring in the passage?”
Remind students that the main idea may be in the title or 2. request further
the first sentence of a passage. The main idea also keeps scaffolding—as needed
being repeated in the text.
• Allow time for students to discuss their answer in their
pairs.
• The teacher should circulate and provide feedback as
needed to individual groups.
• Encourage students to underline the supporting details.
• The students will then fill out their graphic organizer.
Students are working together to fill out their graphic
organizers.
• While circulating around make sure they are discussing
their answers and giving reasons why they chose that
answer.
• If there are early finishers encourage students to
illustrate the main idea they came up with, tell them to
create a picture that can tell me they main idea without
words.
• Review key points once students are wrapping up.
• Once students are all done allow them to share their
work/ideas.

Transition to Phase III: 1. review concepts taught in Phase I 1. engage in review

Review and Phase III 2. explain directions for Phase III exercise—no new concepts 2. volunteer to
are introduced in the transition
Expectations • “Tomorrow you will be working independently to find demonstrate Phase III
the main idea and three supporting details, using this expectations
same graphic organizer for Chapter 6.”
QUALITATIVE SHIFT IN RESPONSIBILITY—STUDENTS WILL NEXT WORK AS INDEPENDENTLY AS
APPROPRIATE
Phase III: • Students will work independently to fill out their independently complete
Independent Practice graphic organizers, identifying the main idea and three Phase III exercises
key supporting details. Students will be encouraged to
Summative Assessment draw a picture of the main idea on the back.
• Students understanding and work will assessed through
questioning and analysis of their work when it’s turned
in.