Lesson objectives, learning tasks, materials and planned supports are sequenced to move the focus leaner toward achievement of the IEP goal, standards and learning goal via the use of the gradual release of responsibility model. The use of the gradual release model sequences lesson objectives, learning tasks, materials and supports in a scaffolded approach by which the teacher will gradually decrease the use of scaffolded materials, supports and teacher-initiated prompts/cues as the student increases her ability to answer inferential questions independently.
Baseline data indicated the student needs direct instruction to understand the concept of using prior knowledge as it applies to making inferences and that the student showed strength …show more content…
As the baseline assessment indicated that the student had difficulty making inferences it was also determined that the support of multiple-choice responses be included in lesson #1 to give the student a visual example of what an inference looks like and how they are constructed. These determinations are reflected in objective #1 which states “with the support of a graphic organizer and multiple-choice responses, the student will demonstrate comprehension of a text by answering 3/4 inferential questions referring to the text explicitly to support answers.” Learning tasks, materials and planned supports are sequenced accordingly using the “I do, We do, You do” model of gradual release. Lesson #1 starts with an introduction to key vocabulary using vocabulary cards and an anchor chart to support student understanding through the use of visuals. Next, direct teaching and modeling is used to instruct the student on how to use text clues and prior knowledge to answer “multiple-choice” inferencing questions; using a graphic organizer and …show more content…
Objective #2 is “with the support of a graphic organizer, the student will demonstrate comprehension of a text by answering 4/5 inferential questions referring to the text explicitly to support answers. Lesson #2 begins with a review of prior knowledge in which the student will be verbally prompted to define key vocabulary and explain the process for making inferences using vocabulary cards and the support of an anchor chart. The lesson then continues to utilize the gradual release of responsibility by sequencing the learning tasks, accompanying materials and planned supports according to the “I do, We do, You do”
Baseline data indicated the student needs direct instruction to understand the concept of using prior knowledge as it applies to making inferences and that the student showed strength …show more content…
As the baseline assessment indicated that the student had difficulty making inferences it was also determined that the support of multiple-choice responses be included in lesson #1 to give the student a visual example of what an inference looks like and how they are constructed. These determinations are reflected in objective #1 which states “with the support of a graphic organizer and multiple-choice responses, the student will demonstrate comprehension of a text by answering 3/4 inferential questions referring to the text explicitly to support answers.” Learning tasks, materials and planned supports are sequenced accordingly using the “I do, We do, You do” model of gradual release. Lesson #1 starts with an introduction to key vocabulary using vocabulary cards and an anchor chart to support student understanding through the use of visuals. Next, direct teaching and modeling is used to instruct the student on how to use text clues and prior knowledge to answer “multiple-choice” inferencing questions; using a graphic organizer and …show more content…
Objective #2 is “with the support of a graphic organizer, the student will demonstrate comprehension of a text by answering 4/5 inferential questions referring to the text explicitly to support answers. Lesson #2 begins with a review of prior knowledge in which the student will be verbally prompted to define key vocabulary and explain the process for making inferences using vocabulary cards and the support of an anchor chart. The lesson then continues to utilize the gradual release of responsibility by sequencing the learning tasks, accompanying materials and planned supports according to the “I do, We do, You do”