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I created a three day camp for ELs coming from middle school to high school. It was always a week or two before school started.  This allowed me to get know students and them to get to know eachother  if they were coming from different middle schools. We did team building activities, talked about strategies to be successful in school, resources, and we even got their schedules and did a tour of the high school. It was so fun and helped students feel confident coming in to a new school. I’m happy to share resources.

Vanessa Cockroft
Vanessa.cockroft@pfisd.net

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Gradual Teaching Strategy and other Strategies

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Gradual Teaching Strategy and other Strategies

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Fascinating Resource!!

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The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy that includes demonstration, prompt, and practice. At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the "I do" phase. But as the student acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the "We do" phase of learning, the teacher continues to model, question, prompt and cue students; but as student move into the "You do" phases, they rely more on themselves and less on the teacher to complete the learning task (Levy, 2007).

References:

Clarifying Routine. (2008, May 25). [Image] Retrieved October 22, 2015.

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

Laraia, M. (2012, March 1). . Retrieved October 22, 2015, from https://etown.digication.com/laraia_michelle_senior_portfolio/Language_Arts_Lesson_Plan

Levy, E. (2007). Gradual Release of Responsibility: I do, We do, You do. Retrieved October 12, 2015, from http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

​McCoy, A. (2011, March 4). Teaching New Concepts: "I Do It, We Do It, You Do It" Method. Retrieved October 13, 2015, from http://antoinemccoy.com/teaching-new-concepts

Montgomery, M. (2012, April 30). I Do, We Do, You Do: Scaffolding Reading Comprehension in Social Studies. Retrieved October 21, 2015, from https://www.youtube.com/watch?v=gleNo8dqHb8

Navigator Learning Solutions. (2014, March 19). Retrieved October 22, 2015, from http://navigatorlearning.org/category/teachers/ ​

Teaching Strategy: I Do, We Do, You Do. (2013, October 7). Retrieved October 12, 2015, from https://www.youtube.com/watch?v=E08qf20yGv8

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The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy that includes demonstration, prompt, and practice. At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content.

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I had my students create a digital collage using the PicCollage app. I would then have them present their collage and I’d print them and post them in my classroom.

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Relationships can be built by having students share information and teaching the class about their culture. Teachers should also share their culture with the class. This would allow everyone to learn from eachother and form an environment of classroom acceptance.

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I have a unit that I teach and use at the beginning of the year to help students get to know each other.  We read My Name is Maria Isabel and My Name is Won Chul.  The students learn about the importance of names and cultural backgrounds.  The students are able to compare the two stories and write a history of their own family name.  They also bring in items (food and realia) that relate to their own culture. They are able to present their histories on Flipgrid for everyone to view.

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At the beginning of school we take a week of just relationship building, all our students are newcomers. As we continue throughout the year we incorporate activities into our lessons regularly that allows students to share and connect to their own lives and experiences. As a teacher, I try to be my authentic self and just get to know the students, and talk to them about their likes and their experience, outside of academic content.

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We generally post a question at the beginning of class. For example, “Talk about a time you

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I would give my students a gingerbread shape and have them  label them.

Head - What subjects are your strengths?  Which make you feel smart?

Hands - What do you like to do?

Feet - What are 2 places you have been?

Torso/Heart - Tell me about your family.

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Google it to get the template based off of George Ella Lyon’s poem. Students do it in English & their language.

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Read alouds allow students to listen while following along. Students can even take turns to read if they want to.

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¡Juegos! Los estudiantes se encantanlos. Los juegos se ayudanlos a relajar y ser cómodos juntos.

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Students gravitate to adults who are authentic in intention to know them for who they are and are not afraid to admit their own errors or faults.

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I keep it simple. I talk to my kids. Discussions about food, movies, tv shows can lead to other information. I make time for this every day.

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Voluntary peer tutoring is used extensively in my classroom. 

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Voluntary peer tutoring is used extensively in my classroom. 

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This is something that seems to come easily and naturally for me most of the time.

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Read excerpts from My Name is Maria Isabel by Alma Flor Ada to share the powerful stories of their names.

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Each student teaches the class how to pronounce their name and tells the story of their name. We use apps to find the universal meaning of their name and other statistics around names. ( how common it is, countries and other languages where the name is used, nicknames)I also read aloud picture books where the character and their name is the central theme of the text.(character analysis) Students spend time in discussion around several topics over several days and our final activity is a written essay to summarize and reflect on what they learned and thoughts and feelings about names. This unit sets the tone for building class community.

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Being upfront and honest about who I am, why I’m there, and being genuine about my feelings towards them.

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I share my background with my students. I feel that the more open I am about my past, the more comfortable they are with sharing more about themselves with me.

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I found that when I play board games with my students, it allows them to feel more relaxed. They are comfortable sharing more about themselves.

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What strategies or activities have you used successfully to build relationships with your students?