Which of the following best describes the Gradual Release of Responsibility model?

• A teaching approach where students work independently from the beginning.

• A model where teachers provide instruction only through lectures.

• A framework that gradually shifts the cognitive load from the teacher to the student over time.

• A strategy where teachers remain in control throughout the lesson.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

What is the correct sequence of phases in the Gradual Release of Responsibility model?

• "We do it", "You do it", "I do it."

• "I do it", "We do it", "You do it."

• "You do it", "I do it", "We do it."

• "I do it", "You do it", "We do it."

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

In the "I do" phase, the teacher's main role is:

• Provide students with opportunities for guided practice.

• Encourage collaboration among students.

• Demonstrate and model skills or strategies.

• Evaluate the individual understanding of the student.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

What is the main focus during the "We do" phase of the Gradual Release of Responsibility model?

• Students work independently with minimal support from the teacher.

• Teachers and students collaborate, allowing the teacher to guide the practice.

• The teacher assesses student learning through formal evaluations.

• Students are expected to apply knowledge without help from the teacher.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

The "You do" phase emphasizes:

• Modeling and instruction by the teacher.

• Independent practice by the student with limited or no support.

• Collaboration in small groups with teacher supervision.

• Pair work where students help each other complete tasks.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Why is the Gradual Release of Responsibility model considered effective in teaching English learners?

• It allows learners to immediately demonstrate independent use of the language.

• It provides a consistent scaffolding, allowing learners to develop language skills at their own pace.

• It requires minimal teacher interaction, fostering self-sufficiency from the beginning.

• It focuses exclusively on content knowledge rather than language development.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Which of the following is a key component of a well-structured lesson plan?

• A list of student names.

• A clearly defined lesson objective.

• A detailed description of classroom rules.

• A reflection on the teacher's personal experiences.

Tags

CCSS.RI.11-12.3

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.9-10.3

CCSS.RI.9-10.5

What is the purpose of including an assessment or evaluation in a lesson plan?

• To track student attendance.

• To measure whether students have met the lesson objectives.

• To provide additional reading material for students.

• To ensure that the lesson lasts the entire class period.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Which section of a lesson plan describes how the teacher will introduce new material or concepts to the students?

• Closure.

• Guided Practice.

• An "I Do" section or modeling or input section

• Independent Practice.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Why is it important to include differentiation strategies in a lesson plan?

• To make the lesson more complex for all students.

• To ensure that all students, regardless of their abilities, can access and engage with the content.

• To reduce the teacher's workload by repeating the same activity for all students.

• To focus only on the highest-performing students in the class.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10