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Teaching ATL Explicitly Using the Gradual Release of Responsibility Model Grade 6 is exploring the novel Fish in a Tree by Lynda Mullaly Hunt. The students are learning to write a literary response. While they engaged in some analysis when reading The Boy at the Back of the Class last semester, we are now deepening this skill. The novel is rich in figurative language and lends itself beautifully to textual analysis. The ATL in focus is:  Communication – Reading for comprehension and meaning The Gradual Release of Responsibility in Action Image credit: https://www.ajjuliani.com/blog/how-to-engage-students-rethinking-the-gradual-release-of-responsibility The following is a description of how I used the Gradual Release of Responsibility Model to explicitly teach this ATL skill. Activating Prior Understanding: See–Think–Wonder Before beginning the reading, I had the students participate in a See–Think–Wonder activity to surface their understanding of analysis . This allowed students...

Objective of the Learning Engagement:  To help students understand how marketing and advertisements influence their food choices and eating habits Students read and analyzed Articles, advertisements and posters on how marketing strategies can mislead young consumers. They compared the nutritional value of junk food with healthier food options and discussed personal experiences of purchasing food products due to attractive packaging, free toys, or celebrity endorsements by favourite sports players and well-known personalities. The engagement encouraged critical thinking and awareness of informed food choices The engagement helped students become more aware of how advertising influences their food choices and encouraged them to think critically before making purchases and also to see the nutritional value on the packet . As a teacher, it was encouraging to see students reflect honestly on their habits, participate actively in discussions, and begin making more informed and healthier ...