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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 know and understand the emotional state of mind of students on the first day of school. FIRST DAY IN MYP YEAR 1 - Quick Check in's with the students enable student well - being and foster a positive classroom environment as through informal interactions students share their thoughts and feelings and that enables the Homeroom teacher to understand the needs of the learners. Details of the Learning Engagement: Students were asked to blow out a balloon and write feeling words on it. They shared the positive and negative feelings that they were going through on the first day of MYP Grade 6 , which is a very crucial Transition year from PYP. Both the feelings were acknowledged and understood. The students were made to realize that it is okay to feel the way they were feeling. Also , they stayed with the positive feelings as they busted the balloon with the negative feeling. Impact of the engagement on students and your reflection as a teacher: Th...

Objective of the Learning Engagement: To answer implicit and explicit information extracted from multimodal stimuli by working together to share knowledge. Details of the Learning Engagement: The students have to listen to audios and select the appropriate information detailed on the audio and do MCQ or crossing. Impact of the engagement on students and my reflection as a teacher: During the activity where students listened to audio clips and answered related questions, the level of student engagement was high. As they worked together, they actively supported one another, helping to ensure that all questions were answered and no gaps were left uncovered. This collaborative environment fostered peer learning and encouraged the development of listening and interpretative skills through shared understanding. However, as a teacher, I observed that while collaboration was beneficial in building confidence and promoting teamwork, it may have limited opportunities to identify individual liste...