Gradual Release of

Responsibility

Responsibilities of the Teacher

Grade:

Second Grade

Standards:

Math:
o Measurement and Data: 2.MD.C Work with
time and money #8
English Language Arts
-Reading: Literature Standard 4
o Realize that words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem,
or song.

Objectives:

Solve involving quarters, dimes, nickels, and pennies,

using $ and symbols appropriately

Materials:

Coin Poems handout

Coin manipulatives for each student (real, plastic, or
paper coins)
Prepared chalkboard/ poster
Pocket/bag
Coin cube
Large coin visuals
Tally Them Up! worksheet
Counting Coins worksheet
Identify These Coins worksheet

Source for Handouts

(uen, n.d.)

Responsibilities of the
Student

Essential Questions:

Vocabulary:
Adaptations for EL:

Adaptations for Students

with
Special Needs:
DAP:

Phase I:
Exploration and
Explanation

Why do kids need to understand the value of

money?
How will students learn the value of money?

-Penny, nickel, dime, quarter, and coins

Provide frequent opportunities for interaction and

discussion.
Provide comprehensive review of key vocabulary.

Provide additional time to complete assignments.

Reduce amount of work for usual assignments.

The guide begins with an assessment of prior

knowledge.
New understandings are built on prior knowledge
(zone of actual
development).
1. Assess prior knowledge.
a. Before starting the worksheet, ask
the students about what they
remember about coins from the
previous classes. Have them get
out their money poem and plastic
coins.
b. The Identify These Coins
worksheet is a review of the
previous lesson as well as new
information with adding the coins
together.

1. Engage with the

concepts through
manipulatives and
discussion.
a. The students
will be able to
manipulate the
plastic coins.
2. Follow along with the
worksheet and lesson.
a. The students
will fill out the

Transition to Phase II:

Review
Phase II Expectations

2. Interactively engage students in an

exploration of concepts, strategies,
vocabulary, etc.
3. Prepare the chalkboard or a poster that
has problems written in large bold print,
duplicating the problems on the
Identify These Coins worksheet.
4. Interactively model, demonstrate,
discuss new concepts, strategies, key
vocabulary.
5. Hold up a bag/bank/pocket with coins in
it. Invite one student to the front of the
room. Have him/her pull a coin from the
pocket. Ask students to name the coin
and tell you its value. Fill in the first two
blanks on the chalkboard with the
correct value.
6. Ask students for an idea of how to figure
out the value of two of that same coin.
7. Students may offer strategies such as
counting on, using tools, drawing a
picture, using their fingers, and using
their memory of the addition fact.
Accept all strategies. Repeat this step.
1. review new concepts
a. Reiterate the most important
points.
2. explain directions for Phase II exercise
no new concepts are introduced in the
transition
a. Go over the instructions for the
next phase
b. Answer any questions the

first worksheet
and follow
along.
3. Feel comfortable to
volunteer to
answer/go up and pull
out a coin from the
bag.
a. Invite students
to identify the
name of the
coin and the
value. Fill in the
blanks on the
chalkboard as
you guide the
class to tell you
what to write.
Repeat step.

1. Engage in review
a. Students will
ask/answer
questions.
2. Volunteer to
demonstrate Phase II
expectations

students may have.

QUALITATIVE SHIFT IN RESPONSIBILITY--THE TEACHER WILL NO LONGER BE TEACHING THE WHOLE
CLASS AS ONE UNIT. EVERY STUDENT NOW TAKES RESPONSIBILITY FOR CARRYING OUT THE CONCEPT,
STRATEGY, SKILL, ETC.
Phase II:
1. provide an exercise that requires
1. Engage with Phase II
Guided Practice
students to practice using the new
exercise as
One-on-One Differentiation
learning from Phase I.
independently as
Formative Assessment
a. Pass out the Counting Coins
possible
Plans for early finishers
worksheet to each student and a
a. Students will be
Closure
coin cube to each pair/group of
able to work
students.
mostly by
2. Release responsibility to each student or
themselves.
group to carry out the new concepts,
2. Request further
strategies, skills, etc.
scaffoldingas needed
a. Students who need
a. Explain that they will be tossing
help will make it
the cube once for each problem
known to the
on the page.
teacher.
b. After the first roll, they should
record the value of the coin rolled
in the first and second spaces,
then add the values to reach a
sum.
c. Encourage students to use coins
or other manipulatives if they
need to in order to add the
amounts correctly.
3. Scaffold in individual and group zpds--as
needed.
a. Walk around to teach of the
groups and make sure that they
are able to fill the worksheet out
and work together as a group.
4. If feedback indicates class-wide

confusion, back up to Phase I and work

with the whole class to further clarify
concepts.
5. At the close of Phase II, interactively
review key points.
6. Closure can include sharing of student
work, discussion.
a. When students finish their
Counting Coins worksheet, invite
them to share their sums with the
class.
b. As they share, ask them if they
could make the same sum with (a)
different coin(s).
Transition to Phase III:
1. Review concepts.
1. Engage in review
a. While you are reviewing the worksheet,
Review and Phase III
a. Students will
help them model with magnetic
Expectations
ask/answer
money/money visuals/overhead money; let
questions.
the rest of the class use coins to practice.
2. Volunteer to
2. Explain directions for Phase III exerciseno new
demonstrate Phase III
concepts are introduced in the transition.
expectations
a. Show the students the math homework
a. Other students will
sheet. Explain Tally Them Up! worksheet.
follow along with
b. Send the students home with a plastic bag
their coin
with a coin cube, homework sheet, and
manipulatives.
have them take their Coin Poem home.
QUALITATIVE SHIFT IN RESPONSIBILITYSTUDENTS WILL NEXT WORK INDEPENDENTLY EXCEPT WHEN
UNFEASIBLE
Phase III:
1. Release responsibility to each student to
1. Independently complete
Independent Practice
carry out the new concepts, strategies,
Phase III exercises.
Summative
skills, etc. independently (e.g,
a. Students will take
Assessment
homework, center/station work,
this worksheet
projects).
home and be able

a. Give an example on how to do the

homework. Give the students 5
minutes to work on the homework
with one other person before
sending them home with it.
2. Scaffold if necessary.
a. While the students are doing the
homework, make sure that
everyone can do it. Help a few
students if needed.
3. Explain how you will formally assess
student work.
a. Check and correct the homework.
4. Document next steps based on
assessment data.
a. Grade the homework and see
if/where the students need more
help.

Works Cited
uen. (n.d.). Utah Education Network. Retrieved from uen: http://www.uen.org

to fill it out by
themselves.