The Gradual Release of Responsibility
The gradual release of responsibility is the perfect example of how teachers can explicitly teach these strategies and build up to students being able to use them on their own. I like this scaffolding strategy because it builds upon itself. I also love that it includes modeling (I do), guided practice, collaborative practice (We do), independent practice (You do), sharing, and then being able to explain the strategy (Harvey & Goudvis, 2017). Strategy instruction in general is one of my favorite ways to teach. When you teach a strategy, you are teaching a valuable skill that could be used by the student in the distant future. Incorporating a strategy will help to see which of your student understand the topic and which are falling behind. It can really help to keep students from falling into any cracks. When you engage the students in discussion a teacher is able to help students make connections to new information by using their prior knowledge (Harvey & Goudvis, 2017; Bambrick-Santoyo & Chigar, 2017). Doing this will lead to a greater understanding and a higher degree of comprehension. Using the same strategy, students would eventually break out into collaborative or independent practice in which it would be a good idea for the teacher to circle the classroom to provide further understanding on a smaller scale (Bambrick-Santoyo & Chigar, 2017). Both the strategy and the article emphasize using their work to show progress, comprehension, and understanding.  
Reference:
Bambrick-Santoyo, P., & Chiger, S. (2017, February). Until I Write it Down. Educational Leadership, 46-50.
Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.

Items