The teacher explicitly models discipline-specific behaviors (i.e., what programmers do and how they do it), often by doing the first few steps or a similar example. The teacher then gradually transitions responsibility to students, with guided practice occurring before independent practice.
Teacher modeling with gradual release is supportive for English learners because it provides explicit instruction with support leading to independent application. During the modeling, the teacher is using the corresponding CSP academic language in an authentic way so that students hear and see the skill/process in a real context with the associated language. During the modeling and gradual release process, the teacher is able to check for understanding and provide immediate feedback and adjust.
Identify the text/material that students need a model of how to engage with, including:
code to read and understand
code writing prompts
code writing planning materials and activity guides
writing comments within code
debugging strategies
Practice the sentences and techniques you will model, including any intentional mistakes you might make.
TIP: Plan to make some intentional mistakes based on known misconceptions or learning difficulties.
Open and project the materials students are about to engage with (e.g., code reading, a code writing prompt/resource).
Explicitly model and think aloud your processes for:
Finding and reading the instructions (if appropriate)
Overviewing the task
Using any supporting resources (e.g., sentence frames, sentence deconstruction)
Talking things out (e.g., out loud or with a rubber duck)
Finding resources
Do one bit (i.e., short lesson chunk) and then release students to complete the rest on their own.
Once students have had time to do a bit on their own, check for understanding, have students summarize what they have done so far, and provide feedback or redirect as needed.