Gradual Release of Responsibility
and Balanced Literacy Instruction
What is a gradual release of responsibility?
It is the sequence in which a student gradually becomes secure, independent and responsible for his/her own learning using the I-WE-YOU model. For example, it begins with the teacher's demonstration or modeling. Then, the teacher shares the demonstration, providing moderate support; the student practices the skill with guidance, which provides low support. Lastly, the student uses the strategies and skills independently.
What is the goal of a gradual release of responsibility and how does it relate to balanced literacy instruction?
The purpose of the gradual release of responsibility is to allow the student to gradually become an independent learner and be in high control. Balanced literacy instruction lends itself well to the gradual release of responsibility because the key elements (modeled reading/writing, shared reading/writing, guided reading/writing and independent reading/writing) are taught with instruction, modeling and guidance, in order to lead to independence.
With respect to reading, it begins with "I" of the I-WE-YOU model. That is where I model and instruct the whole group at one time. This may be in mini-lessons, where I teach new skills and strategies through explicit naming and claiming. It may also be through interactive read alouds.
This is followed by "WE" of the I-WE-YOU model. This is where I may read from a big book and the students join in or I have a small group and hold guided reading, where the students practice a new skill together through guided practice and explicit naming and claiming. This is not a mini-lesson because it is a time to practice a previously taught lesson, with my assistance.
Lastly, students are at the "point of release", which is the "YOU" part of the I-WE-YOU model. This is where students have constructed a rich enough understanding of the skills and strategies and can use them independently and strategically.
Check out more examples: Closer Look at Balanced Literacy Instruction in Our Classroom.
With respect to reading, it begins with "I" of the I-WE-YOU model. That is where I model and instruct the whole group at one time. This may be in mini-lessons, where I teach new skills and strategies through explicit naming and claiming. It may also be through interactive read alouds.
This is followed by "WE" of the I-WE-YOU model. This is where I may read from a big book and the students join in or I have a small group and hold guided reading, where the students practice a new skill together through guided practice and explicit naming and claiming. This is not a mini-lesson because it is a time to practice a previously taught lesson, with my assistance.
Lastly, students are at the "point of release", which is the "YOU" part of the I-WE-YOU model. This is where students have constructed a rich enough understanding of the skills and strategies and can use them independently and strategically.
Check out more examples: Closer Look at Balanced Literacy Instruction in Our Classroom.