Gradual release of responsibility

Effective Use of

the Gradual Release

of Responsibility Model

By

Dr. Douglas Fisher

Professor of Language and Literacy Education
San Diego State University

Evidence on effective instruction is The Gradual Release of
accumulating at an amazing rate. Responsibility Model
We know that all learners need
purposeful instruction in reading A common way that teachers can
skills and strategies, motivation do this is to use a gradual release
to read, access to a wide of responsibility model (Pearson
variety of texts, and authentic & Gallagher, 1983). The gradual
opportunities to read and write release of responsibility model
both inside and outside of school of instruction requires that the
(Farstrup & Samuels, 2002; Fink teacher shift from assuming “all
& Samuels, 2008). We also know the responsibility for performing
that students need to develop a task … to a situation in which
their expertise in all aspects of the students assume all of the
reading and writing, including responsibility” (Duke & Pearson,
oral language, phonemic awareness, phonics, 2002, p. 211). This gradual release
vocabulary, fluency, and comprehension (Frey & may occur over a day, a week, a month, or a
Fisher, 2006). And we also know that the skills of year. Stated another way, the gradual release of
the teacher, and how the teacher uses valuable responsibility “… emphasizes instruction that
instructional time, matters. mentors students into becoming capable thinkers
This evidence on effective literacy teaching, and learners when handling the tasks with which
which includes small group instruction, they have not yet developed expertise” (Buehl,
differentiation, and a response to intervention, 2005).
presents a challenge for many teachers and
schools. Clearly, whole-class instruction will not The gradual release of responsibility model of
work to improve the literacy achievement of our instruction has been documented as an effective
children. To be effective, teachers have engaged approach for improving literacy achievement
students in purposeful instruction designed to (Fisher & Frey, 2007), reading comprehension
meet the needs of individual and smaller groups (Lloyd, 2004), and literacy outcomes for English
of students. language learners (Kong & Pearson, 2003).

EFFECTIVE USE OF THE GRADUAL RELEASE OF RESPONSIBILITY MODEL

Components of the Gradual Release of • Independent work. As the goal of all of
Responsibility Model our instruction, independent learning provides
students practice with applying information
As delineated in the visual representation in in new ways. In doing so, students synthesize
Figure 1 (Fisher & Frey, 2008), there are four information, transform ideas, and solidify their
interactive (or interrelated) components of a understanding.
gradual release of responsibility model:

• Focus Lessons. This component allows Importantly, the gradual release of responsibility
the teacher to model his or her thinking and model is not linear. Students move back and
understanding of the content for students. forth between each of the components as they
Usually brief in nature, focus lessons establish the master skills, strategies, and standards.

purpose or intended learning outcome and clue How is the Gradual Release of
students into the standards they are learning. Responsibility Used?
In addition to the purpose and the teacher
model, the focus lesson provides teachers and
opportunity to build and/or activate background The gradual release of responsibility model
provides teachers with an instructional
knowledge. framework for moving from teacher knowledge

• Guided Instruction. During guided to student understanding and application. The
gradual release of responsibility model ensures
instruction, teachers prompt, that students are supported in
question, facilitate, or lead
students through tasks that their acquisition of the skills and
strategies necessary for success.
increase their understanding
of the content. While this can,
and sometimes does, occur with Implementing the gradual
the whole class, the evidence release of responsibility model
is clear that reading instruction “As part of a gradual requires time. Instructional
release of responsibility planning can consume hours of

necessitates small group model, curriculum must a teacher’s time. As teachers,
instruction. Guided instruction
provides teachers an opportunity be vertically aligned.” we have to plan for a diverse
group of learners, students
to address needs identified learning English, students who
on formative assessments and
directly instruct students in find reading easy and those
who struggle, and students who
specific literacy components, need strategic intervention to be
skills, or strategies.
successful. As part of a gradual
release of responsibility model, curriculum must
• Collaborative Learning. To consolidate be vertically aligned. Our students do not have
their understanding of the content, students
need opportunities to problem solve, discuss, time to waste on skills and strategies they have
already mastered. Similarly, without strong
negotiate, and think with their peers. vertical alignment as part of the gradual release
Collaborative learning opportunities, such as
workstations ensure that students practice and of responsibility model, skills can be missed.

apply their learning while interacting with their What is vertical alignment?
peers. This phase is critical as students must
use language if they are to learn it. The key to Vertical alignment is both a process and an
collaborative learning, or productive group work outcome, the result of which is a comprehensive
as it is sometimes called, lies in the nature of the curriculum that provides learners with a coherent
task. Ideally each collaborative learning task will sequence of content. Vertical alignment
have a group function combined with a way to ensures that content standards and reading
ensure individual accountability such that the skills and strategies are introduced, reinforced,
teacher knows what each student did while at and assessed. Vertical alignment guarantees

the workstation.

EFFECTIVE USE OF THE GRADUAL RELEASE OF RESPONSIBILITY MODEL

that instruction is targeted on the intersection Farstrup, A. E. and S. J. Samuels (eds.), What
between student needs and content standards. the Research has to Say About Reading
In curricula with strong vertical alignment, Instruction, 3rd ed., International Reading
content redundancy is reduced and the Association, Newark, Delaware, 2002.
curriculum is rigorous and challenging.
Fink, R. and S. J. Samuels (eds.), Inspiring
Why is vertical alignment important? Reading Success: Interest and Motivation in
an Age of High-Stakes Testing, International
First and foremost, strong vertical alignment Reading Association, Newark, Delaware,
accommodates a wide variety of developmental 2008.
levels and is designed to increase the
intellectual, personal, physical, social, and career Fisher, D. and N. Frey, “Implementing a
development of all students. Vertical alignment Schoolwide Literacy Framework: Improving
allows teachers increased precision in their Achievement in an Urban Elementary
teaching because they are not teaching content School,” The Reading Teacher, 61, 2007, pp.
that is covered elsewhere or that students have 32-45.
mastered previously. Vertical alignment also
ensures that specific content standards are Fisher, D. and N. Frey, Better Learning Through
not entirely missed as a teacher at one grade Structured Teaching: A Framework for
assumes someone else focused on that content. the Gradual Release of Responsibility,
Association for Supervision and Curriculum
Conclusion Development, Alexandria, Virginia, 2008.

With strong vertical alignment and purposeful Frey, N. and D. Fisher, Language Arts Workshop:
instruction, students learn. While there are many Purposeful Reading and Writing Instruction,
reasons that children struggle with reading Merrill Education, Upper Saddle River, New
and writing, there are not endless numbers Jersey, 2006.
of solutions. Students who find literacy tasks
difficult deserve increased attention from their Kong, A. and P. D. Pearson, “The Road to
teachers, quality reading materials, and authentic Participation: The Construction of a Literacy
opportunities to read and write. If we provide Practice in a Learning Community of
them with these essentials, we can expect great Linguistically Diverse Learners,” Research in
things. If we do not, we cannot expect students the Teaching of English, 38, 2003, pp. 85-
to know themselves or their world. 124.

References Lloyd, S. L., “Using Comprehension Strategies as
a Springboard for Student Talk,” Journal of
Buehl, D, “Scaffolding,” Reading Room, 2005, Adolescent and Adult Literacy, 48, 2004, pp.
<www.weac.org/News/2005-06/sept05/ 114-124.
readingroomoct05.htm> (November 11,
2006). Pearson, P. D. and M. C. Gallagher, “The
Instruction of Reading Comprehension,”
Duke, N. K. and P. D. Pearson, “Effective Contemporary Educational Psychology, 8,
Practices for Developing Reading 1983, pp. 317-344.
Comprehension,” in A. E. Farstup & S. J.
Samuels (eds.), What Research has to Say
About Reading Instruction, International
Reading Association, Newark, Delaware,
2002, pp. 205-242.

EFFECTIVE USE OF THE GRADUAL RELEASE OF RESPONSIBILITY MODEL

Teacher Responsibility “I do it”
Focus Lesson

Guided “We do it”
Instruction

Collaborative “You do it
together”

Independent “You do it
alone”

Figure 1

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