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Examining Writing in Relationship to the Gradual Release of Responsibility Framework

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The goal of this session is for the participants to analyze their writing instruction in relationship to the Gradual Release of Responsibility (GRR) Framework. For those not already familiar with this framework you might want to consider choosing one the resources below to incorporate in the learning:

  • PDF of article, “The Release of Learning” published in Principal leadership, February 2009. 
  • Video from the Teaching Channel, Sarah Brown Wessling, reflects on the framework in relationship to her teaching. (5:00) The first 1:47 min is a general explanation and the remainder is secondary classroom demonstrating the practices.
  • Video keynote from Doug Fisher or In this 

Depending on how much time is available, either prior to or during the opening of this convening, ask participants to provide a snapshot of some writing practices from their classroom in the last week. Those tasks should be recorded in columns one and two of the Writing and Gradual Release of Responsibility Inventory.
In small groups of similar grade levels, using rounds, asks participants to share snapshot from their classroom. As participants share, the group should ask questions to determine teacher responsibility and student responsibility. Participants functioning as listeners can use the continuum to note what they are hearing. 

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These tools were created as part of the Literacy Improvement in Rural Education through Collaboration (LIREC) project funded by the U.S. Department of Education