Literacy

Debney Meadows Primary School  uses the gradual release of responsibility model of instruction for teaching literacy across the school. This model involves a progression from teacher modeling to shared reading and writing, guided reading and writing in small groups and then to sustained independent reading and writing.

We teach students to activate prior knowledge by teaching the strategy explicitly using the gradual release of responsibility model.

• modeling the strategy.

• using the strategy in a large group setting with the teacher providing direction and support.

• students use the strategy in small groups with the teacher monitoring its use.

• students use the strategy independently with the teacher monitoring the work by observing students and by reviewing student work (logs, response journals, writing.)

(Constance Weaver, Reading Process and Practice, Ch.14: Teaching Comprehension Strategies and Phonics Skills, p.326-327, 2002)

The structures during a strategy study include:

• Large amounts of time for daily reading and writing of self-selected and teacher-selected texts.

• One-on-one reading and writing conferences.

• Invitations for students to reflect on their literacy learning.

• Explicit connections made between reading and writing