Embedded Files
2026-2027 Elementary Literacy Frameworks
2026-2027 Elementary Literacy Frameworks
Click the link or the pictures below to access the balanced literacy frameworks:
Middle School Literacy Frameworks and GRR Tools
Middle School Literacy Frameworks and GRR Tools
Click the links below to view our Middle School Literacy Framework and GRR Tools:
2026 -2027 Middle School Standards Aligned Literacy Framework
A Targeted, Tiered Approach to Literacy Instruction
A Targeted, Tiered Approach to Literacy Instruction
Please click the links below to view our 2024-2025 Spartanburg District 6 MTSS Website and additional resources.
Gradual Release of Responsibility Model
Gradual Release of Responsibility Model
"The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner (Pearson & Gallagher, 1983). This model provides a structure for teachers to move from assuming “all the responsibility for performing a task . . . to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2004, p. 211). The model is built on several theories:
• Jean Piaget’s work on cognitive structures and schema (1952).
• Lev Vygotsky’s work on zones of proximal development (1962, 1978).
• Albert Bandura’s work on attention, retention, reproduction, and motivation (1965).
• David Wood, Jerome Bruner, and Gail Ross’s work on scaffolded instruction (1976).
Taken together, these theories suggest that learning occurs through interactions with others, and when these interactions are intentional, specific learning occurs. " - Fisher and Frey (2013) See link to brief below,
For students to meet end of year expectations, to achieve stretch growth, and ultimately, to be able to read and write proficiently they have to have consistently, daily opportunities to apply what they have learned in on grade level reading and writing tasks.
*I Do-
*Mini-Lesson - focusing on the indicator
*Provide clear, explicit modeling on not just WHAT to do but HOW to do it, sharing your thinking about the process of reading/writing, showing how you arrive at the product/end result.
*Explain exactly what you want students to do and how you want them to do it in their independent application
*We Do-
*Provide practice with support for students to try this out, either with a whole group shared text with opportunity for feedback and monitoring and re-teaching if needed or with small group.
*At the end explain again exactly what and how you want students to apply this skill in their independent reading/writing.
*You Do-
*Provide a clear visual of the success criteria of the independent task, answering the question, “How will I know if I have mastered this skill in their shared and independent practice.
Show an exemplar(s) that exhibits the success criteria. This can include a checklist, a rubric, etc.
Optional District 6 Gradual Release of Responsibility Lesson Plan Template
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