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Nancy Frey and Doug Fisher

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association for supervision and curriculum development (publisher)

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The Power of Gradual Release of Responsibility

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Nancy Frey, coauthor of Better Learning Through Structured Teaching, 2nd Edition, explains the power of the gradual release of responsibility to catch students who would otherwise slip through the cracks.

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Meaningful classroom conversations

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Frey says how important it is to have meaningful talk in the classroom - a great reminder that composition starts at the oral level.

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Nancy Frey and her colleague observed teachers using specific instructional strategies to improve writing performance. They focused on the following 10 specific instructional strategies:

1. Language Experience Approach (LEA)

Teachers modeled how to transfer speech to print. Teachers lead a discussion with students about a particular topic. Students experience how a discussion can become writing. Teacher writes on board a statement they can all agree upon.

2. Interactive Writing using LEA

The teacher and students continue their discussion, however, this time the students are writing down sentences they are all agree upon. The teacher is also providing instruction on the grammar construction of their sentences.

3. Writing Models

Writing models provides students with a framework for writing. For example, the teacher provides students with a sentence starter or the students use sentences agreed upon in teacher-student discussion.

4. Generative Sentences

1. The teacher gives the students a word or phrase as well as the placement requirement for the sentence. Generative sentences allow the teacher to asses both content knowledge and understanding of grammar and vocabulary. Teacher can further assist struggling students.

5. Word Pyramids

Students are provided with a letter and they have to write a two letter word that begins with the letter given. Then they write a three letter word, a four letter word, and so on. Students then use these words to write sentences.

6. Power Writing

Power Writing should be a daily with the goal of improving writing fluency. Students are timed for a minute and they have to write words or ideas about a topic. Students can track their improvements and spelling.

7. Found Poems

The students reread what they have read or written for a specific purpose. The purpose can be to look for power words which can be used in their writing.

8. RAFT

RAFT provides a scaffold for students as they write. RAFT is an acronym for:

Role = What is the role of the writer?

Audience = to whom is the writer writing?

Format = what is the format for the writing?

Topic = what is the focus of the writing?

9. Writing to learn prompts

Writing to learn assignments allow the student to clarify their thinking independently or with their peers. Teachers can assess what students do and don't understand.  This method could also be used for students to make connections to new info, predict, and summarize learned material.

10. Independent Writing Assignments

The goal of all teachers is for students to effectively write for a variety of purposes and audiences. Teachers create engaging writing prompts. Good prompts should be centered around things that matter to students, things they care enough to write about.

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4. Dual Role of the Urban Reading Specialist

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4. Dual Role of the Urban Reading Specialist

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In San Diego, Reading specialists in high poverty Rosa Parks Elementary, have made school drastic improvements. For example, in 1998, 18% of 2nd grade students were reading at grade level. After hiring reading specialist,  41% of students were reading at grade level. They used the following model of duality:

50% of the time, reading specialist were working one-to-one with small group of kids. Evidence has shown that struggling readers experienced increase reading levels with the one-to-one support.

20% of the time, reading specialist are spending time with teachers and classroom aides reflecting on lesson effectiveness, modeling instruction, and feedback.

10% of the time, specialist are demonstrating lessons in teacher classroom. Then they meet to reflect on the effectiveness of the instruction.

20% of their time is also spent on staff development and professional book clubs.

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1. Writing instruction across dimensions:

Set the purpose by starting with Big Questions.

2. Scaffold Instruction Builds Writing Skills.

The teacher demon how good writers write.

Students write notes with their peers through interactive instruction.

It is essential for ELLs to have a generated list of possible academic language and vocabulary prior to writing in order to structure their writing.

3. Daily writing build fluency

Have students write as much as they can as well as they can in one minute about the word power

Power writing builds the writing stamina of young writers.

4. Writing projects

Students can build upon their Power Writings.

Students can edit and revise their writing projects with peers.

Students can have conversation and listen to each others ideas before writing.

Capitalize on student conversations for extended writing projects.

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2. Connect Oral and Written Expression - National Geographic Reach for Reading

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2. Connect Oral and Written Expression - National Geographic Reach for Reading

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For ELLs, the ability to be heard, both verbally and in writing, is especially vital. National Geographic Reach capitalizes on this interaction of oral language development and writing development.

1. Talk is Essential to Writing

It was found that students who were quiet during whole class instruction became engaged when discussing their writing with other students.

2. Scaffolding Instruction Builds on Writing Skills

Modeling Writing: Teachers explain and demonstrates the decision making process used by writers.

Interactive Writing: Teachers and students work togethe to develope word lists and complete graphic organizers.

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1. Focused Lesson

Teacher establishes Purpose.

Teacher models or demonstrates.

Teacher thinks aloud to make his thinking process apparent to student.

2. Guided Instruction - "We do it."

Robust questions to check for understanding or creating a topic word list.

Cognitive and metacognitive prompts.

Cues to shift attention.

Additional help to struggling students.

3. Collaborative Learning - "You do it together."

In small groups, students talk with peers to clarify and refine their collective understanding.

4. Independent Learning - "You do it alone."

Occurs only after guided and collaborative learning has taken place.

Extended Independent writing.

Out of School Independent learning (Homework).

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Literacy professor at San Diego University

Ph.D in Education with an emphasis on reading and language arts from Claremont Graduate School

Coauthor of Checking for Understanding, Better Learning through Structured Teacheing, and Content-Area Conversations

Written several articles for educational magazines and journals