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ASSIGNMENT 2 Implementing the Gradual Release of Responsibility model for teaching reading and writing

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ASSIGNMENT 2 Implementing the Gradual Release of Responsibility model for teaching reading and writing Introduction The purpose of this report is to inform the reader of the Gradual Release of Responsibility (GRR) model and how it can be integrated into the early years literacy classroom to support English as an Additional Language or Dialect (EAL/D). The Gradual Release of Responsibility (GRR) is a model that breaks literary learning down into four phases, in which responsibility is progressively transferred to the student (Fisher & Frey, 2013) (Pearson & Gallagher, 1983). The four stages are; ‘modelling’, ‘shared’, ‘guided’ and independent (Fellowes & Oakley, 2011). By applying this model in the ‘early years’ classroom, it will produce students who are confident and independent individuals without any influence from whether their first language was English or not (Garcia & DeNicolo, 2019). The GRR model stems from Bandura’s concepts of scaffolding and mentoring (Dennen, 2004). The following report will expand on the GRR model and how it can be applied to the early years classroom to facilitate for diverse students such as EAL/D learners. Context and theoretical rationale For the purpose of this report the GRR model will be implemented and applied to a year one literacy block. In this class there are several EAL/D students that are fluent in differing languages. The GRR model will provide fundamental support and assistance to the EAL/D learners in becoming literate in English (Garcia & DeNicolo, 2019). In order for EAL/D learners to become fluent in the English they will need teachers who can provide consistent and appropriate support. These students may require further support in the form of conducting tasks that directly correlate with the student’s literary needs (Rodrigues & Smith, 2014). Therefore, the GRR model is a highly effective method of which teachers can utilize to alter their pedagogy in order to effectively support an EAL/D in becoming fluent in reading and writing English. Modelled Reading The first stage of the GRR model that can be applied to reading is modelling, in this stage of the model the teacher ‘models’ the desired outcome to the students to prepare them for the following task. This stage of the GRR is critical because it is the basis upon which all learning of reading will occur(Victoria State Government, 2020). M

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