A Cyclical Model of Literacy Learning: Expanding the Gradual Release of Responsibility

“This book is a great example of how committed scholars of practice can transport research-based practices into a discourse that speaks to teachers… Read it! Try it! You’ll like it!” ― From the Foreword by P. David Pearson, coauthor of A History of Literacy Education

Use this new, field-tested model to empower early literacy learners in kindergarten to 3rd grade.

This book introduces the Cycle of Responsibility (COR) model―the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. This new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities of early literacy, with an emphasis on constructing knowledge together in the context of vibrant learning communities. Focused on reading, writing, and word study in the primary grades, the COR is put into motion through five key motivators: challenge, creativity, collaboration, choice, and independence. Vignettes demonstrate how to enact the COR in classroom contexts.

This practical resource is based on the authors’ shared research and teaching experiences in employing the COR to empower children as literacy learners and teachers as agents of impactful instruction.

Book Features:

• Presents the Cycle of Responsibility model―a new, field-tested teaching and learning model.
• Moves away from linear task completion to a cyclical collaborative process that reflects the energetic, complex, and creative world of classrooms.
• Provides a teacher-centric approach that emphasizes shared construction of knowledge and the forces that motivate young learners.
• Includes vignettes from the author’s first-grade classroom to illustrate ideas in practice, as well as a chapter on teacher professional learning.

Adrienne Minnery is the director of curriculum and instruction for grades K–6 in the Shelton School District in Washington State, following 20 years as a classroom teacher and instructional coach. Antony T. Smith is an associate professor in the School of Educational Studies at the University of Washington, Bothell.