1. Effective Literacy Instruction
ED 757
Lisa Haugen
It is my hope that this Power Point reflects how I use a variety of
instructional techniques, strategies, and practices to show how I manage
and monitor student learning.

2. There are several “keys” to developing
effective literacy instruction.
Some of which include:
• Valuable rapport with students
• Learning centered classrooms
• Differentiated instruction
• Explicit reading and writing instruction
• Explicit comprehension instruction
• Student centered classrooms
• Flexible grouping
• Multiple assessment tools

3. Student/Teacher Rapport
“Vital to the classroom is the quality of teacher-student
relationships” (Morrow, 2011, p. 181). When students feel
safe, cared for, and valued they are more motivated. This
relationship also increases participation and engagement in
activities.
This is exceptionally true for students who are considered
to be at-risk, and those with special needs.
Students who feel more supported by their teachers self
report on being more active, more involved, and more
concerned with doing well. Those who indicated they did not
have such a rapport reported just the opposite.

4. Some ways teachers can develop a rapport with students include:
• Providing students with choices
• Providing clear expectations
• Providing specific feedback
• Simply getting to know students personal likes, dislikes, and
interests
• Helping students find value and relevance in what they are
learning
• Letting students know they are respected and valued

5. Learning Centered Classrooms
Although we should strive to make learning fun, we
should never take our eyes off the true goal: educating
children. “Expectations of success are critical to long-term
reading growth and the development of lifelong reading
habits” (Rasinski, Padak, & Fawcett, 2010, p. 66).
This sounds easy enough but teachers are often so over
burdened with testing, standards, and evaluating that we
never truly reflect on our teaching. In no way do we take the
time we need to see if we are teaching what really matters, or
if we are simply trying to get through the curriculum.

6. Differentiated Instruction
One way to ensure your instruction remains student
centered is to ensure you are differentiating.
Differentiation can be based on students interests,
abilities, learning styles, gender, cultural values and more.

7. Sharon Taberski (2011) has a few solutions.
• First she indicates her philosophy with the heading “It’s better to do
fewer things well than many things superficially” (p. 17). This refers
to the fast paced frenzied teaching that teachers find themselves
in, and yet are also overcome with feelings of failure and exhaustion
because we are doing lots of things, but we are not really doing any
of them well.
• Secondly, Taberski simply sets several comprehensive goals. These
few, but specific/intentional goals help her stay focused on the key
elements she wants to cover. Then with these goals always at the
forefront of her thinking she can flesh out how to best achieve them
with each particular class of students depending on individual needs
(p. 17).

8. To further emphasis Effective Literacy Taberski has
restructured the five pillar format. This new way of thinking puts
comprehension as the over-arching goal. A concept that has
often been neglected in past models. If students are not reading
for comprehension, if they are not reading for meaning then the
reading is in vain.
The foundation for this new mode is comprised of skills
and experiences that engage students’ learning and compre-
hension. Combined with time to read, write and talk which gives
students an opportunity to share what they know and what they
are learning. Thus further developing their language abilities.
The support pillars then become reading
fluency, background knowledge, oral language and vocabulary
development, connecting reading with writing, and a vast
knowledge of skills and strategies. (Taberski, pgs. 4-5)

9. New Thinking on the
Pillars of Reading
Comprehension
Fluent Background Oral Reading Repertoire
Reading Knowledge Language Writing of
and Connections Strategies
Vocabulary
Time to Talk
Time to Write
Time to Read
Experiences and skills that cultivate children’s comprehension Taberski, p. 5

10. Fluency
“We want students to read words accurately with
appropriate speed, intonation, and emphasis so that they
understand what they’re reading” (Taberski, p. 8).
When students’ fluency is compromised so is their
understanding. When students struggle to decode words,
their mental efforts are not centered on comprehension, and
remember comprehension is our overall goal.
Words such as “quick,” “with expression,” “good
phrasing,” and “in a meaningful way,” are words used to
validate reading fluency (Rasinski, et al. p. 117).

11. Rasinski, Padak, and Fawcett go on to state three critical
aspects of negotiating printed language.
•Fluent readers read the words in text accurately. Most
commonly addressed during decoding or word recognition.
•Fluent readers read text automatically and almost effortlessly.
This allows them to use their limited cognitive resources to build
meaning, not struggle through decoding.
•Fluent readers read with expression. Reading with expression
gives clear evidence that readers are making meaning and that
they are phrasing the text into meaningful parts (p. 117).

12. Background Knowledge
Because reading is such an interconnected process
students’ background knowledge is crucial for reading
success.
Sufficient background knowledge aides reading in two
ways:
• It increases the level of inference a reader brings to the text.
• It decreases the need to reread a text in order to make
connections (Willingham, 2006 as cited in Taberski, 2011 p. 9).
Obviously the more a student knows about the topic the
easier it is to read, thus increasing enjoyment, and
understanding.

13. Oral Language and Vocabulary
Developing oral language and vocabulary ties in greatly to
the foundation of Tabeski’s model: Time to read, time to
talk, time to write.
Students need time to share their ideas with others.
They need to learn how to articulate these ideas both in
spoken format and in writing.
Furthermore, the more words a student knows easily and
readily the better their fluency will be.

14. Reading and Writing Connections
Reading and writing are two very important components
in effective literacy instruction.
These two components are very closely related, and
many children who are “good” readers are often considered
to be “good” writers.
Explicit instruction in both reading and writing is essential
in building effective literacy instruction.

15. A Closer Look at Reading
There are many ideas on how to effectively teach
reading, but some prove to be a “better practice” than others.
For example, silent reading or DEAR time. In the past
during this time students were expected to sit quietly and do
nothing but read. However, research has shown that a
Readers Workshop format is much more effective. In the
workshop format students can talk quietly, but freely about
their books. At times students may even read in pairs or small
groups. Talking about your book is highly encouraged
(Taberski, p. 29). This type of “active” learning increases
motivation and learning.

16. Another example is the change in group instruction. Having
students sit facing forward in nice neat rows as the teacher gives a
phonics lesson, or a skill and drill worksheet to the whole class is a
thing of the past. Through better evaluation, we are gaining clearer
ideas of who needs what type of instruction and who does not. Thus
teachers develop a better way to address the needs of the individual
rather than the masses. Some of these practices include:
• Direct Instruction
• Mini Lessons
• Reading Conferences
• Centers
Whole group instruction can be used but is reserved for those
times when the majority of the class is struggling with a particular
skill or strategy.
VS

17. A Closer Look at Writing
“Writers need direct intentional instruction in writing as well
as time to write” (Tompkins, 2007 as cited in Morrow, 2011, p. 303).
As important as reading is, writing is as equally important.
Thus we need to ensure students have time to write, and time to
share their writing with both the teacher and their peers.
Ways to help motivate writers include:
• Giving students ample time to write
• Let students choose their topics
• Give specific and relevant feedback
• Give clear and explicit teaching on skills relevant to them

18. Repertoire of Strategies
Taberski supports a repertoire of strategies that students
can use when reading comprehension begins to break down.
These strategies are taught through explicit
teaching, modeling, and the scaffolding approach.
Taberski also supports the ideas that
1) There should be a limited number of strategies focused
upon each year.
2) These strategies should be taught throughout the grade
levels to ensure cohesive and developmentally appropriate
instruction for the students (pp. 10-11)

19. Some of my favorite strategies include:
• Setting a purpose
•Drawing on background knowledge
• Predicting
• Preteaching vocabulary
• Visualizing
• Draw a picture
• Read then say something
• Monitoring for meaning
• Asking questions
• Summarizing

20. The Comprehension Connection
“The point is that it’s all about comprehension. Each
goal, each strategy, each skill, each facet of our teaching
should be helping students refine their ability to make sense
of what they read and write” (Taberski, p. 18).
If all of the reading, and all of the skills and all of the
strategies, do not lead to good comprehension, then it was all
in vain. If a student walks away from a text with no
understanding over and over, that only makes them more
frustrated. Whether reading for information or reading for
fun comprehension must be the goal we aim for.

21. Student Centered Classrooms
This speaks directly to the classroom environment and
learning that is taking place within the classrooms.
Some ideas for building a student centered environment include:
• Fun, enjoyable learning • Students have a choice in their
• Engaging activities reading and writing
• Cooperative learning • Feedback is positive and
• Visually welcoming environment constructive not vague or arbitrary
• Classrooms filled with learning • Flexible scheduling
materials • High expectations
 Books • Learning is relevant
 Well stocked writing centers • Differentiated Instruction
 Theme based units and centers

22. Some ideas for building a student centered learning include:
• Balanced literacy • Formative assessments
• Scaffolding learning according to • Error analysis
students needs
 Direct instruction • Classrooms filled with learning
 Modeling materials
 Teacher assistance weans as
students get stronger • Use high interest materials
 Students work independently
• Students work cooperatively • Explore the use of centers
• Develop a positive rapport • Accommodate different learning styles
Ideas summarized from Morrow, Rasinski, et. al, and Taberski.

23. Ways to manage group settings
One on One Instruction Independent Reading
• One on one instruction is vital • Students are given ample time
in pin pointing student to read.
difficulties. • Text is at students’
• This type of instruction is independent reading ability.
good for targeting individual • Text is one that is chosen by
deficits that do not need the student.
whole group attention. • Students are provided a
• Can be done comfortable place to read.
with both reading and • Reading environment is quiet
writing. and free from
distractions.

24. Small Groups Whole Group Instruction
• Small groups take place at a and Sharing
table where students can sit • Whole group instruction
comfortably and see things and sharing looks
up close. somewhat different at the
• Students can work directly high school level, but the
with the teacher or with same concepts apply.
fellow students. • The teacher often has to
• Students can work on present whole group
larger projects requiring material at a centralized
more space. area where technology such
as overheads, smart
boards, or projectors are
located.
• Students’
focus is on the
speaker.

25. Multiple Assessment Tools
• Teachers understand the value of using
multiple tools to assess student
performance/progress
• These include but are not limited to:
 Formative and summative assessments
 Teacher observations and anecdotal notes
 Chapter tests, reviews, discussions, writing projects and
presentations
 State and district assessments

26. Some ways I organize my assessment data:
Woodcock Johnson Test of Achievement
Student Name Current Month WWJIII WWJIII WWJ III Current Date WWJIII WWJIII WWJ III
Grade Year Math Reading Written Grade Year Math Reading Written
(SS) (SS) Lang. (SS) (SS) (SS) Lang. (SS)
MC 12
AE 9
EG 10
EK 11
AT 12
JT 12
AR 12
KW 12

27. District MAP test
Student Name Current Date Math Reading Lexile Written Current Date Math Reading Lexile Written
Grade Year Range Lang. Grade Year Range Lang.
EG
EK
AR
MN
AT
JT
KW
AE

28. District MAP test with data showing gains and losses
Student Name Current Date Math Gain + Gain + Written Gain +
Grade Year Loss – Loss – Lang. Loss –
Same Same Same
MC 12 4/17/12 223 +9 198 +3 199 Same
AE 9 4/17/12 197 +4 209 +5 213 +25
EG 10 4/17/12 205 +14 198 -9 209 -4
BH 11 4/17/12 201 -1 202 +10 199 +7
EK 11 4/17/12 204 +3 187 +4 207 +15
MN 9 4/17/12 214 +12 194 +1 191 +16
ML 12 4/17/12 204 +7 208 +11 207 +5
AR 12 4/17/12 208 +10 203 +6 205 -1
AT 12 4/17/12 215 +3 207 +6 215 Same
JT 12 4/17/12 211 +8 203 -7 204 -1
KW 12 4/17/12 194 -2 198 -4 216 +17

29. • I also have a score sheet for the San Diego Quick reading
assessment and one to compare student IQ’s.
• Student IQ’s are relevant when determining eligibility
requirements and progress. I also like to see if those with
lower IQ’s are out performing those with higher IQ’s. This
helps clear up some of the “can’t vs. wont” debate all
teachers have.
• I use this data as a quick reference when filling out IEP
goals, progress reports and making recommendations for
summer school or Extended School Year ESY services.
• Obviously these are not the only assessment tools I use,
but when it comes to qualifying data I like to keep it
organized and handy.

30. References
Beers, K. (2003). When kids can’t read what teachers can do: A guide for teachers 6-12.
Portsmouth, NH: Heinemann.
Mandel Morrow, L., & Gambrell, L. (2011). Best practices in literacy instruction (4th ed.).
New York: Guildford.
Rasinski, T., Padak, N., & Fawcett, G. (2010). Teaching children who find reading difficult
(4th ed.). Boston, MA: Allyan & Bacon, Pearson
Taberski, S. (2011). Comprehension from the ground up: simplified, sensible instruction for
the K-3 reading workshop. Portsmouth, NH: Heinemann.
Tompkins, G.E. (2007). Teaching writing. Balancing process and product (5th ed.). Upper
Saddle River, NJ: Prentice Hall.
Willingham, D.T. (2006). “How Knowledge Helps: It Speeds and Strengthens Reading
Comprehension, Learning-and Thinking.” In American Educator (Spring) pp. 30-37.