Effective Literacy InstructionED 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.

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

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.

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

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.

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.

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).

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)

Comprehension

FluentReading

Background Knowledge

OralLanguage

andVocabulary

ReadingWriting

Connections

Repertoireof

Strategies

Time to Talk

Time to Write

Time to Read

Experiences and skills that cultivate children’s comprehension Taberski, p. 5

New Thinking on thePillars of Reading

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).

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).

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.

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.

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.

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.

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

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

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)

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

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.

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• Engaging activities• Cooperative learning• Visually welcoming environment• Classrooms filled with learning materials

BooksWell stocked writing centers Theme based units and centers

• Students have a choice in their reading and writing• Feedback is positive and constructive not vague or arbitrary• Flexible scheduling• High expectations• Learning is relevant• Differentiated Instruction

Some ideas for building a student centered learning include:

• Balanced literacy

• Scaffolding learning according to students needs

Direct instructionModeling Teacher assistance weans as students get stronger Students work independently

• Students work cooperatively

• Develop a positive rapport

• Formative assessments

• Error analysis

• Classrooms filled with learning materials

• Use high interest materials

• Explore the use of centers

• Accommodate different learning styles

Ideas summarized from Morrow, Rasinski, et. al, and Taberski.

Ways to manage group settingsOne on One Instruction

• One on one instruction is vital in pin pointing student difficulties.

• This type of instruction is good for targeting individual deficits that do not need whole group attention.

• Can be done with both reading and

writing.

Independent Reading

• Students are given ample time to read.

• Text is at students’ independent reading ability.

• Text is one that is chosen by the student.

• Students are provided a comfortable place to read.

• Reading environment is quiet and free from

distractions.

Small Groups• Small groups take place at a

table where students can sit comfortably and see things up close.

• Students can work directly with the teacher or with fellow students.

• Students can work on larger projects requiring more space.

Whole Group Instruction and Sharing• Whole group instruction

and sharing looks somewhat different at the high school level, but the same concepts apply.

• The teacher often has to present whole group material at a centralized area where technology such as overheads, smart boards, or projectors are located.

• Students’ focus is on the speaker.

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

Some ways I organize my assessment data:Woodcock Johnson Test of Achievement

Student Name Current

Grade

Month

Year

WWJIII

Math

(SS)

WWJIII

Reading

(SS)

WWJ III

Written

Lang. (SS)

Current

Grade

Date

Year

WWJIII

Math

(SS)

WWJIII

Reading

(SS)

WWJ III

Written

Lang. (SS)

MC 12

AE 9

EG 10

EK 11

AT 12

JT 12

AR 12

KW 12

Student Name Current

Grade

Date

Year

Math Reading Lexile

Range

Written

Lang.

Current

Grade

Date

Year

Math Reading Lexile

Range

Written

Lang.

EG

EK

AR

MN

AT

JT

KW

AE

District MAP test

Student Name Current

Grade

Date

Year

Math Gain +

Loss –

Same

Gain +

Loss –

Same

Written

Lang.

Gain +

Loss –

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

District MAP test with data showing gains and losses

• 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.

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.