2. For a long time, I only thought of
literacy as simply reading. Being literate
meant being able to read. And yet, time
and research has shown me that literacy
is much more than being able to read.
Literacy involves the ability to speak,
listen, read, write, and think. It includes
use of a myriad of resources to access
literacy. Effective instructors infuse
direct instruction with real experiences.
For young learners, literacy instruction
begins with listening and speaking.
Literacy begins at home where parents
talk to their children, model reading
practices, use environmental reading
opportunities such as signs (stop and exit
sign), read together, use varied
vocabulary, and ask questions.
3. What is Reading?
Reading involves decoding and comprehension.
Students must have the tools to attack the words on
paper. They must then be able to make meaning of
those words. Critical thinking develops during the
process of reading.
4. What is Writing?
When one writes, he or she conveys meaning
through graphic symbols. Writing involves
encoding or spelling. It is the process of using
reading skills to further express language.
Critical thinking develops during the process
of writing.
5. Differentiation
In reading instruction it is important that
learning styles and multiple intelligences are
addressed. Students learn differently and have
different needs. Some students need direct or
explicit instruction (modeling from the
instructor). Some students prefer student-
centered learning (learning implicitly).
6. Stages of Literacy
Cooper, Kiger, Robinson, and Slansky (2012) discuss the various stages of literacy.
These five stages include:
Stage 2: Emergent Literacy
Learners become more interested in
literacy and develop oral language
patterns (letters). This normally occurs at
the end of kindergarten or the beginning
of first grade.
Stage 1: Early Emergent Literacy
Learners develop the foundations of
literacy. This occurs before a child
enters school. They develop oral
language and may draw or scribble.
7. Stages of Literacy
Cooper, Kiger, Robinson, and Slansky (2012) discuss the various stages of literacy.
These five stages include:
Stage 5: Fluent Reading & Writing
The learner uses reading and writing for
various purposes. This occurs during
fourth grade and continues throughout
upper elementary into middle school and
high school. In fact, it continues
throughout our lives.
Stage 3: Beginning Reading &
Writing
Learners read and write in
conventional ways. They develop
fluency. This occurs through first
grade into second or third grade. This
is a critical stage of the literacy.
Stage 4: Almost Fluent Reading &
Writing
Learners read silently more and do
more writing. Their vocabulary
increases. This occurs at the end of the
second grade and continues into the
beginning of fourth or fifth grade.
8. Effective Literacy Instruction
According to Taylor (2008), as referenced in Cooper, Kiger, Robinson, and Slansky
(2012), there are certain necessary components of effective literacy Instruction. How
many of these have you used or had the most success with when working with students?
For me, phonemic awareness and comprehension instruction have been essential in my
daily routine. Also, making good instructional choices that challenged learners has been
critical. Finally, reading was a part of our daily routine; students need constant practice.
9. Effective Literacy Instruction
Phonemic Awareness Fluency Instruction Vocabulary Instruction
Comprehension Instruction Good Instructional
Choices
Clarity of Purpose and
Timing
Use of Data Culturally Responsive
Instruction
Challenge for Learners
Grouping Practices Teacher and Student
Actions
Time Spent on Reading
Alignment of Standards,
Curriculum and Instruction
10. To be effective with literacy instruction, a teacher must also consider the zone of
proximal development. Vygotsky (1978) maintained that children follow the
adult’s example and gradually develop the ability to do certain tasks without
help or assistance. He called the difference between what a child can do with
help and what he or she can do without help as the zone of proximal
development (ZPD).
Vygotsky’s Zone of Proximal Development
11. Balanced Literacy
Balanced literacy incorporates teacher-
direction and student-centered instruction.
It combines direct instruction by the
teacher combined with student
performance. Balanced literacy models
differentiation of instruction that is
necessary for effective teaching and
learning. This includes daily independent
reading, daily independent writing,
reading for learning skills and strategies,
reading to apply skills and strategies,
writing to learn (teacher directed),
developmentally appropriate writing, and
interventions for students who need
additional support. Effective literacy
programs include substantive time –
mostly up to 90 minutes – for literacy
12. Balanced Literacy Lesson
After introducing the text, a balanced literacy lesson includes reading and
responding to the text. Students may read the text in various modes to include
independent reading, cooperative reading, guided reading, shared reading, read-
alouds, or a combination of all of the reading modes. During these processes, the
teacher may scaffold or support students or encourage metacognition. Using
varying modes provide differing amounts of instructional support. The goal is to
move students towards independent reading where they become critical thinkers.
The next phase includes extending the text. This includes many student-centered
activities where students may make connections and incorporate other subjects or
areas of learning in the text. In this phase, students demonstrate understanding of
the text. This is a great time for teachers to introduce interdisciplinary learning.
13. Balanced Literacy Lesson
In an effective balanced literacy program, a variety of texts are used. The texts
used may depend on the students’ literacy levels. A basal series is typically
adopted by school system as their core instructional material. They typically
are used for grades K-6 and include anthologies, practice books, teachers
manuals, paperback books, decodable texts and other supportive materials,
many that include technology.
14. Modes of Writing
In a balanced literacy lesson, writing must be considered when extending the
text. Writing is a critical component of the balanced literacy approach. Modes of
writing include independent writing, collaborative or cooperative writing, guided
writing (scaffolding and teachers support), shared writing (interactive writing),
and write-alouds (teacher modeling). As with reading, the use of writing is a way
to demonstrate literacy.
15. Reading Mini-lesson
A minilesson provides direct instruction to
help students with reading strategies and
skills. This is a time for teachers to also
focus on the strengths and weaknesses of
students within the groups. To effectively
conduct minilessons, teachers must have
good classroom management skills. This
includes introducing the text, modeling
reading of the text, guided practice with
the text (including corrective feedback to
students and data collection of students’
capabilities), and summarizing and
reflecting on the text. After the
minilesson, students should have
independent practice, application of the
skills, and reflection or discussion.
16. What Does it All Mean?
Click on the link above
If you are an educator, you must ask yourself how literacy is developed in your
classroom and how you incorporate differentiation in the process of literacy
attainment. Do you know where your students are regarding the stages of
literacy? Are you using a balanced literacy approach to meet their learning
needs? Is writing and technology incorporated in your literacy program? Are
you collaborating with co-workers to develop a schoolwide literacy program
that involves all teachers despite the discipline they teach? These are just a few
of the questions for self-assessment as a literacy instructor.
17. References
Cooper, J. D., Kiger, N. D., Robinson, M. D., & Slansky, J. A. (2012). Literacy:
Helping students construct meaning (8th ed.). Belmont, CA: Wadsworth,
Cengage Learning.
Parent Involvement in Home Literacy [Video file]. Retrieved form
http://www.teachertube.com/viewVideo.php?video_id=188165
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
