Chapter 1: Becoming an Effective Teacher of Reading
I: Overview
The goal of literacy instruction is to ensure that all students achieve their full literacy potential,
and in that light, chapter one introduces eight principles of balanced literacy instruction. The
principles are stated in terms of what effective teachers do, and they provide the foundation for
the chapters that follow.
Principle 1: Effective teachers understand how students learn.
Principle 2: Effective teachers support students’ use of the cueing systems.
Chapter 1 Objectives
After reading this chapter, students should be able to:
1 Name and explain major learning theories including behaviorism, constructivism,
sociolinguistics, and information processing theory.
2 Name and describe the four cueing systems.
3 Discuss how to create a community of learners.
Chapter 1 Outline
Principle 1: Effective teachers understand how students learn
• Behaviorism
Principle 2: Effective teachers support students’ use of the cueing systems
• The Phonological System
• The Syntactic System
Principle 3: Effective teachers create a community of learners
• Characteristics of Classroom Communities
• How to Create a Classroom Community
Principle 4: Effective teachers adopt a balanced approach to literacy instruction
• Characteristics of a balanced approach
Principle 5: Effective teachers scaffold students’ reading and writing experiences
• Modeled Reading and Writing
• Shared Reading and Writing
• Interactive Reading and Writing
• Guided Reading and Writing
• Independent Reading and Writing
Principle 7: Effective teachers link instruction and assessment
• Linking Instruction and Assessment
• Classroom Assessment Tools
• High Stakes Tests
Review
II: Teaching Suggestions
Preview Questions
For many pre-service teachers, this textbook and course serves as an introduction to the field of
education and specifically to literacy instruction. It is therefore appropriate to ask the pre-
service teachers in your class to reflect upon their own experiences in learning to read as well as
their adult reading habits. Use the following questions to encourage discussion.
1. Do you remember your kindergarten and/or first grade classroom? Can you remember a
moment when you first read to someone? Do you remember any difficulties you faced in
learning to read? What were your favorite books as a child?
Focus Questions
Pre-service teachers should consider the questions below as they read chapter 1.
1. In recent years there has been a great deal of controversy concerning the best ways to teach
reading. On one side are the proponents of a skills-based or phonics approach; on the other
Class Activities
1. Children’s Literature Open your first class by reading selections from the children’s novel,
Junie B., First Grader (at last!) by Barbara Park. When six year old Junie B. has difficulty
2. Quickwrite Ask students to quickwrite about their own memories of learning to read and/or
reading instruction in their elementary school days. Have students share their writing in small
3. Brainstorming Based on their own experiences, have students brainstorm characteristics of
effective literacy teachers. After reading the text, compare and contrast these ideas to the
eight principles listed in chapter 1.
4. Guiding Questions As an introduction to the text, ask students to generate personal lists of
important questions that will guide their learning during the course. These guiding questions
5. Literacy Concept Maps Divide the class into small groups to brainstorm the concept of
literacy. Have students make semantic maps on butcher block paper. Provide time for the
groups to share their ideas with the entire class. As the course continues, allot time for the
students to revise and expand their literacy concept maps.
6. Establish a Community of Learners Discuss the characteristics of a community of learners
and examine how these characteristics can apply to the college classroom. Collaborate with
7. Share Professional Journals and Magazines about Reading Bring copies of professional
journals about reading for your students to examine. Encourage them to become members of
Teachers of English at 1-800-369-6283.
After Class Activities
1. Interview an Elementary Reading Teacher Have students conduct an interview with an
elementary teacher to explore what teachers believe are the most important principles of
2. Current Events Ask students to collect newspaper clippings, Internet postings, and
magazine articles that address literacy instruction. Discuss the importance of teachers staying
III: Resources
Related Readings
Encourage students to explore chapter 1 topics in more depth by reading the journal articles and
books listed below.
Allington, R., & Walmsley, S. (Eds.). (1995). No quick fix: Rethinking literacy programs in
America’s elementary schools. New York: Teachers College Press.
Baumann, J.F., Hoffman, J.V., Moon, J., & Duffy-Hester, A.M. (1998). Where are teachers’
voices in the phonics/whole language debate? Results from a survey of U.S. elementary
teachers. The Reading Teacher, 51, 636-650.
Crafton, L.K. (1996). Standards in practice: Grades K-2. Urbana, IL: National Council of
Teachers of English.
Cullinan, B.E. (Ed.). (1992). Invitation to read: More children’s literature in the reading
program. Newark, DE: International Reading Association.
Online Resources
Junie B. Jones Introduces the Literacy Mystery Boxes
Here is a full lesson plan to guide first grade students.
