Elevating Literacy Instruction: An Evaluation Guide
Written by: Morgan Mason
Teacher evaluators play a critical role in strengthening literacy instruction by ensuring that classroom practices align with evidence-based strategies. I recently created a webinar series designed to support evaluators in enhancing their understanding and assessment of literacy instruction based on the science of reading. This blog post offers a foundational overview, while the accompanying two-part webinar series delves deeper, providing practical examples and demonstrations of what SOR-aligned instruction looks like in action. Effective literacy evaluation calls for shifting away from a basic checklist mindset and toward a more nuanced understanding of research-based instructional methods, allowing evaluators to use assessments not just for accountability but as a powerful tool for instructional growth and improvement.
“Effective literacy evaluation calls for shifting away from a basic checklist mindset and toward a more nuanced understanding of research-based instructional methods…”
The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. The most reliably effective approach to teaching the five pillars of reading is by using systematic and explicit instruction. Systematic instruction refers to a carefully planned and sequenced approach, where each concept builds upon the previous one, ensuring that students progress in a logical, step-by-step manner. Explicit instruction involves clearly defined teaching practices, where the teacher models the skill, explains it in detail, and provides ample opportunities for practice and feedback. For evaluators, it’s important to recognize what this looks like in literacy lessons aligned to the science of reading. By understanding how these disciplines inform teaching practices, evaluators can more effectively assess whether instruction aligns with the latest evidence on how children learn to read.
Rather than simply listing out the five pillars of the science of reading, I want to equip you with some key questions to consider when evaluating the observable teacher actions and classroom environments that bring each pillar to life.
- Phonemic Awareness: How do teachers explicitly teach and provide opportunities for students to manipulate individual sounds? What “listen fors” can evaluators focus on (e.g., blending, segmenting)?
- Phonics: How do teachers systematically and explicitly teach the relationship between letters and sounds? What evidence of this can evaluators see in lesson plans and student work?
- Fluency: How do teachers model fluent reading and provide opportunities for students to practice reading with automaticity and prosody? What student behaviors indicate developing fluency?
- Vocabulary: How do teachers explicitly teach vocabulary and encourage students to use new words? How can evaluators identify evidence of vocabulary development in student discussions and writing?
- Comprehension: How do teachers model comprehension strategies and facilitate students’ ability to understand text meaning? What kinds of questions do teachers ask to promote deeper comprehension?
Leveraging the evaluation rubric effectively allows evaluators to not only assess current practices but also to identify specific areas for growth and provide targeted feedback that fosters professional development. A deep understanding of the rubric allows evaluators to focus their observations and offer targeted feedback that aligns with specific competencies, ensuring that each aspect of literacy instruction is thoughtfully assessed. When evaluation data centers on science of reading-aligned practices, it becomes a powerful tool for determining the effectiveness of that literacy instruction, highlighting areas where practices are thriving or where improvements are needed. Using the rubric, evaluators can identify strengths in a teacher’s approach and pinpoint areas for growth, creating clear pathways for professional development. Evaluators can find more detailed “look for” and “listen for” examples, along with rubric alignment strategies, in Part 1 of the webinar series.
“When evaluation data centers on science of reading-aligned practices, it becomes a powerful tool for determining the effectiveness of that literacy instruction, highlighting areas where practices are thriving or where improvements are needed.”
Facilitating teacher reflection and growth through feedback and coaching is a key part of improving literacy instruction. When offering feedback, it’s important to remember that the ultimate goal of evaluation, especially when focused on the science of reading, extends beyond mere accountability. While evaluation certainly plays a role in ensuring instructional effectiveness, its power lies in its capacity to drive instructional growth and improvement. Meaningful and actionable feedback allows teachers to reflect on their practice in relation to the science of reading, not just to meet a standard, but to continuously refine their skills and ultimately improve student outcomes. One great way to encourage reflection is through open-ended questioning. Rather than asking “why” questions, which can sound like an interrogation, focus on “what” and “how” questions. For example, instead of asking, “Why did you choose that approach?” try asking, “What strategies did you use in that lesson, and how do you think they helped students engage with the text?” Open-ended questions like these help teachers think critically about their practice without feeling defensive. It’s also important to avoid closed, leading, or rhetorical questions, as these can limit reflection and make teachers feel like they’re being judged, rather than supported. Part 2 of the webinar series delves deeper into effective questioning techniques and strategies for fostering a growth mindset. Additionally, check out the article, Questioning Mistakes, to read more about some common questioning mistakes coaches or evaluators can make.
Even if your school doesn’t have a dedicated coach, evaluators can still create a coaching culture by using observation data and feedback conversations to guide teachers’ growth in implementing SOR practices. Encourage teachers to reflect on their strategies and set goals for improving literacy instruction. You can help by asking questions like, “What specific SOR-aligned practices do you plan to try, and how will you measure their impact on student learning?” This keeps the focus on growth and helps teachers stay motivated as they work toward better outcomes for their students. Evaluation can be a powerful tool for fostering continuous improvement. As evaluators, it’s important to recognize that your role extends beyond judgment—you are partners in the journey toward effective, SOR-aligned literacy instruction. By engaging with teachers in a collaborative, supportive manner, evaluators can help create an environment where educators feel empowered to grow and refine their practices, ultimately leading to more impactful, evidence-based literacy instruction for students.
Understanding and observing SOR-aligned practices is not a one-time task but an ongoing journey for both teachers and evaluators. By continuously refining our approach and staying engaged with current research, we can foster a collaborative, growth-oriented environment for literacy instruction. If you haven’t had the chance yet, be sure to explore the webinar series. For further support, please feel free to reach out to Morgan Mason at mmason@ciesc.org.
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