This article discusses the pedagogical practices of a middle level English teacher who teaches reading and writing skills creatively and recursively. By providing varied ways for students to construct knowledge and repeatedly grapple with difficult concepts, this teacher sustains an environment of collaborative inquiry whereby students internalize their learning. At a time when elevated test scores are the marker of effective teaching, her practice suggests that skill instruction can occur without becoming dull or redundant and that student efficacy in literacy can develop through multiple pathways to learning.