READING DEVELOPMENT & READING LITERACY

Students have everything they need to become literate and successful; they simply need the right tools, the right instruction, and the right knowledge provided to their teachers and schools.

The Scientific Principle:

Systematic, explicit, and balanced reading literacy instruction allows students to develop a sequenced progression of complex skills that build upon one another. In time, these skills progress, interact with each other, and lead to a deep understanding of print. To become fully literate, a student must receive foundational and advanced reading literacy, writing, speaking, listening, and language instruction for a range of subject areas.

The Progression:

To achieve student academic success all reading literacy instruction must be data-validated by science and consist of foundational reading literacy and language instruction, speaking and listening instruction, and writing literacy instruction.

  • Reading literacy acquisition is attained through a complex development progression.
  • Speaking, listening, and language skills are taught in grades K-5 for academic and lifelong expression, comprehension, and collaboration.
  • Reading and writing literacy skills are taught in grades 4-12 by content area teachers that will provide instructional supports so all students attain grade-level reading proficiency and subject matter literacy.


The Key Components:

Grades K - 3 Reading Development Instruction

Foundational Reading Development Instruction shall consist of specific program content including the following components:
1. Language-based instruction 2. Phonological Awareness 3. Phoneme-Grapheme Correspondence Knowledge 4. Syllable Instruction
5. Linguistics 6. Meaning-based Instruction 7. Reading Fluency Instruction 8. Phonics
Instructional Methodology and Delivery of Foundational Reading Development Content
1. Foundational reading instruction with student-teacher interaction shall be delivered as follows:
A. Systematic (structured), sequential, and cumulative instruction B. Individualized instruction that meets the specific learning needs of each SEEDS in a small group setting C. Intensive, highly concentrated instruction that maximizes student engagement D. Meaning-based instruction that is directed toward purposeful reading and writing E. Instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice

2. To achieve proficiency in language processing, instructional delivery must simultaneously combine visual, auditory, kinesthetic, and tactile instruction.

3. Synthetic to analytic phonics delivery that teaches students the sounds of the letters first and then combines or blends these sounds to create words. Analytic phonics uses prior knowledge of letters and their corresponding sounds to decode and form new words.

4. Synthetic phonics methodology teaches students the sounds of the letters first and then combines or blends these sounds to create words. It is delivered to students as follows:

A. Systematically B. Sequentially C. Cumulatively D. Individualized
5. Automaticity of student reading performance requires a fluent processing of printed material.
The implementation of the Foundational Reading Development Instruction is to be routinely provided to students within the regular school day for a specific amount of time (dependent on state law)


Grades 4 - 12 Reading Literacy Instruction in Content Areas

Reading literacy instruction will be provided to all students, with increased difficulty by grade level, to fulfill the college and career readiness expectations provided by the Standards by teachers of all content areas, including English/Language Arts. Based on the instruction provided, students will learn:
1. Key ideas and details in all content areas. Reading literacy will be determined by a student's ability to:
A. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text B. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas C. Analyze how and why individuals, events, and ideas develop and interact over the course of a text
2. Craft and structure of text in all content areas. Reading literacy will be determined by a student's ability to:
A. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone B. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole C. Assess how point of view or purpose shapes the content and style of a text
3. Integration of knowledge and ideas in all content areas. Reading literacy will be determined by a student's ability to:
A. Integrate and evaluate content presented in diverse formats and media B. Delineate and evaluate the argument and specific claims in a text C. Analyze how two or more texts address similar themes or topics to build knowledge or to compare author approaches
4. Analyze and structure with complex textual literature that requires increased comprehension proficiency and encourages independent analysis.


Grades 4 - 8 Writing Literacy Instruction

Writing literacy instruction will be provided to all students, with increased difficulty by grade level, to fulfill the college and career readiness expectations provided by the Standards by teachers of all content areas, including English/Language Arts. Based on the instruction provided, students will master the skills of:
1. Writing opinion pieces on topics or texts, supporting a point of view with reasons and information that increase in complexity by:
A. Introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose B. Providing reasons that are supported by facts and details C. Linking opinions and reasons using words and phrases D. Providing a concluding statement or section related to the opinion presented
2. Writing arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence including:
A. Introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences claim(s), counterclaims, reasons, and evidence B. Developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases C. Using words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims D. Establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing E. Providing a concluding statement or section that follows from and supports the argument presented
3. Writing narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences including:
A. Orienting the reader by establishing a situation and introducing a narrator and/or characters; organizing an event sequence that unfolds naturally B. Using dialogue and description to develop experiences and events or to show the responses of characters to situations C. Using a variety of transitional words and phrases to manage the sequence of events D. Using concrete words and phrases and sensory details to convey experiences and events precisely E. Providing a conclusion that follows from the narrated experiences or events
4. The production and distribution of writing including:
A. Producing clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience B. With guidance and support from peers and teachers, developing and strengthening writing as needed by planning, revising, and editing C. With some guidance and support from teachers, using technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrating sufficient command of keyboarding skills
5. Using research to build and present knowledge including:
A. Conducting short research projects that build knowledge through investigation of different aspects of a topic B. Recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources C. Drawing evidence from literary or informational texts to support analysis, reflection, and research


Grades 9 - 12 Writing Literacy Instruction

Writing literacy instruction will be provided to all students, with increased difficulty by grade level, to fulfill the college and career readiness expectations provided by the Standards by teachers of all content areas, including English/Language Arts. Based on the instruction provided, students will master the skills of:
1. Writing informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Mastery will be determined by a student's ability to:
A. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic C. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts
D. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic E. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing F. Provide a concluding statement or section that follows from and supports the information or explanatio
2. Writing narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Mastery will be determined by a student's ability to:
A. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and characters C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome
D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and characters E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
3. Production and distribution of writing. Mastery will be determined by a student's ability to:
A. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience B. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience C. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
4. Using research to build and present knowledge. Mastery will be determined by a student's ability to:
A. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation B. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, while avoiding plagiarism and overreliance on any one source and following a standard format for citation C. Draw evidence from literary or informational texts to support analysis, reflection, and research

Executive Summary

KEY COMPONENTS

ROADMAP AND SPECIFICS

MODEL LEGISLATION LANGUAGE