“Acquiring literacy is an empowering process, enabling millions to enjoy access to knowledge and information which broadens horizons, increases opportunities and creates alternatives for building a better life.”
~ Kofi Annan
As per the Education Quality Standards (EQS), Vermont uses the Standards for English Language Arts and Literacy as laid out by the Common Core State Standards (CCSS) for grades K-12 and the Vermont Early Learning Standards (VELS) for prekindergarten through grade 3. The CCSS breaks literacy skills down into the following areas: Reading, Writing, Speaking and Listening, and Language. Each of these College and Career Readiness Anchor Standards is further broken down into grade level strands. Recognizing the importance of building literacy across the curriculum, the CCSS also outlines literacy skills in history, social studies, science, and technical subjects. Students who become proficient in the CCSS for English Language Arts and Literacy develop the literacy skills and knowledge necessary to succeed in college, career, and life.
Literacy Professional Learning Series Available
Vermont educators can register for and start taking all six modules of the new literacy professional learning series, Building a Strong Foundation for Lifelong Literacy Success, today!
There are six asynchronous modules for both grades K-3 and grades 4-12. Modules for both grade bands are based on the body of evidence that informs effective reading instruction.
|
Modules for Grades K-3 |
Modules for Grades 4-12 |
|
Module 1: Understanding the Neuroscience of Literacy |
Module 1: Understanding the Neuroscience of Literacy |
|
Module 2: Exploring Language and Phonology |
Module 2: Exploring Adolescent Literacy |
|
Module 3: Understanding Phonics and Word Study Instruction |
Module 3: Implementing Advanced Word Study |
|
Module 4: Creating Fluent Readers |
Module 4: Creating Fluent Readers |
|
Module 5: Developing Vocabulary |
Module 5: Developing Vocabulary |
|
Module 6: Increasing Reading Comprehension |
Module 6: Increasing Reading Comprehension |
Each module will take 6-8 hours to complete, and the full series is 45 hours. Educators can download a certificate of completion at the end of each module that can be used for re-licensure with Local Standards Boards.
Learn more about the series from the introductory webinar slide deck and recording. You can also view Frequently Asked Questions about the series from the webinar. Please reach out to aoe.literacy@vermont.gov with any questions.
Have you started the series? We want to hear from you! Please take a few minutes to provide input or opportunities for improvement on this brief form. We will use your feedback to update and improve the series and the Pepper platform. Thank you for your interest and for sharing your feedback.
Evidence-Based Literacy Practices
The following documents provide information about evidence-based practices recommended in the What Works Clearinghouse/IES Practice Guides, specifically Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, Improving Reading Comprehension in Kindergarten Through 3rd Grade, and Preparing Young Children for School. These practice guides present recommendations that were developed by a panel of literacy experts based on reviews of research, practitioner experiences, and expert opinions. Click on each evidence-based practice to learn more about the ESSA level of evidence, how to carry out the recommendation, and connections to Literacy Essential Practices.
Grades K-3
Foundational Skills
- Develop Awareness of the Segments of Sounds in Speech and How They Link to Letters
- Teach Students to Decode Words, Analyze Word Parts, and Write and Recognize Words
- Ensure That Each Student Reads Connected Text Every Day to Support Reading Accuracy, Fluency, and Comprehension
- Teach Students Academic Language Skills, Including the Use of Inferential and Narrative Language, and Vocabulary Knowledge
Comprehension
- Teach Students How to Use Reading Comprehension Strategies
- Establish an Engaging and Motivating Context in Which to Teach Reading Comprehension
- Teach Students to Identify and Use the Text’s Organizational Structure to Comprehend, Learn, and Remember Content
- Select Texts Purposefully to Support Comprehension Development
- Guide Students Through Focused, High-Quality Discussion on the Meaning of Text
Prekindergarten
- Build Children's Knowledge of Letters and Sounds
- Intentionally Plan Activities to Build Children’s Vocabulary and Language
- Use Shared Book Reading to Develop Children's Language, Knowledge of Print Features, and Knowledge of the World
Section List
- A Vermont Portrait of a Graduate Through English Language Arts
- Spotlight on Equity Resources
- Newsletters
- English Language Arts Resources
- Performance Assessment and Project-Based Learning Resources
- Proficiency-Based Learning Resources
- Websites and Sources for Further Reading
A Vermont Portrait of a Graduate Through English Language Arts
The ability to engage in respectful discourse, to effectively express oneself while listening and responding to diverse perspectives, is an important skill for any global citizen. Literacy skills are also essential when thinking about lifelong learning. Students can gain experience toward proficiency in these aspects of a Vermont Portrait of a Graduate (PoG) and more through English Language Arts (ELA).
The Vermont Framework for Proficiency: English Language Arts Literacy description serves as a foundation on which to build English Language Arts Proficiency-Based Graduation Requirements, Critical Proficiencies, and Priority Performance Indicators.
Information about how the six attributes of a Vermont PoG can be addressed through ELA can be found below.
Spotlight on Equity Resources
Educational equity means that every student has access to the resources, opportunities, and educational rigor they need at the right moment in their education, whatever their race, gender/identity, sexual orientation, ethnicity, religion, language, ability, family background, or family income may be. (Adapted from CCSSO, Leading for Equity.) The Spotlight on Equity Resource below provides a list of considerations and resources for the purpose of supporting equity and access while emphasizing high-quality and culturally sustaining learning opportunities for all students.
Professional Learning Resources
Newsletters
- Fall 2024
- Spring 2024
- Winter 2024
- Fall 2023
- May 2023
- February 2023
- December 2022
- May 2022
- March/April 2022
- January 2022
- November 2021
- September 2021
- June 2021
- March 2021
- January 2021
- November/December 2020
- February/March 2020
- January 2020
- November 2019
- October 2019
English Language Arts Resources
- Grammar and Writing Resources (AOE)
- Lexile Framework for Reading (AOE)
- Lexile & Quantile Hub (AOE)
- Priority Instructional Content in English Language Arts/Literacy and Mathematics (Achieve the Core)
- Reading Diversity: A Tool for Selecting Diverse Texts and Teacher’s Edition (Learning for Justice)
- Text Set Project: Building Knowledge and Vocabulary and Text Set Guidance (Achieve the Core)
Performance Assessment and Project-Based Learning Resources
- English Language Arts Performance Assessment Template (AOE)
- Performance Assessment Resource Bank
- Project-Based Learning Document Sequence (AOE)
- Research Supporting Performance Tasks (Stanford School Redesign Network)
- State and Local Assessments Page (AOE)
Proficiency-Based Learning Resources
- Educator Competencies for Personalized, Learner-Centered Environments (Students at the Center Hub)
- Proficiency-Based Learning (AOE)
- Proficiency-Based Learning Simplified (Great Schools Partnership)
- English Language Arts Proficiency-Based Graduation Hierarchy
Websites and Sources for Further Reading
- Achieve the Core
- Aurora Institute
- Great Schools Partnership
- Knowledge Works
- Learning for Justice
- Mastery Transcript Consortium
- Students at the Center Hub
Questions?
Email Emily Leute.