“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.
New Learning Management System: Pepper
The Agency of Education is pleased to introduce Vermont’s new learning management system, Pepper, and the first of a six-module literacy learning series, Building a Strong Foundation for Lifelong Literacy Success.
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.
- 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
- 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
- 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
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.
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
- 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
- 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)
- 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)
- Educator Competencies for Personalized, Learner-Centered Environments (Students at the Center Hub)
- Proficiency-Based Learning (AOE)
- Proficiency-Based Learning Simplified (Great Schools Partnership)
- Sample Graduation Proficiencies for English Language Arts and Literacy (AOE)
- Achieve the Core
- Aurora Institute
- Great Schools Partnership
- Knowledge Works
- Learning for Justice
- Mastery Transcript Consortium
- Students at the Center Hub
Email Emily Leute.