Read Vermont

A Shared Vision  

At the heart of Read Vermont is a shared vision for literacy: Delivering high-quality reading and writing instruction based on scientific evidence will ensure that every child has the foundational skills necessary to successfully engage with text and experience the joy of reading. Convergent evidence¹ has accumulated over the last fifty years and demonstrates that:

• Learning to read is a complex process that involves multiple skills, knowledge, and cognitive abilities. 

• Reading and writing are taught skills. 

• All students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing based on their proficiency and skill level. 

• The most common causes of reading and writing difficulties can be remediated by explicit, systematic, code-based instruction combined with opportunities to practice weak skills until they are mastered. 

• Students benefit from multiple and varied opportunities to practice literacy skills.  

• It is important to leverage student data to differentiate individual, small-group, and classroom instruction based on identified needs and skill level.  

• Students benefit from access to different types of texts at different times and for different purposes. For example: 

  • Decodable texts support mastery of sound-symbol correspondence until readers are accurate and automatic decoders.  

  • Authentic, complex, and content-rich texts help build word and world knowledge, increase interest, and provide exposure to complex syntax. 

• Learners of all languages benefit from evidence-based instruction and developing oral language skills as they learn to read and write in a new language.  

• Philosophies of teaching word reading that are based on visual cues (whole words, three-cueing, word shapes) or inference do not support students’ long-term ability to automatically decode familiar or unfamiliar words.  

• The availability and use of texts that are culturally relevant and representative of historically underrepresented voices is critical to ensure that all students can connect their experiences to the text they are reading. 

• Active self-regulation, including but not limited to executive function skills, motivation and engagement, and use of evidence-based strategies, can impact reading and can be impacted by instruction. 

In summary, reading comprehension, the ultimate goal of reading, relies on multiple skills, knowledge, and cognitive processes, including spoken language comprehension, accurate and automatic decoding, developed vocabulary, and background knowledge. When students master foundational skills and experience reading success, they will continue to grow as readers, setting them up for lifelong success.  

Read Vermont Priorities

Key priorities of the initiative designed to support the implementation of Act 139 and improved literacy outcomes include: 

• Professional Learning: A range of professional learning opportunities for educators and leaders across all grade levels 
• Job-Embedded Coaching: Intensive, personalized coaching for elementary schools (K-3) in select Supervisory Unions/Districts (SU/SD) based on need 
• Literacy Learning Network: A network of leaders and educators to share knowledge and best practices statewide 
• Guidance Documents and Resources: Comprehensive guidance to help schools implement Act 139 and evidence-based literacy practices 
• Family and Caregiver Engagement: Resources to support educators in engaging families and caregivers in their children's literacy development 

¹ Vermont Advisory Council on Literacy Recommendations; Reid Lyon, “Ten Maxiums: What We’ve Learned So Far About How Children Learn to Read”, Reading Universe; Vermont Act 139; National Reading Panel (US), National Institutes of Health, “Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups”. 

The AOE is enthusiastic about the positive impact that Read Vermont will have on our students, educators, and communities.  

• Educators are encouraged to keep an open mind, embrace new professional learning opportunities, and implement evidence-based literacy practices in their classrooms. Educators’ dedication to their students and maintaining a growth mindset will be critical to unlocking the full potential of each student. 

• Families and caregivers may actively support literacy development through reading with children, engaging in conversations with your student and teachers, and participating in events or workshops offered by your school, library, or community.   

• Community and business leaders play an active role as advocates and leaders in Vermont communities. Community leaders can empower Vermont students and educators as today’s strong readers become the talented professionals our communities and economies need tomorrow.  

• Students can actively participate in their literacy journey, engage, and stay curious. 

We encourage all Vermonters to get involved, stay informed, and support this vital initiative as we work toward a brighter future for all Vermont students.  

Sign up for the Read Vermont listserv to stay informed. 

The AOE offers high-quality asynchronous and synchronous virtual, in-person, or hybrid professional learning opportunities for all PreK-12 educators and leaders.  

In early October the AOE will launch: 

• High-quality synchronous virtual, in-person, or hybrid high-quality professional learning opportunities for all PreK-12 educators and leaders.  
• Intensive and personalized job-embedded coaching for elementary schools (K-3) in six to twelve Vermont SU/SD over one year. Interested schools must apply and be determined based on the highest need.

In the meantime please access our asynchronous learning series.

Evidence-Based Literacy Practices: Instructional Resources 

The following documents provide information about evidence-based practices recommended in the What Works Clearinghouse/IES Practice Guides, specifically Preparing Young Children for School, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, and Improving Reading Comprehension in Kindergarten Through 3rd Grade. 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.   

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 

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 

See the Annotated Guide for Foundational Skills to Support Reading for Understanding in K Through 3rd Grade for more information about the practice guide from which these recommendations were taken.   

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 

See the Annotated Guide for Improving Reading Comprehension in K Through 3rd Grade for more information about the practice guide from which these recommendations were taken. 

Annotated Guides 

The following documents are annotated summaries of What Works Clearinghouse/IES Practice Guides related to literacy. 

• Annotated Guide for Providing Reading Interventions for Students in Grades 4-9 (2022): This practice guide is designed to help classroom teachers and specialists improve reading skills of students in grades 4-9 and contains recommendations of ways to build students’ decoding skills, fluency, and comprehension. 

• Annotated Guide for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (2014): This practice guide is designed to assist classroom teachers and specialists in improving the literacy skills of multilingual learners and contains recommendations to help students acquire academic vocabulary and improve oral and written English. 

Act 139 marks the state’s most comprehensive literacy legislation to date and represents an exciting opportunity for Vermont students and educators. The legislation focuses on early identification and support for students struggling with reading, aims to strengthen educator preparation programs, and ensures parents and caregivers are informed of their child's progress. 

Learn more in this Act 139 Overview Slide Deck.  

Coming soon: additional guidance documents about Act 139 from the AOE.  

English Language Arts and Literacy Standards 

Vermont has adopted the Common Core State Standards (CCSS) for English Language Arts for grades K-12 and the Vermont Early Learning Standards (VELS) for prekindergarten through grade 3 (which align with the CCSS for ELA in grades K-3). Visit the AOE’s English Language Arts and Literacy webpage for more information about the standards and other ELA and literacy resources. 

English Language Arts and Literacy Webpage  

The AOE’s English Language Arts and Literacy webpage contains resources for educators, including ELA connections to the Vermont Portrait of a Graduate, Spotlights on Equity resources, and newsletters, as well as resources to support Proficiency-Based Learning. 

Educator Prep Programs  

Partnership with Educator Preparation Programs is critical to preparing Vermont's future educator workforce.  

In 2022 Vermont completed a Syllabi Review in partnership with the Region 1 Comprehensive Center: Early Literacy in Vermont: Findings from the Vermont Educator Preparation Program Course Syllabi Review 

Local Literacy Plan Resources 

Learning to read is critical for success in school and beyond. The Vermont Agency of Education (AOE) recognizes the diversity of culture, language, geography, values, beliefs, and circumstances of our students, families, and caregivers. To support individual growth, development, and continuous learning for a lifetime, AOE is committed to including every Vermont learner in continuous, high-quality, evidence-based learning experiences, from cradle to career. 

The Vermont Literacy Playbook: An Implementation Guide for System Leaders to Improve Student Literacy Learning: The purpose of the Playbook is to act as both an implementation guide and a toolkit to support local supervisory unions/districts and district leaders in meeting Vermont’s literacy goals for all students. The Playbook serves to guide and support the implementation of Vermont’s state literacy plan, a Blueprint for Early Literacy Comprehensive System of Services PreK Through Third Grade. The resources, strategies, and tools in this Playbook provide action steps, templates (e.g., Local Literacy Plan Template), and guidelines that district leaders can adapt based on local needs when developing, implementing, and continuously improving their local literacy plans (LLPs). 

Lexile Framework 

The Lexile Framework for Reading uses Lexile measures to help educators and caregivers find reading materials at each student's unique reading level, engaging students in learning by ensuring they comprehend their reading materials and monitoring their progress over time. Educators can use Lexile measures to personalize student learning, differentiate their instruction, and better communicate with caregivers. Teachers employed by Vermont Supervisory Unions and Districts have full access to the Lexile & Quantile Hub. Caregivers and students will also find free tools on the Hub to support their learning and career aspirations.   

Advisory Council on Literacy  

The Advisory Council on Literacy was created by Act 28 or 2021 and continued by Act 139 of 2023. The Council was established to advise the Agency of Education, the State Board of Education, and the General Assembly on how to improve outcomes in literacy for students in prekindergarten through grade 12 and how to sustain those outcomes. Learn more and view the work of the Council on the Council’s State Board and Council page.