Incorporating the Science of Reading
Some Elements of the Colorado Literacy Framework:
- The integration of the Five Components of Reading must inform CDE’s literacy initiatives.
- Research-based instructional approaches fostering communication skills, including oral and written language, promote access, opportunity and academic achievement.
- Purposeful, direct, explicit, and systematic instruction is valuable for continuous literacy achievement.
To learn more about the Science of Reading view the Multifaceted Nature of Reading Aquisition, a recorded webinar by Dr. Nancy Hennessey.
IES Educator's Guide to Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (PDF)
Elementary Teacher Literacy Standards
The Elementary Teacher Literacy Standards are part of the Elementary Education Endorsement (K-6) outlined in the Colorado State Board of Education Rules. In 2016, the endorsement was updated in State Board Rules to ensure alignment to both to the Colorado Academic Standards as well as the Reading to Ensure Academic Success Act (READ Act). The Elementary Teacher Literacy Standards outline and describe practices and competencies for all K-6 teachers to teach students to read proficiently.
READ Act Tools & Resources
READ Act Communications Toolkit
This toolkit is intended to be used by district leaders, principals and teachers to communicate with parents about the Colorado READ Act. All resources can be modified and personalized to meet individual needs. Resources include fact sheets, videos, drop-in letters and a sample social media campaign.
READ Act Minimum Skill Competencies:
These competencies from the State Board Rules can be used to support classroom instruction and as a tool to assist teachers in writing reading goals for students on a READ plan. The READ Act Minimum Reading Competency Skills serve as a guide for the end of year skills necessary to indicate a student is on track for acquiring basic grade-level reading skills.
The competencies are from the Colorado Academic Standards (CAS) and broken down by grade level (K-3) in the following documents:
The Minimum Reading Competency Skills have been arranged in a matrix as a support for educators to show the progression of minimum reading skills for kindergarten through third grades. Instructional examples, as available, are included in the matrix.
READ Plan Documents:
The READ Act states specific processes and elements to be part of READ Plan creation and ongoing student support. These resource documents provide educators with support for the effective implementation of a READ Plan.
- PDF Document designed to support effective READ Plan implementation
- Word documents to include all components of a READ Plan
- Two case studies starting with interim and diagnostic results and then stepping through examples of goals and objectives that could be included in a READ Plan
- Talking points to cover with parents upon implementing a READ Plan
- Co-created by the Office of Literacy and Exceptional Student Services Unit. This document provides information on the implementation of READ plans for students with IEPs.
- Colorado's READ Act requires that a READ plan acquired in grades K-3 remains in place until a student has reached grade level reading competency, determined locally through a body of evidence. The Office of Literacy has created guidance documents to aid in considerations for assessment, support, and instruction, as well as links to resources.
Instructional Supports - System and School Level Resources
Meeting the Need of All Students
The Colorado READ Act Rules defines attributes for instruction at the universal instruction and targeted intervention levels. These resources can be used to support instruction for all students.
Reading Universe Grid
The Reading Universe is not a scope and sequence for reading instruction, however, every teacher should be equipped to teach each of the skills presented and in a systematic, explicit, and sequential way. Each block within the Reading Universe Grid links to an explanation of the skill, videos of exemplary instruction, activities and lesson plans, and other high-quality resources.
Tiers of Instruction
- Tiers of Instruction at a glance
- Tier 1 Instruction - Guidelines for first/best literacy instruction
- Tiers II and III
Outcomes Driven Model
- Guiding Questions in the outcomes driven model is a problem-solving model for reviewing student and system-level data.
Literacy Evaluation Tool
The Literacy Evaluation Tool should be used by consultants and specialists outside of the education program or by school district personnel to evaluate the literacy program used for increasing literacy outcomes at the elementary level.
- Literacy Evaluation Tool (Excel Document)District Literacy Scan
District Literacy Scan
An informative rubric for how districts and schools can implement effective literacy practices.