Reading, Writing, and Communicating

New Instructional Program Review Rubrics for Grades 4-12

CDE, in partnership and collaboration with WestEd, has created instructional program rubrics for Colorado school districts to use as a resource when reviewing programs for grades four through 12. Similar to the instructional program review rubrics for K-3, the rubrics for 4-12 have two phases: Phase I demonstrates alignment between K-3 and 4-12, utilizing existing language from the K-3 rubric to delineate similarities, differences, and the vertical changes and complexities students in K-3 to 4-12.  

Phase I Categorical Buckets 

• Existing Phase I Rubric for K-3 
• Phase Rubric for 4-12
• Explanation of Changes

Phase II of the 4-12 rubrics focus on and are divided into the categorical buckets listed below. They have been selected and designed to intentionally reflect all components of literacy (i.e., reading, writing, speaking, and listening), elevating conversations, considerations, and analysis for districts and schools prior to and during the curriculum adoption process. Each indicator is grounded by a question for leaders and educators to not only ponder in its use of the rubrics for instructional program and/or curriculum selection, but also in instructional practices both leaders and educators desire to provide their students. The sections within the categorical buckets of the rubric are aligned to the Colorado Academic Standards for Reading, Writing, and Communicating and highlight the foundational principles of disciplinary literacy while supporting literacy proficiency for students who remain on READ plans beyond third grade. 

• Reading
• Writing
• Fluency, Vocabulary, and Word Analysis
• Oral Expression and Comprehension 
• Research and Analysis

The Instructional Program Rubrics for Grades 4-12 are grounded in research and evidence-based practices that can be found on the 4-12 Literacy Instructional Rubrics Reference List. The reference list is organized into two main sections: cross-category references and rubric-specific references. The cross-category references address skills and knowledge that cross all rubric categories. The rubric-specific references are subdivided by rubric category. However, some references appear in multiple rubric categories; these references have been indicated with an asterisk. Please note that while this list has been divided into categories, many of our references could inform multiple aspects of literacy instruction and apply to other rubric categories even if not explicitly marked.

Monthly Literacy Conversations

The Reading, Writing, and Communicating Content Specialist in the Office of Standards and Instructional Support will host two monthly virtual conversations. The first monthly conversation will be a deep dive into a different aspect of the Colorado Framework for Writing Instruction and the process districts and schools can take to create their own writing framework through research and evidence-based practices. Conversations on the framework will examine beliefs around writing, in general, and teaching writing, in particular. Participants will create a framework within their local context through research and evidence-based practices that speak to the write-read connection, the systems and structures that should be in place to effectively impact both student and teacher outcomes in the implementation of high-quality writing instruction.

To register for each conversation, please go to Monthly Literacy Conversations website. 

The Science of Reading Literacy Series

The Elementary Literacy and School Readiness (ELSR) office at CDE is developing a series of turnkey professional development options for districts to use to support implementation of evidence-based practices in the Science of Reading. The Science of Reading Literacy Series will begin with a focus on six instructional routines that address each of the components of literacy and oral language. Educators and leaders can access the series by clicking on this link. 

CDE Release of the Colorado Framework for Writing Instruction

The Colorado Framework for Writing Instruction is intended to support district- and school-level leaders in facilitating conversations with their literacy leaders, instructional coaches, and teachers to develop a research-based framework toward the teaching of writing. The framework begins with a lean toward examining the beliefs around writing, in general, and teaching writing, in particular. Because of the complexity and the unique demands inherent in the teaching of writing, it is important for district and school leadership to bring to the surface the beliefs that teachers hold. This framework connects these more abstract beliefs to a research base. From there, it offers the elements of a “desired state” of teaching writing: the observable teacher behaviors that demonstrate effective writing instruction and the student behaviors that follow those actions. Finally, the framework connects the instructional practices to the professional development necessary to move districts and schools toward their vision. The framework can be found at https://www.cde.state.co.us/standardsandinstruction/creatingawritingframework.

CDE Release of Guidance for READ Plans for Students in Grades 4-12

The purpose of the Colorado READ Act is to ensure that every student in Colorado can read at grade level by the time they exit the third grade. What happens if a student enters into the fourth grade and cannot read grade-level texts with ease, demonstrate understanding of grade-level material, and/or think critically as asked in the Colorado Academic Standards for Reading, Writing, and Communicating? What if the same student has been identified as having a Significant Reading Deficiency (SRD)?