Comprehensive Plan for Reading Achievement

STATE BOARD OF EDUCATION
STATE BOARD OF EDUCATION VISION: Every public school student in North Carolina will be empowered to
accept academic challenges, prepared to pursue their chosen path after graduating high school, and
encouraged to become lifelong learners with the capacity to engage in a globally-collaborative society.
STATE BOARD OF EDUCATION MISSION: The mission of the North Carolina State Board of Education is to
use its constitutional authority to guard and maintain the right of a sound, basic education for every child in
North Carolina Public Schools.
ERIC DAVIS
Chair: Charlotte – At-Large
ALAN DUNCAN
Vice Chair: Greensboro – Piedmont-Triad Region
DAN FOREST
Lieutenant Governor: Raleigh – Ex Officio
DALE FOLWELL
State Treasurer: Raleigh – Ex Officio
MARK JOHNSON
Superintendent & Secretary to the Board: Raleigh
JILL CAMNITZ
Greenville – Northeast Region
REGINALD KENAN
Rose Hill – Southeast Region
AMY WHITE
Garner – North Central Region
OLIVIA OXENDINE
Lumberton – Sandhills Region
JAMES FORD
Charlotte – Southwest Region
TODD CHASTEEN
Blowing Rock – Northwest Region
DONNA TIPTON-ROGERS
Brasstown – Western Region
J. WENDELL HALL
Ahoskie – At-Large
J.B. BUXTON
Raleigh – At-Large
The above State Board of Education information is a record of the board members at the time of this document’s approval for publication.
For the current list of State Board Members, Vision and Mission Statements, go to https://stateboard.ncpublicschools.gov.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Mark Johnson, State Superintendent / 301 N. Wilmington Street / Raleigh, North Carolina 27601-2825
In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military
service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Joe Maimone, Chief of Staff
6307 Mail Service Center, Raleigh, NC 27699-6307 / Phone: (984) 236-2206 / Fax: (984) 236-2349
Visit us on the Web: www.dpi.nc.gov 0720

Acknowledgements
The North Carolina Department of Instruction (NCDPI) K-3 Literacy team would like to extend a sincere thank
you to all of the educators who helped with the development of the 2020 Comprehensive Plan for Reading
Achievement. This plan was developed through collaboration and/or feedback from the following:
★ Exceptional Children’s Division at NCDPI
★ K-12 Standards, Curriculum, and Instruction Division at NCDPI
★ Integrated Academic and Behavior Systems at NCDPI
★ Office of Early Learning at NCDPI
★ B-12 Literacy Steering Committee at NCDPI
★ Stakeholders from across North Carolina
★ Dr. Barbara Foorman, Emeritus Professor of Education; Director Emeritus, Florida Center
for Reading Research; and Director, Regional Education Laboratory Southeast
★ Regional Educational Laboratory (REL) Southeast partners
NORTH CAROLINA DEPARTMENT of PUBLIC INSTRUCTION K-3 LITERACY TEAM
Dr. Tara W. Galloway
Director, K-3 Literacy
Tonia Parrish Casey Sullivan Taylor
Regional Literacy Consultant Regional Literacy Consultant
Thomas Merritt Tionna Pinkney
Angela Preston Kelley Bendheim
Mary Derfel
Regional Literacy Consultant

Table of Contents
PURPOSE.........................................................................................................................................................1
COMPREHENSIVE PLAN FOR READING ACHIEVEMENT COMPONENTS AND RESPONSIBILITIES………….......2
STATE OF THE STATE………………………………………………………………………………………..........................................3
SECTIONS IN THE COMPREHENSIVE PLAN FOR READING ACHIEVEMENT....…………………………..…................4
TRANSFORMATIVE EQUITY PRACTICES............................................................................................................5
WHAT IS THE SCIENCE OF READING?...............................................................................................................6
LANGUAGE IS CONNECTED TO LITERACY DEVELOPMENT………………………………………………..........................7
ACCESSING WORD MEANINGS THROUGH LISTENING………………………………………………….............................8
DEVELOPMENT OF WORD RECOGNITION.....................................................……………………………................9
TROUBLE WITH THE THREE CUEING SYSTEMS MODEL…………………………………………………...........................9
THE ESSENTIAL COMPONENTS OF READING INSTRUCTION……………………………………………........................11
THE READING SYSTEMS FRAMEWORK…..………………………………………………………………................................12
THE SIMPLE VIEW OF READING………………………………………………………………………….....................................13
SCARBOROUGH’S READING ROPE………………………………………………………………………....................................14
STRUCTURED LITERACY………………………………………………………………………………….........................................15
EQUITABLE, INCLUSIVE LITERACY INSTRUCTION FOR ALL………………………………………………........................16
DEFINITION OF HIGH-QUALITY READING INSTRUCTION..................................................................................19
IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN EARLY READING........................................................20
EVIDENCE-BASED STRATEGIES ALIGNED TO IES PRACTICE GUIDE RECOMMENDATIONS……………….........23
LEADERSHIP...................................................................................................................................................25
SUSTAINABILITY………………………………………………………………………………………….............................................26
ALIGNING LITERACY SYSTEMS…………………………………………………………………………........................................27
PROFESSIONAL LEARNING…………..………………………………………………………………….........................................28
ENGAGING FAMILIES AND COMMUNITY MEMBERS……………………………………………………...........................29
STANDARDS-ALIGNED INSTRUCTION.............................................................................................................30
ASSESSMENT.................................................................................................................................................33
NORTH CAROLINA EARLY LEARNING INVENTORY………………………………………………………............................35
READ TO ACHIEVE LEGISLATIVE ASSESSMENT GUIDELINES……………………………………………........................36
RESOURCES....................................................................................................................................................37
APPENDICES...................................................................................................................................................42
APPENDIX A: LEGISLATION………………………………………………………………………………................42
APPENDIX B: ACCOUNTABILITY MEASURES AND READ TO ACHIEVE EOY RESULTS FOR 2018-2019……..43
APPENDIX C: SAMPLE OBSERVATION FORM…………………………………………………………….............45
APPENDIX D: IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN EARLY READING……………….......46
APPENDIX E: COMPELLING SCIENTIFIC EVIDENCE on READING INSTRUCTION…...…………………….......84
GLOSSARY.....................................................................................................................................................92
REFERENCES.................................................................................................................................................100

1

Purpose
The Comprehensive Plan for Reading Achievement provides guidance to North Carolina educators in order to
set each student on a path for success, meeting the North Carolina Standard Course of Study as adopted by
the State Board of Education. This updated plan includes implementation and instructional practices as well as
interactive components to support educators throughout North Carolina as they strive to enhance reading
instruction and student achievement. Educators can use this plan to:
● make decisions when selecting curriculum,
● design instruction that will cultivate reading achievement,
● have strategic conversations about students’ reading challenges, progress, and success.
The plan also fulfills the Read to Achieve legislative charge of the State Board of Education to develop,
implement, and continuously evaluate a comprehensive plan to improve reading achievement in the public
schools (see Appendix A for legislation). At the state-level, we plan to support districts with implementation
and use of the plan to enhance instruction for ALL students to improve reading achievement by:
● providing resources on the current science of reading,
● providing professional development on high-quality reading instruction, and
● providing technical support.
The Comprehensive Plan for Reading Achievement is further informed by the Collaborative Guiding
Framework for Early Literacy Education, developed in 2019, by the North Carolina State Board of Education.
This framework provides an outline of the elements for improving student reading proficiency in the early
grades. The following identifies the nine elements from the Collaborative Guiding Framework:
1. Develop a statewide definition of high quality reading instruction
2. Improve focus on reading instruction in teacher preparation programs
3. Improve summer reading camp quality
4. Provide reading coach supports in low-performing schools and districts
5. Expand partnerships to support beginning teachers
6. Ensure high-quality reading curriculum and instructional materials in elementary schools
7. Explore a statewide system of training in reading for teachers, principals and reading coaches on the
science of reading
8. Provide flexibility in state funding to support district action on reading
9. Ensure access to high-quality PreK and strong early learning environments and transitions to
kindergarten

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Comprehensive Plan for Reading Achievement Components and Responsibilities
Legislative Component
● Develop, implement, and continuously evaluate a comprehensive plan to improve
reading achievement
● Based on reading instructional practices with strong evidence of effectiveness in current
empirical research in reading development
● Reflect research
● Include North Carolina Standard Course of Study or curriculum standards
● Include revision of teacher licensure and renewal standards
● Include revision of educator preparation program standards
Responsibilities of Stakeholders
State:
● Seek feedback and update Comprehensive Plan for Reading Achievement and share with
stakeholders
● Distribute and communicate plan to LEAs
● Offer professional development opportunities on reading instructional practices
● Share research-based literacy strategies
● Suggest recommendations and policy implications for revisions to teacher licensure and educator
preparation programs
LEA:
● Communicate the plan to each school in LEA
● Offer LEA-level support and follow-up to professional development on reading strategies
● Embed professional development on evidence-based reading instructional practices during district
professional development sessions
● Support teachers by scheduling Professional Learning Community (PLC) time to plan and share
instructional ideas
School:
● Share the Comprehensive Plan for Reading Achievement with teachers and other school level
stakeholders
● Schedule time for teachers to participate in professional development on reading instructional
practices
● Schedule time for teachers to participate in Professional Learning Communities
Teachers:
● Read the Comprehensive Plan for Reading Achievement
● Utilize data and collaborative work with PLCs to determine which reading instructional strategies are
needed
● Provide appropriate reading instruction for students

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State of the State
Third grade reading data has demonstrated the need for improvement of statewide reading practices.*
Third Grade Data Over Time
Proficiency 2014 2015 2016 2017 2018 2019
EOG, BOG, or
Retest
60.4% 59.3% 57.9% 57.9% 56.3% 57.3%
Alternative
Assessment
14.8% 13.2% 13.4% 13.7% 14.8% 12.4%
Good Cause
Exemption
8.1% 10.4% 11.2% 11% 10.9% 9.8%
Nearly 6 out of 10 third-grade students scored a level 3 (grade-level proficiency) or above on the 2018-2019
Reading End-of-Grade test. Conversely, 4 out of 10 did not meet grade-level proficiency during the 2018-2019
school year.
This translates to over 50,000 third-grade students across North Carolina not demonstrating reading
proficiency for the 2018-2019 school year. These students are progressing in a manner that could create
adverse effects for their future without proper measures in place to help them improve.
In this plan, stakeholders will find pivotal information about the Science of Reading, as well as resources that
can be used to enhance implementation efforts, systems of support, and instruction.
*State-wide accountability measures are located in Appendix B

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Sections in the Comprehensive Plan for Reading Achievement
Below are the sections that are addressed in this plan as well as the descriptions for each:
● Transformative Equity Practices - The beliefs that have guided the work of developing this plan can be
found in this section. The components of the Transformative Equity Practices for Literacy are explained
in greater detail here as well.
● Science of Reading- This section provides a concise overview of what the Science of Reading entails. It
details the current research involved in characterizing what Science of Reading means, while providing
resources to promote further learning about the topic.
● Definition of High-Quality Reading Instruction- A definition for high-quality reading instruction is
provided in this section.
● K-3 Literacy- Guidance involving instruction in kindergarten through third grade is given throughout
this portion of the plan. This section is divided into the following subsections listed below:
○ Implementation of Evidence-Based Practices in Early Reading- Here one will find a brief
summary of the components found in the “Foundational Skills to Support Reading for
Understanding in Kindergarten Through 3rd Grade” practice guide published by the Institute of
Education Sciences (IES). This section gives individuals the opportunity to access and use a
practice guide that is saturated with evidence-based practices derived from research, along
with additional resources for instructional practices.
○ Leadership-The following components are the focus of this section:
■ Implementation and Sustainability Practices
■ Professional Learning, and
■ Engaging Families and Community Members
○ Standards-Aligned Instruction-This section provides details about the importance of
strongly-aligned, high-quality core instruction provided to all learners within a Multi-Tiered
System of Support (MTSS).
○ Assessment-Essentials for a comprehensive assessment system are outlined in this section.
Information pertaining to the North Carolina Early Learning Inventory and Read to Achieve
legislative assessment guidelines can be accessed here as well.
○ Resources- In addition to the resources embedded throughout this plan, this section provides
additional resources that can be useful for advancing the work surrounding reading
achievement.
The focus of the Comprehensive Reading Plan is centered around the following Transformative Equity
Practices for Literacy:
1. Literacy is Foundational for All Learning
2. Evidence-Based Decision Making
3. Professional Learning
The next section will provide more information on the Transformative Equity Practices for Literacy.

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Transformative Equity Practices
“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society… For everyone,
everywhere, literacy is, along with education in general, a basic human right...Literacy is,
finally, the road to human progress and the means through which every man,
woman and child can realize his or her full potential.” -Kofi Annan
Transformative Equity Practices are beliefs that undergird effective and sustainable actions for literacy
achievement which affect all learners. Diversity, high expectations, the science of reading, differentiation and
Multi-Tiered Systems of Support are motivating factors and play a key role within each Transformative Equity
Practice.
In order to motivate change ensuring all learners receive the literacy instruction they are entitled to, there
must be a deeply rooted understanding of the following pivotal beliefs:
● The belief that literacy is the foundation for all learning. This belief encompasses the essential
foundational skills and high-quality, explicit, systematic instruction aligned to the science of developing
a reading brain.
● Differentiated professional learning must be included in order to promote the development of
knowledge about literacy instruction, and provide guidance on the instructional practices deemed
necessary to advance literacy achievement. This belief spans from pre-service educators to
administrators and is layered with professional development, coaching, and constructive feedback.
● Finally, evidence-based decision-making is the intricate detail that steers the progress of any literacy
initiative. Progress cannot be left to chance and must be approached with a data-informed mindset.
The Transformative Equity Practices advocate for strategic changes which are advantageous to all learners.

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What is the Science of Reading?
The “Science of Reading” is a term used to reference a body of research, compiled over many decades, which
demonstrates the complex cognitive processes underlying how the brain learns to read and the way reading
should be taught.
Learning to Read is not Natural
Major regions of the brain must work together to achieve reading. The processing systems engaged by the
reading brain develop pathways as reading skills are learned. The processing systems and connecting
pathways form an extensive “circuit” which transforms the brain as humans learn to read.
Language development is natural to the human brain, but reading is not. Reading research, modern
technology, and human observation demonstrate that many children do not learn to read even when exposed
to books and language. When literacy instruction fails to align with cognitive science, students will struggle
and fall behind, often our most vulnerable students (Dehaene, 2013).
How can educators use systems decision-making and cognitive science to inform literacy instruction to meet
the needs of all students?
Maryanne Wolf (2018) reports that perceptive, well-trained teachers, excellent prediction tools, and
better-targeted evidence-grounded interventions are our best defense against any of the all-too-common
errors that derail children’s development.

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“My firm conviction is that every teacher should have some notion of how reading operates
in the child’s brain… Although pedagogy will never be an exact science, some ways of
feeding the brain with written words are more effective than others.”
Dr. Stanislas Dehaene, 2009, p. 232-233
Video: The Brain Prize Presents: Stanislas Dehaene
Language is Connected to Literacy Development
Oral language is a naturally developing process for which acquisition begins during infancy. Literacy is a
developmental process that also begins in infancy and progresses throughout the life span; however, as
explained above, literacy is not naturally acquired and requires instruction. Children achieve literacy by
applying spoken language knowledge and understanding to written language (Paulson, Noble, Jepson, and van
den Pol, 2001). Language proficiency, reading, spelling, and writing skills are interrelated and their impact
upon each other increases after fourth grade. Converging evidence shows that children with delayed or poor
language acquisition skills are very likely to be poor readers and writers (Catts, Adlof, & Weismer, 2006).
However, students with strong verbal skills are more likely to compensate for any difficulties learning to read
printed words (Kilpatrick, 2015). These students will still require direct instruction but are more likely to
benefit and transfer their learning rapidly. Proficiency in language and verbal reasoning, or lack of proficiency,
impacts how well students will comprehend what they read (Torgesen et al., 2001). Oral language
development, academic vocabulary, and verbal reasoning skills are essential elements of literacy instruction
from the beginning.
Research has demonstrated that oral language—the foundations of which are developed by age four—has a
profound impact on children’s preparedness for kindergarten and on their success throughout their academic
career. The acquisition of language skills begins at a young age, before students begin focusing on print-based
concepts such as sound-symbol correspondence and decoding. Because these skills are often developed early

8
in life, children with limited oral language ability are typically at a distinct disadvantage by the time they enter
kindergarten (Fielding et al., 2007); which substantiates the need for providing vocabulary rich classrooms.

● Oral Language is the ability to communicate through speaking. There are five components of oral
language: phonology, morphology, syntax, semantics, and pragmatics (Florida Center for Reading
Research, 2020).
● Listening is the active process of receiving and responding to spoken (and sometimes unspoken)
messages.
Dr. David Kilpatrick explains that “When people talk, the words they say are represented by sequences of
sounds. We immediately recognize those sound sequences as familiar words. It works lightning fast and looks
something like this:"
Accessing Word Meanings Through Listening
(Kilpatrick, 2016)
● Phonological Awareness (PA) is one’s sensitivity to, or explicit awareness of, the phonological structure
of words in one’s language. This is an “umbrella” term that is used to refer to a student’s sensitivity to
any aspect of phonological structure in language. It encompasses awareness of individual words in
sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes (Florida
Center for Reading Research, 2020).
● Phonemic Awareness (a subset of phonological awareness) is one's ability to notice, think about, or
manipulate individual phonemes (sounds) in words (Kilpatrick, 2016)
Print is not involved in phonological or phonemic awareness skills. These
are only auditory skills and can be “done in the dark.”
Examples of these skills are provided in Appendix D.
Orthographic mapping was first described by Dr. Linnea Ehri in the 1970’s to explain how children learn to
read words by sight, to spell words from memory, and to acquire vocabulary words from print (Ehri, 2014).
Ongoing research has shown that phonological awareness skills are necessary to support children’s
development of advanced phonemic awareness skills which are critical to support orthographic mapping and
for becoming a fluent reader.
● Orthographic Mapping involves the formation of letter-sound connections to bond the spellings,
pronunciations, and meanings of specific words in memory (Ehri, 2014).

9
Orthographic Mapping is the process the brain uses to take an unfamiliar printed word and turn it into a word
which is immediately recognizable on sight. Orthographic mapping can occur fairly naturally for some children
through exposure; however, many children require explicit, systematic instruction in phonological awareness
and word study. Proficiency in orthographic mapping is heavily dependent upon a child’s proficiency in
phonological awareness skills with automaticity in advanced phonemic awareness skills. Having a good
understanding of how words are stored in the brain informs what we teach and how we teach it (Kilpatrick,
2016).
When a word’s pronunciation is already stored in long-term memory “the reconstructed string of letters
approaches the front of the Visual Word Form Area, there arises an explosion of activity, spread broadly
throughout the linguistic and conceptual areas of the brain. It is through this explosion of activity that the
word is recognized and interpreted as need be. It is also through the dynamic of this activity that reading
becomes productive and fluent” (Adams, 1990).
Dr. Barbara R. Foorman explains that, “Ehri’s research documents the development of word recognition.
During development the connections linking spellings of words to their pronunciations improve in quality
across four phases—from visual pre-alphabetic, to partial alphabetic, to full alphabetic, to consolidated
alphabetic or orthographic. The result is orthographic mappings that bind spelling, pronunciation, and
meaning so that words can be recognized by sight. Ehri’s research provides an empirically validated definition
of sight word reading.” Not to be confused with irregularly spelled words, sight words include any word
recognized on sight and read with automaticity.
Trouble with the Three Cueing Systems Model
The Three Cueing Systems Model is the underlying approach used in several popular programs for reading
instruction; however, it “goes directly against what is known from the science of reading" (Petscher, Cabel,

10
Catts, Compton, Foorman, Hart, et al, 2020). Using three cueing to support word recognition development is a
common instructional approach that lacks empirical support (Seidenberg, 2017) and ignores 40 years of
overwhelming evidence surrounding orthographic mapping (Erhi, 2014). Guessing a word results in a lost
opportunity for the child to learn the orthography of the word (Castles et al, 2018). Relying on alternative
cueing systems impedes building automatic word recognition, which is the hallmark of skilled word reading
(Stanovich, 1990, 1991)
The Three Cueing Systems Model proposes that students rely on meaning (M), structure (S), and visual (V)
cues in order to identify unknown words. These practices are ineffective in fostering long-term reading
achievement because they do not teach students how to rely on letter-sound associations which are
developed through phonological awareness and phonics. The Three Cueing Systems Model undermines
orthographic mapping which is essential to developing word reading automaticity. David Kilpatrick stated in an
interview, "The minute you ask them just to pay attention to the first letter or look at the picture, look at the
context, you're drawing their attention away from the very thing that they need to interact with in order for
them to read the word [and] remember the word..." (Hanford, 2019). In summary, the Three Cueing Systems
Model leads teachers to believe that explicit, systematic phonics instruction is a last resort because students
can rely on meaning to figure out words. This belief is contradictory to evidence from decades of research into
cognitive science and how the brain learns to read.
"The minute you ask them just to pay attention to the first letter or look at the picture, look
at the context, you're drawing their attention away from the very thing that they need to
interact with in order for them to read the word [and] remember the word..."
Dr. David Kilpatrick
Comparison of Three Cueing Systems Model with Cognitive Science Model
Three Cueing Systems Model Cognitive Science Model
Strategies for Reading
Unknown Words
Attend to context, pictures,
semantic and syntactic clues;
decode as a last resort.
Look at all letters carefully; sound
out the word; check the sense.
Focus of Assessments “Running records,” determine
which cues drive errors of
reading in context.
Components are assessed:
phonemic awareness,
sound-symbol associations, word
reading out of context, passage
reading, fluency, and
comprehension.
Priorities for
Instruction
Connected text reading,
context-based word
recognition, leveled book
reading.
Five components: phonemic
awareness, phonic decoding,
fluency, vocabulary,
comprehension.
(Moats & Tolman, 2019)

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The Essential Components of Reading Instruction
All children benefit from direct, explicit, systematic reading instruction in the five essential components of
reading.
This image depicts the essential components of reading instruction based on the National Reading Panel
report and ongoing research that has emphasized the importance of oral language in reading development.
Speaking and Listening have been placed in the center to depict the receptive and expressive features of oral
language. Oral Language is where the journey to reading development begins. The five components
“surround” speaking and listening in a connected manner to demonstrate how they are all interconnected in
achieving successful reading outcomes. The orthographic mapping puzzle piece demonstrates how it connects
to phonological & phonemic awareness and phonics.
The five essential components of reading include:
● Phonemic Awareness is the ability to notice, think about, or manipulate the individual phonemes
(sounds) in words. It is the ability to understand that sounds in spoken language work together to
make words. This term is used to refer to the highest level of phonological awareness: awareness of
individual phonemes in words.(Florida Center for Reading Research (FCRR), 2020) It is a
mental/linguistic skill and print is not involved (Kilpatrick, 2016).
● Phonics is the study of the relationships between letters and the sounds they represent;
also used to describe reading instruction that teaches sound-symbol correspondences. It has to do with
printed language and involves using a strategy to sound out words. Phonics is an academic skill (FCRR,
2020).
Most teachers benefit from access to an explicit, systematic phonics instructional program to support
a sequential, cumulative scope and sequence aligned across grade levels.

12
● Vocabulary is the knowledge of and memory for word meanings learned both directly and indirectly.
One must know words to communicate effectively. Vocabulary is important to reading comprehension
because readers cannot understand what they are reading without knowing what most of the words
mean. Vocabulary development refers to stored information about the meanings and pronunciation of
words necessary for communication. Four types of vocabulary include listening, speaking, reading and
writing (FCRR, 2020).
● Fluency is the ability to read text quickly, accurately, and with proper expression. Fluency provides a
bridge between word recognition and comprehension (FCRR, 2020).
● Comprehension is understanding what one is reading, and the ultimate goal of all reading activity
(FCRR, 2020).
The Reading Systems Framework
(Perfetti & Stafura, 2014)
Perfetti’s Reading Systems Framework illustrates three knowledge sources: linguistic knowledge (phonology,
syntax, and morphology); orthographic knowledge (writing system); and general knowledge (knowledge about
the world, including knowledge of text forms such as text genres). The processes of reading are decoding,
word identification, meaning retrieval, sentence parsing, inferencing, and comprehension monitoring. These
processes use the knowledge sources in both constrained ways, such as decoding uses orthographic and
phonological knowledge but not general knowledge, and in interactive ways (e.g., inferences use general
knowledge and meaning extracted from sentences). A key focus of the framework is the lexicon—the mental
store of words a reader has. The lexicon is a central connection point between the word identification system
and the comprehension system. Thus, the quality of a reader’s orthographic and phonological representation
of a word ensures words are identified accurately and efficiently, with the correct meaning and grammatical
function in sentences.

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The Simple View of Reading
The “Simple View of Reading” (SVR) is a formula introduced by Gough and Tunmer (1986). The SVR formula
demonstrates that reading comprehension is a product of decoding (word recognition) and language
comprehension, which are separate and necessary skills. For example, a student with weak decoding skills and
strong language comprehension will struggle with reading comprehension.
The Simple View of Reading: D (Decoding) X LC (Language Comprehension) = RC (Reading Comprehension)
(Gough and Tunmer, 1986)
This framework conceptualizes the development across time and frames the elements for which it is necessary
to provide instructional support. Weaknesses in either decoding or linguistic comprehension will reduce the
ability for students to reach the ultimate goal of reading, which is comprehension (Petscher, Cabell, et al,
2020). The importance of decoding skills as a factor in reading comprehension decreases across grades as the
importance of linguistic comprehension increases. By high school the two essentially form a single dimension
(Foorman et al., 2018) for readers.
The SVR formula directly aligns with Scarborough’s Rope which also identifies the key elements that
contribute to learning how to read. Just like the SVR formula, Scarborough’s Rope is divided into two
components, Language Comprehension and Word Recognition. Within those components one will find an
interweaving of elements that are essential to developing skilled reading as they join together while becoming
more strategic and automatic (pictured below). If any of the elements are lacking, it will impact one’s journey
to skilled reading.
"Code-emphasis instruction is necessary in the early grades because most reading problems
unfold in the very beginning stages of literacy acquisition."
Dr. Louisa Moats

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Scarborough’s Reading Rope
Video – How Do Kids Learn to Read? What the Science Says
“The vast majority of children need to be taught how to read. Even among those
with no learning disabilities, only an estimated five percent figure out how
to read with virtually no help.”
Daniel Willingham

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Structured Literacy
Structured Literacy instruction is explicit, systematic teaching that applies current science of reading research
to focus on phonological awareness, word recognition, phonics and decoding, spelling, and syntax at the
sentence and paragraph levels. Formal and informal assessments are used to diagnostically and prescriptively
inform instruction. Content is taught to mastery to support automaticity in word recognition, which supports
the cognitive ability to extract meaning from text.
Structured literacy is an approach to reading instruction that is beneficial for ALL students, including students
with reading disabilities, English learners, struggling adolescents, and other at-risk students (Foorman et al.,
2016; Gersten et al., 2008; Seidenberg, 2018).
As depicted in the image below, the challenge of learning to read is not the same for everyone.
(Lyon, 1998; Young, 2012)
(Cowan, C.D., 2016)

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Equitable, Inclusive Literacy Instruction for All
The Every Student Succeeds Act (ESSA) was signed into law by President Obama in 2015. The purpose of ESSA
is “...to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and
to close educational achievement gaps” (SEC. 1001).
Literacy is the gatekeeper to a better life. Literacy enables academic success, informed decision-making,
improved self-esteem, personal empowerment, greater economic opportunities, and active participation in
local and global social communities (Stromquist, 2005). A sense of urgency is needed to ensure the literacy
learning needs of all students are met through the delivery of high-quality, direct, systematic, and explicit
literacy instruction.
"There is remarkable consensus about the basic theory of how reading works
and the causes of reading successes and failures."
Dr. Mark Seidenberg
Understanding the Big Picture: The Reading Universe
The Reading Universe (RU) was developed by the Barksdale Reading Institute, a non-profit organization, to
guide teachers as they work to become better literacy instructors. RU was introduced in the early 2000’s as a
way to illustrate how the various skills that make up reading fit within a larger picture.
RU equips every teacher with HOW to teach the five elements of literacy (Phonological Awareness, Phonics,
Fluency, Vocabulary, and Comprehension) in a sequential, systematic, explicit, to mastery, and cumulative
way!
To learn more about the Reading Universe and access the repository of resources, visit readinguniverse.org.
The live website provides an explanation of the skill, videos of exemplary instruction, activities and lesson
plans, and other high-quality resources courtesy of additional links to reputable partner organizations.

18
Additional Resources:
Hard Words: Why Aren’t Kids Being Taught to Read? - Emily Hanford
https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
At a Loss for Words: What’s Wrong with How Schools Teach Reading - Emily Hanford
https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading
Teaching Reading is Rocket Science: What Expert Teachers Should Know and Be Able to Do - Dr. Louisa Moats
https://www.thereadingleague.org/wp-content/uploads/2018/09/Reading-IS-Rocket-Science-Moats.pdf
Whole Language High Jinks: How to Tell When Scientifically-Based Reading Instruction Isn’t - Louisa Moats
https://www.thereadingleague.org/wp-content/uploads/2018/09/Whole-Language-High-Jinks-Moats.pdf
Ending the Reading Wars: Reading Acquisition from Novice to Expert - Castles, Rastle, & Nation
https://journals.sagepub.com/doi/full/10.1177/1529100618772271
Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research To Make
Curricular and Instructional Decisions - Dehaene
https://www.thereadingleague.org/wp-content/uploads/2018/10/Using-Research-Reason-Stanovich.pdf
Implementing Evidence-Based Literacy Practices
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Implementing_evidencebased_literacy_practices_ro
admap.pdf
Read to Achieve Repository: Science of Reading Resources
https://ncdpi.instructure.com/courses/1524/pages/instructional-resources
Reading Research to Classroom Practice - NCSIP Professional Learning Course Information
https://www.ncsip.org/

19

Definition of High-Quality Reading Instruction
A component of the Collaborative Guiding Framework for Action on Early Reading from the State Board of
Education (SBE) includes the creation of a definition for high-quality reading instruction. With guidance and
support from education stakeholders throughout North Carolina and beyond, a definition was created and
adopted on July 9, 2020 to guide best practices in reading instruction informed by an evolving evidence base
built upon by decades of research. Further information regarding research supporting the definition can be
found in the position statement, “Compelling Scientific Evidence on Reading Instruction” located in Appendix
E.

____________________________________________________________________________________________________________
Preface:
A comprehensive approach to literacy encompasses reading, writing, speaking, and listening and occurs in a
safe, nurturing, and culturally responsive environment. Learning to read is a continuum of knowledge and
skills, beginning at birth with oral language development and progressing to the development of written
language skills and knowledge of the world that continues until adulthood.
Birth – 3 Reading Definition:
High quality reading instruction is grounded in the current science of reading regarding the acquisition of
language (syntax, semantics, morphology, and pragmatics), phonological and phonemic awareness, accurate
and efficient word identification and spelling, word knowledge, and comprehension. High quality reading
instruction includes explicit and systematic phonics instruction, allowing all students to master letter-sound
relations, and it is guided by state-adopted standards and informed by data so that instruction can be
differentiated to meet the needs of individual students. Ultimately, the purpose of high quality reading
instruction is to empower all children to become deep readers who have the foundational skills and word and
world knowledge to read and understand increasingly complex text.
____________________________________________________________________________________________________________
“To become confident, successful readers, children need to learn to recognize words and
compute their meanings rapidly without having to engage in translation back to sounds.
Therefore, it is important to understand how children progress to this more advanced
form of word recognition and how teaching practice can support this.”
(Castles, Rastle, and Nation, 2018)

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Implementation of Evidence-Based Practices in Early Reading
Introduction
Evidence-based practices are essential to reading achievement, because they have demonstrated a significant
level of effectiveness that translates well in a classroom setting. Sometimes educators will encounter
instructional practices that are widely used but lack the research and level of effectiveness to define them as
evidence-based, such as the three-cueing system. The Institute of Education Science (IES) has developed the
“Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade” to assist with
implementing evidence-based instructional practices which align to the science of reading.
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd
Grade
The “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade” is a
practice guide prepared for What Works Clearinghouse (WWC). A panel of researchers and professionals
developed the practice guide for teachers, administrators, and other education stakeholders to assist with
improving students’ foundational reading skills. The practice guide includes four recommendations which are
rooted in research studies. Each recommendation is composed of instructional practices and ways to approach
common obstacles that occur during instruction.
WWC | Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
This section of the plan will:
● give a general overview of the recommendations found in the practice guide
● provide, for each recommendation, a chart for additional evidence-based instructional practices
aligned to the science of reading.
The information found in this section is meant to serve as guidance to inform the planning of instruction. This
section is not intended to serve as a mandate or an all-inclusive approach to reading instruction.

21
In order to cater to the needs of educators, IES has developed additional resources to foster a substantial
understanding of the “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd
Grade” practice guide. In addition, IES has a website for parents/guardians to support reading at home.
Access to these resources can be found by clicking on the following links:
It is highly encouraged to read through the practice guide to develop a deeper awareness on how to
implement the instructional practices in a highly effective manner. The Professional Learning Communities
Facilitator's Guide and Participant’s Activities can assist with gaining a more in-depth understanding of the
practice guide.
Developmental Sequence of the Recommendations:
According to the practice guide:
The recommendations address different aspects of foundational reading skills and teachers may
implement different parts of Recommendations 2 and 3 at the same time, especially as students
master the alphabetic principle. Likewise, teachers should [formatively] assess when their students are
ready to advance to new material; this may mean that some teachers implement recommendations
earlier or later than others. The panel believes that teachers should initiate Recommendation 4 as
soon as students can read a few words and use it as needed throughout reading instruction. (p.4)
While these are the grade levels for typically developing children, all readers, regardless of grade level, must
acquire each of the skills to become a proficient reader.

22

Recommendations
Each recommendation includes instructional steps and an embedded link to gain access to more detailed
guidance.

23
Evidence-Based Strategies Aligned to IES Practice Guide Recommendations
Recommendation 1
Teach students academic language skills, including the use of inferential and narrative language, and
vocabulary knowledge.
Inferential Language,
Read Aloud & Discussion
Academic Vocabulary
in Text

Kindergarten SL.K.1
Lesson Plan from
ELA VIK
2nd Grade SL.2.2 Lesson
Plan from
ELA VIK
Recommendation 2
Develop awareness of the segments of sounds in speech and how they link to letters.
Progression of PA Sound Walls Phoneme-Grapheme
Anchor Chart
Sound Chaining
Recommendation 3
Teach students to decode words, analyze word parts, and write and recognize words.
Syllable Types Word Chaining Phoneme-Grapheme
Mapping
Irregular Word Routine
“Heart Words”
Decodable Texts Multisyllabic Word
Routine
“Spot and Dot”
Common Sound
Spelling Patterns

24

Recommendation 4
Ensure that each student reads connected text every day to support reading accuracy, fluency, and
comprehension.*
Oral Reading
with Feedback
15 Alternatives to
Round Robin Reading**
Improving Reading
Comprehension in Kindergarten
Through 3rd Grade
Additional Resources:
REL West: English Learner Webinar
Scaffolding Emergent Reading, Oral
Language, and Writing for Dual
Language Learners/English Learners
in PreK–1st Grade
REL West: English Learner Webinar
Language & Literacy Development in
PreK–1st Grade: Words and More
Effective Literacy and English
Language Instruction for English
Learners in the Elementary Grades
Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in
the Primary Grades Practice Guide
*It is important to note that this recommendation pertains to providing suggested instructional practices for word-reading that supports
accuracy, fluency, and comprehension. The “Improving Reading Comprehension in Kindergarten through 3rd Grade” practice guide, serves
as a companion guide that provides more in-depth information surrounding the topic of constructing meaning during the reading process. It
provides guidance on reading comprehension strategies, text’s organizational structure, high-quality discussions, selecting texts, and
engagement.
**“Round-Robin Reading” is not a practice that is mentioned in the practice guide. According to research, “...it is a procedure that does not
serve any students particularly well and it is especially ineffective —or even harmful—for those students who are experiencing the most
difficulty with their literacy development” (Kuhn & Schwanenflugel, 2006, pg. 2).

25

Leadership
“...leadership is about learning together, and constructing meaning and knowledge
collectively and collaboratively.”
-Linda Lambert, “Building Leadership Capacity in Schools”
The driving force behind reading achievement starts with leadership. Leadership, from the state to the school
level, encompassess administrators, curriculum coordinators, literacy coaches, instructional facilitators,
teacher leaders and any others who contribute to the vision and implementation of instruction. Leadership is
charged with the responsibility of providing and supporting high-quality elements that will aid in developing
reading achievement. This charge includes complex tasks that require intentionality, strategy, and expertise.
Implementation science practices should be applied when selecting evidence-based curriculum and materials
that are in alignment with the Science of Reading. The leadership team members should have the beliefs,
knowledge, and skills to lead implementation efforts, such as consideration for allocating resources (e.g., time,
personnel, materials, finances) for planning and delivery of evidence-based assessments, instruction, and
interventions. These considerations can transform the trajectory of reading development in students' lives
that will impact their academic career.
There are many common themes found amongst research and literature on leadership. In regard to fostering
reading achievement, this section will focus on these themes: establishing clear directions, engaging a
collaborative community with all stakeholders (administrators, literacy coaches, teachers, families, institute of
higher education, and the community), and providing ongoing professional learning (Dagen & Bean, 2020;
Louis et al., 2010). In this section one will find a more in-depth look into the practices along with resources.
Resource:
Using Implementation Science to Close the Policy to Practice Gap

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Sustainability
Sustainability is a complex achievement that is heavily influenced by multiple factors. Because individuals
impact the implementation of practices that can lead to reading achievement, they are amongst the key
factors that determine the effectiveness of sustainability. It is imperative the curriculum, assessment, and
instructional practices that define the school’s essential elements of reading Instruction can be communicated
by all staff members. Leadership ensures that problem solving is used to install an effective professional
development and coaching model that promotes sustainability. Without systems in place for sustaining the
practices put forward, “...there is little likelihood of visible long-range results” (Dagen & Bean, 2020, p.388).
Best Practices of Literacy Leaders: Keys to School Improvement pose these guiding questions to encourage
literacy leaders to think about the actions they take to “sustain literacy practices” (Dagen & Bean, 2020,p.387).
How do literacy leaders:

27
Aligning Literacy Systems
Developing a structured process for evaluating and implementing systems alignment is imperative. The
“Implementing Evidence-Based Literacy Practices” roadmap by the Regional Educational Laboratory (REL)
Southeast has been provided to support systems analysis. This interactive document includes eight steps to
guide the process of implementation. This document aligns with the work in implementation science from the
National Implementation Research Network (NIRN).
Implementing Evidence Based Literacy Practices Roadmap
Evaluation and reflection are important to any implementation monitoring process. The “Implementing
Evidence-Based Literacy Practices” roadmap has self-assessment tools for various components (such as, early
literacy interventions) throughout the implementation process to ignite self-awareness in order to drive
progress.
What happens after initial implementation? Once a system is established with clear directions and processes,
it is a good practice to consistently monitor and make data-informed adjustments as needed for continuous
improvement. One such tool can be an “Observation” form. The purpose of an observation form is to gather
information on specific implementation practices to determine if they are happening in practice, or more
supports are needed for implementation. Observation forms help support decisions on implementation and
should not be used for evaluative purposes.
The protocol may include the following components:
● Pre-Meeting with a team to determine:
○ The focus for the observation
○ Expectation of the team while conducting the observation
○ Any background information that is needed (for example, lesson plans)
● Tool that includes a rubric or checklist of “look-fors” that are in alignment with the focus of the
observation and fosters opportunities for reflection.
● Post-Meeting opportunity for the team to gather back together and synthesize the data. Team
members are able to reflect on what was observed and come to a consensus on “next steps” to be
taken in order to acknowledge positive practices, and address concerns.
● Feedback session which includes celebrating positives and advising progress.
In Appendix C, one can find a sample observation tool, which serves as an example for observation of
evidence-based practices in literacy instruction. Use of this tool is optional.

28
Professional Learning
Ongoing professional learning is important when it comes to equipping educators with the knowledge and
skills they need in order to promote reading achievement in students. Delivering effective professional
learning opportunities which positively impact one’s knowledge, practices, and students’ outcomes should be
emphasized (Darling-Hammond et al., 2017). Lisa Scherff, from REL Pacific, encourages that high-quality,
research-based professional learning should:
● connect to specific content and standards;
● incorporate active learning;
● be job-embedded;
● be collaborative;
● provide models;
● include coaching;
● be sustained and continuous; and
● align with school goals, standards and assessments, and other professional learning activities.
Professional learning (PL) encompasses a variety of elements, such as, professional development, professional
learning communities (PLC), and coaching. It should be strategically geared towards educators at all levels,
including teachers, literacy coaches, administrators, and district leaders. PL should start in teacher
preparation programs and continue throughout one’s career. These opportunities should not simply exist as
“sit and get” sessions, but permeate through “job-embedded activities” (Darling-Hammond et al., 2017).
Professional learning is a component which can assist in the journey towards achievement. This viewpoint is
articulated in an article entitled, “Literacy Achievement Through Sustained Professional Development” by
Douglas Fisher, Nancy Frey, and John Nelson. In this article, the writers discuss the influence of professional
development in a school district, and how “[t]he district leadership took a chance, invested in teacher
knowledge, sustained its effort despite setbacks, and as a result demonstrated significant achievement
changes” (Fisher et al., 2012, p. 561).
In recent years, the landscape of professional learning has transformed to include literacy coaches. With
strategic hiring practices (establishing a process that cultivates hiring the most qualified professionals),
guidance, and support, literacy coaches have the opportunity to provide an impactful partnership between
leaders, teachers, and evidence-based literacy practices. The body of research concerning literacy coaches is
continuously growing and evolving, yet ongoing research demonstrates the transformational effect literacy
coaches can have on classroom instruction and student achievement (Mraz et al., 2016).
Resources:
“Raising Student Achievement Through Professional Development” by Sheena Hervey, Generation Ready
https://www.generationready.com/wp-content/uploads/2013/10/PD-White-Paper.pdf
“Why Focusing On Adult Learning Builds A School Culture Where Students Thrive” by Katrina Schwartz
https://www.kqed.org/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive
“Considerations for Planning and Implementing Literacy Coaching” by REL Southeast
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_CE_Considerations_for_Planning_and_Implementing_Literacy_Co
aching.pdf

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Engaging Families and Community Members
Reading achievement is not a solo task that can be influenced by schools alone. Engagement of families and
community members is a necessity. North Carolina’s public schools encourage community organizations and
business partners to support school and district efforts in the area of reading. Schools partner with local civic
and faith-based organizations, as well as businesses, for community support in various school programs,
which, in turn, positively impacts student achievement. The resources found in this section provide schools
with a tool to assist with family engagement, as well as recommendations for parents/families in regard to
reading at home.
Resources:
“Tips for Supporting Reading Skills at Home”-This resource was created by the Institute of Education Science
to show families how to translate evidence-based practices for the classroom into the home setting:
https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_fr_tips_022118.pdf
“A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills”- This guide
is targeted to Kindergarten educators. It provides a variety of information and resources in regards to
engaging families around the foundational reading skills:
https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2020016.pdf
The K-3 Literacy division at NCDPI has resources families can use to help with fostering reading achievement:
https://ncdpi.instructure.com/courses/1524/pages/repository-parent-resources
The K-12 Standards, Curriculum, and Instruction division at NCDPI has resources that families can use to help
with fostering reading achievement:
https://ncdpi.instructure.com/courses/914/pages/parent-guides

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Standards-Aligned Instruction
This section provides details about the importance of strongly-aligned, high-quality core instruction provided
to all learners within a Multi-Tiered System of Support (MTSS). Delivering strong, evidence-based core
instruction is the most powerful approach to accelerating reading achievement for all students.
Effective core instruction should:
● be aligned with the North Carolina Standard Course of Study (NCSCOS).
● be differentiated in order to meet the needs of all learners.
● be examined by School Problem-Solving Teams using a structured problem solving model to determine
if any changes are needed.
State standards
Alignment between standards and curriculum is a critical component in delivering effective instruction. North
Carolina's Standard Course of Study (NCSCOS) defines the appropriate content standards for each grade level
to provide a uniform set of learning standards for every public school in North Carolina. These standards
define what students should know and be able to demonstrate by the end of each grade or course. The goal of
these standards is to prepare all students to be career and college ready by the end of their K-12 education.
With the NCSCOS as the foundation, local school leaders make decisions about the curriculum they choose to
deliver standards-aligned instruction. In addition to selecting a comprehensive curriculum, local schools and
districts may offer electives and coursework outside of the NCSCOS. When focusing on standards alignment, it
is best practice to consider specific grade-level standards, as well as the vertical progression of standards. By
using the vertical progression tools provided by the state, educators are able to see how the standards build
from grade-to-grade as students move towards career and college readiness. In addition to decisions about
the standards and the curriculum, local schools and districts should consider the delivery of instruction at the
core level. All students should receive core instruction daily. Best practices include evidence-based, whole
group and small group strategies that are differentiated based on individual student data. While the NCSCOS is
a set of standards for all NC public schools, core instruction should be responsive to the needs of the school.
Importance of Strong Core Instruction
MTSS is a framework for total school improvement that includes a comprehensive Professional Development
Plan which ensures teachers are supported to know the standards, understand and be able to implement
evidence-based instructional strategies, and have access to curricular resources that enable effective teaching
of the standards.
In order to ensure high-quality core support is provided within an MTSS model, problem-solving teams identify
and analyze the effectiveness of core support through the concept of instruction, curriculum, and
environment using a data evaluation system. Well defined, well implemented core instruction is a key
component of a successful MTSS model.

31
Resources:
NCDPI: English Language Arts Standards
Through this link, individuals can find resources that will assist educators in delivering standards aligned ELA
instruction.
NC Extended Content Standards for ELA
This link provides information about the NC Extended Content Standards for ELA. A plethora of other resources can
be accessed through this link that pertain to support tools, professional development opportunities, and
professional learning communities.
Virtual Implementation Kit
The Virtual Implementation Kit (VIK) is a repository for all English Language Arts stakeholders. This repository
provides a variety of resources for supporting administrators, educators, and parents for the implementation of the
2017 Standard Course of Study. The range of resources offers users an opportunity to determine their own specific
needs and find materials that suit them. This Canvas repository can be accessed with or without a Canvas account.
Browse through resources to help you learn, plan, instruct, review, and inform yourself or others.
Quick Reference Guides
This Quick Reference Guide for The North Carolina Standard Course of Study is a resource for teachers as they plan
instruction to implement the North Carolina Standard Course of Study across multiple content areas. There are
nine Quick Reference Guides available – one for each of the grade levels from kindergarten through 8th grade. The
inclusion of standards for all subject areas within single, grade-specific documents is intended to make planning for
instruction more efficient and may be particularly useful for educators teaching multiple disciplines or collaborating
to plan integrated instruction.
English Language Development (ELD) Standards
The North Carolina English Language Development Standard Course of Study (NC ELD SCOS) are the WIDA English
Language Proficiency Standards (approved by the State Board of Education June 5, 2008). North Carolina is part of
the WIDA Consortium for ELD Standards and Assessment. These standards represent the social, instructional and
academic language students use to engage with peers, educators, and the curriculum in schools.
Considerations for Specially Designed Instruction
To address gaps and/or accelerate academic, behavioral, and/or functional progress toward age - and grade - level
standards, the Exceptional Children division has provided this document. It is intended to serve as guidance for IEP
teams, administrators, educators and practitioners as they determine need, plan, and implement specially
designed instruction (SDI) for students with disabilities who require an Individualized Education Program (IEP).

32
ELA SCOOP
The ELA SCOOP is the North Carolina Department of Public Instruction's English Language Arts (ELA) Team's
quarterly newsletter. Each SCOOP focuses on a theme related to ELA standards, curriculum, and/or instruction.
The SCOOP is available to all ELA stakeholders at no cost and is distributed via our listserv and social media
channels. The issues for the 2019-2020 school year are available above. For previous SCOOPs and their printable
PDFs, visit the NCDPI ELA Section’s 2017 ELA Resource LiveBinder.
Additional NC MTSS resources can be found by clicking on the pictures or links below:
MTSS LiveBinder May.2019 IABS Communication
Brief on Instruction and
Curriculum
The ELA SCOOP Fall 2019: ELA
within MTSS
This November 2019 issue was
created by the NCDPI ELA Team in
collaboration with the NCDPI IABS*
Team.
*This division supports every NC traditional LEA as well as charter schools with the goal of full implementation of an MTSS. Each district or charter
school has identified a leader to serve as the MTSS Coordinator to guide the team through implementation. These teams have access to
professional development, coaching and resources to assist in establishing an effective and efficient system that supports both students and staff.

33

Assessment
A comprehensive assessment system is used to gather and manage data for various decision-making
opportunities. It is an essential component to impacting reading achievement because it enables educators to
be informed about student progress. Guidance on developing a comprehensive assessment system comes
from North Carolina’s Multi-Tiered System of Support framework.
A Comprehensive Assessment System
North Carolina’s Multi-Tiered System of Support (MTSS) model includes a comprehensive and efficient
assessment system that is balanced, uses multiple sources, and is culturally appropriate. At full
implementation, this system measures critical areas within literacy instruction, functioning in a manner that
eliminates redundancy and achieves a degree of uniformity across a school district. The data gathered within
this assessment system is designed to allow effective problem solving at all Tiers and also across all student
groups in order to design responsive instruction for all students. Generally in an MTSS model, the assessment
system serves the following purposes:
● Inform instruction
● Identify students who are at-risk
● Determine why students are at-risk
● Monitor student growth/progress
● Determine if outcome goals are met
The following table is meant to serve as a preliminary guide for teams regarding types and purposes of various
assessments:

34
A comprehensive assessment system includes universal screening, diagnostic, formative, interim (e.g.,
benchmark), and outcome (e.g., summative) assessments to maximize every student’s potential. The goal is
for teachers to use assessments to monitor student progress towards goals and inform instruction in an
authentic manner that aligns to instruction and demonstrates student understanding. It is important that
teachers and administrators strive to maintain fidelity of assessments so that data accurately informs
instructional practices.
➔ Universal screening assessments are intended to identify students’ level of risk and evaluate program
effectiveness and growth throughout the school year. They are given two to three times a year, and
assess critical academic skills. It is imperative that they are valid and reliable in order to provide
accurate data that will inform instruction.
➔ Diagnostic assessments are intended to “dig deeper” to determine why students are at-risk by focusing
on specific areas. They can be used with individual or small groups of students. These assessments aid
in the process of planning lessons for prescriptive instruction and intervention.
➔ Teachers use information from the formative assessment to implement evidence-based strategies to
meet the instructional needs of all students’ critical skill development in reading/literacy. Teachers
measure and monitor student progress frequently to determine if learning experiences, curriculum and
instruction, and school organization are effective. Teachers utilize the problem-solving method to
guide interventions and provide support for at-risk and accelerated students.
➔ Interim and outcome assessments are a means to gauge student learning at a particular point in time
relative to state-adopted standards. Information gleaned from these assessments is one form of
evaluating students’ mastery of state-adopted standards. Interim and outcome assessments have been
used to determine trends in learning and growth towards achievement of standards. These
assessments also determine the effectiveness of programs, school improvement goals, alignment of
curriculum, and student placement. Outcome assessments are designed to yield results that can be
useful for planning for the next year; they are not designed to provide in-depth information regarding
student performance. These types of assessments may tell teams there is a problem, but will provide
little information regarding why there is a problem.
Comprehensive Assessment Resource:
https://www.livebinders.com/media/get/MTUwNDEyMjE=

35
North Carolina Early Learning Inventory
The North Carolina Early Learning Inventory (NC ELI) is an observation-based formative assessment process.
This on-going process is an essential component of a well-balanced assessment system as it forms the
foundation of teaching and learning to meet the individual needs of each student.
Teachers observe during instruction and document students’ learning and development with evidence within
the online portfolio to substantiate a child’s skill attainment along the development progressions. Teachers
utilize this information to personalize instruction for students throughout the first 60 days of school for all 14
NC ELI developmental progressions listed in the table below.
SBE policy (KNEC-017) now requires the use of a subset of seven NC ELI developmental progressions to
address the requirement for a screening of early language, literacy, and math skills (two language, two
literacy, and three cognitive/math, & as signified by an asterisk in the table above). Teachers observe,
document within the online portfolio, and indicate preliminary levels for these seven developmental
progressions during the first 30 school days, but do not finalize developmental progressions for the remainder
of the 60 day reporting period. These preliminary ratings will continue to be monitored with additional
observation, documentation and to guide personalized instruction for the remainder of the 60 instructional
days based on ongoing student performance. On or near, but not beyond the 60th
school day, teachers finalize
their Checkpoint for all 14 developmental progressions to generate data for reporting purposes.
The State Board of Education strongly encourages the continued use of the NC Early Learning Inventory as an
ongoing formative assessment beyond the initial 60-day data reporting period.

36
Further implementation guidance for SBE Policy (KNEC 017) is provided in the NC Early Learning Inventory
Guiding Practices.
Read to Achieve Legislative Assessment Guidelines
Kindergarten, first, second, and third grade students shall be assessed with valid, reliable, formative, and
diagnostic reading assessments made available to local school administrative units by the State Board of
Education pursuant to G.S. 115C-174.11(a).
Difficulty with reading development identified through administration of formative and diagnostic
assessments shall be addressed with instructional supports and services. Formative and diagnostic
assessments and resultant instructional supports and services shall address oral language, phonological and
phonemic awareness, phonics, vocabulary, fluency, and comprehension using developmentally appropriate
practices.
More information about North Carolina’s Read to Achieve assessments can be found in the Read to Achieve
Guidebook, which is updated annually.
Resource:
Read to Achieve Guidebook

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Appendix A: Legislation
During the 2012 session, the General Assembly passed the Excellent Public Schools Act. A component of this
legislation is the North Carolina Read to Achieve Program, which began in the 2013-2014 school year. As part
of this program, the State Board of Education was directed to develop a Comprehensive Plan for Reading
Achievement. The Comprehensive Plan for Reading Achievement (115C-83.4) component of the legislation
states that the State Board of Education shall develop, implement, and continuously evaluate a
comprehensive plan to improve reading achievement in the public schools. The plan is based on reading
instructional practices with strong evidence of effectiveness in current empirical research in reading
development.
§ 115C-83.4. Comprehensive plan for reading achievement.
(a) The State Board of Education shall develop, implement, and continuously evaluate a
comprehensive plan to improve reading achievement in the public schools. The plan shall be
based on reading instructional practices with strong evidence of effectiveness in current
empirical research in reading development. The plan shall be developed with the active
involvement of teachers, college and university educators, parents and guardians of students,
and other interested parties. The plan shall, when appropriate to reflect research, include
revision of the standard course of study or other curricular standards, revision of teacher
licensure and renewal standards, and revision of teacher education program standards.
(b) The State Board of Education shall report biennially to the Joint Legislative Education
Oversight Committee by October 15 of each even-numbered year on the implementation,
evaluation, and revisions to the comprehensive plan for reading achievement and shall
include recommendations for legislative changes to enable implementation of current
empirical research in reading development. (2012-142, s. 7A.1(b); 2014-115, s. 80.)
Licensure
For current guidance on educator licensure requirements, please refer to the NCDPI Licensure page.

43

Appendix B: Accountability Measures and
Read to Achieve EOY Results for 2018-2019
Accountability measures.
SECTION 7.24.(a) G.S. 115C-83.10
(a) Each local board of education shall publish annually on a Web site maintained by that local school
administrative unit and report in writing to the State Board of Education by September 1 of each year the
following information on the prior school year:
(1) The number and percentage of third grade students demonstrating and not demonstrating reading
proficiency on the State-approved standardized test of reading comprehension administered to third
grade students.
(2) The number and percentage of third grade students who take and pass the alternative assessment
of reading comprehension and the name of each alternative assessment used for this purpose with the
number of students who passed it.
(3) The number and percentage of third grade students retained for not demonstrating reading
proficiency.
(4) The number and percentage of third grade students exempt from mandatory third grade retention
by category of exemption as listed in G.S. 115C-83.7(b).
(5) The number and percentage of first grade students demonstrating and not demonstrating reading
comprehension at grade level.
(6) The number and percentage of second grade students demonstrating and not demonstrating
reading comprehension at grade level.
(7) For each grade level, the number and percentage of students eligible for priority enrollment in
reading camp under G.S. 115C-83.11(b) and, for each grade level, the number and percentage of those
students who attend reading camp.
(b) Each local board of education shall report annually in writing to the State Board of Education by
September 1 of each year the following information on the prior school year:
(1) A description of all reading interventions provided to students who have been retained under G.S.
115C-83.7(a).
(2) The number of first and second grade students attending a reading camp offered by the local board.
(3) The license area or areas, years of licensed teaching experience, grade level assignment, and any
other specific subject-area assignments of each teacher providing instruction at a reading camp.
(4) The number and percentage of teachers providing instruction at a reading camp who were paid a
reading performance bonus during the school year immediately preceding the reading camp and the
grade level on which the bonus was based.
(b1) Each local board of education shall report annually in writing to the State Board of Education by
November 15 of each year, for the prior school year, (i) the number and percentage of third grade students
who did not demonstrate proficiency upon entering reading camp and who became proficient after
completing reading camp and (ii) for each grade level, the number and percentage of first and second grade

44
students who demonstrated reading comprehension below grade level upon entering camp and who
demonstrated reading comprehension at or above grade level after completing reading camp.

45

Appendix C: Sample Observation Tool
The tool provided below is a sample that can be used as an Observation Tool. This is one tool that may be used
and not the only tool that will aid in one’s process of monitoring instruction. The sample observation tool is
intended for use when observing explicit, systematic literacy instruction. It provides a detailed outline of “look
fors” during literacy instruction.
Reading Research to Classroom Practice Observation Tool for Classroom Teacher
https://ef905d4f-1901-4a23-a370-b7b7e3d8a586.filesusr.com/ugd/2e3549_6d79eded2a2d4f29815f5b6c16022392.pdf

46

Appendix D: Implementation of Evidence-Based
Practices in Early Reading
IES Practice Guide Recommendation 1
Kindergarten: SL.K.1- Collaborative Conversations Lesson Plan provided by NCDPI ELA Team
Lesson Title: Collaborative Conversations
Grade:
Kindergarten
Focus Standard(s):
SL.K.1
Supporting Standards:
RL.K.10
Learning Objective(s):
Students participate in a collaborative conversation about a
text, following agreed-upon rules for discussion.
Lesson Description:
This is approximately a 75-90 minute lesson that may be taught over 2-4 days. The teacher introduces the lesson by
facilitating a discussion about favorite playground activities, supporting students in using sentence stems to share
their ideas. He/She also reminds students to use the agreed-upon rules for discussion that were previously taught. The
teacher then reads a text aloud and models (with another adult) how to have a collaborative conversation about the
read aloud text. Next, the teacher guides students by reading a different text and asking either for their opinions of
the text or asking them to contribute to the conversation. During Independent Practice, students share their opinions
about the read aloud text (either from Guided Practice or with a new text) in partners. They take turns sharing their
opinions and agreeing/disagreeing. The teacher asks for 1-2 groups to model their conversations for the whole class.
Materials/Resources:
Pictures of common playground activities
Read aloud texts
Chart paper
Instructional Practices for ELA:
X 1 ❑ 5 X 9
X 2 X 6 X 10
❑ 3 X 7 X 11
❑ 4 X 8 X 12

47
Complexity Analysis of Central Text:
It is critical to analyze a text to evaluate its complexity. North Carolina ELA Reading Standard 10 places a strong
emphasis on providing all students with the opportunity to engage in complex texts with scaffolding and supports as
needed.
Grade Band Lexile Band
K-1 N/A
2-3 420-820
4-5 740-1010
6-8 925-1185
9-10 1050-1335
11-CCR 1185-1385
To learn more about how to analyze a text and consider all three important measures, visit
https://sites.google.com/dpi.nc.gov/englishlanguagearts/resources/text-complexity
Text Pairings:
Most texts would pair nicely with this focus standard. Students should practice this skill with increasingly complex
text throughout the year.
Vocabulary
Words to Teach:
Words you teach are Tier 2 words
that require some time and
attention. They are abstract, have
multiple meanings, are a part of a
word family, or are likely to appear
again in future texts.
Tell:
Words you just tell students are
concrete words that students cannot
get the meaning from context, so the
meaning needs to be provided.
Not Address – Students Can Use
Context to Determine Meaning:
Words you do not address are words
that are concrete, or describe an
object/event/process/characteristic
that is familiar to students. They can
also get the meaning of these words
from context.

48
Introduction
Teacher Actions:
The teacher shows pictures of activities students do on the
playground (e.g. swinging, running, playing tag).
The teacher introduces appropriate sentence stems. Examples
include:
● I like _____ because _____.
● I do not like _____ because _____.
● I think _______ because _______.
● I agree with _______ because ______.
● I disagree with ______ because _____.
He/She writes each sentence stem on an anchor chart as he/she
discusses each one.
The teacher explains that the students can use these stems when
having a discussion. He/She models using the “I think _____
because _____” stem to share his/her favorite playground activity.
The teacher models using the other sentence stems. For example,
he/she may ask a student what his/her favorite playground activity
is, and then the teacher models using one or more of the other
question stems.
The teacher explains that these stems can be used when discussing
books and ideas. The teacher reviews the agreed-upon rules for
discussions (previously created and taught).
Student Actions:
Direct Instruction/Modeling
Teacher Actions:
The teacher introduces the read aloud book by reading the title and
showing the picture on the cover.
The teacher reads the text aloud to students. He/She then thinks
aloud about his/her opinion of the text. The teacher explains why
he/she feels that way about the text. If there is another adult in the
room, he/she could add his/her thoughts about what the teacher
said. He/She may agree or disagree with the teacher’s opinion of
the text and explains why. The two adults model a collaborative
discussion about the text, following the previously taught rules for
discussions.
Student Actions:
Students observe the teachers modeling how
to have a collaborative discussion using the
agreed-upon rules for discussion.

49
Guided Practice
Teacher Actions:
The teacher reads a different text aloud to students. He/She then
asks a student his/her opinion of the story. The teacher prompts
and supports students to use the sentence starters if needed. Once
the student explains his/her opinion, the teacher models how to
agree or disagree with the student’s opinion.
Next the teacher gives his/her opinion of the text. He/She then asks
students to add to, agree, or disagree with his/her thinking. The
teacher reminds students of the agreed upon rules for discussion,
as well as the sentence stems. The students continue to add their
thinking to the discussion until everyone has had a chance to
contribute.
Student Actions:
Students share their opinions of the text.
Students agree or disagree with the teacher’s
opinion of the text.
Students continue to add their thoughts to the
conversation.
Independent Practice
In partners, students take turns sharing their opinions of the read aloud text (can be done with the same text from
guided practice or a new text). Once one partner shares his/her opinion, the other partner adds to the conversation
by agreeing or disagreeing and telling why. The teacher displays the sentence stems and agreed-upon rules for
discussion for student reference.
Closure/Culminating Activity
The teacher invites 1 or 2 pairs of students to share their conversations with the rest of the class. These students
model how to participate in a collaborative discussion. The teacher points out what the students did to participate in
this conversation, as well as what rules they followed. He/She explains to students that being able to have a
conversation with another person is an important skill they will use in all areas of life.
Formative Assessment Ideas
The teacher takes anecdotal notes during Guided and Independent Practice.
Students self-assess their participation. Questions may include:
● Did I state an opinion?
● Did I add to my partner’s thinking?
● Did I help the conversation grow by staying on topic?
● Did my comments relate to the text and my partner’s comments?
● Did I wait for my partner to stop talking before I shared my thinking?
Scaffolding Ideas
Teacher Actions:
The teacher adds representational images/pictures beside each of
the sentence stems.
The teacher chunks the text and asks students to give their opinions
regarding one event, character, or section of the text.
Student Actions:

50
Extension Ideas: Ideas for extending learning for students who demonstrate understanding (activities that challenge
students). Ideas for extending student learning for students who demonstrate gaps in understanding (activities that
reinforce a skill).
Teacher Actions: Student Actions:
Reinforce: Students bring in books or objects to
“show and tell”. They practice describing their
books/objects and telling why they like them.
The other students ask questions and add
thoughts/comments about the book/object.
Challenge: Students write down their opinions
of a text. They pass their papers to classmates.
The classmates add their thoughts underneath
the first person’s opinion. They then pass the
papers to different students to add their
thinking (pass the paper 2-3 times). Students
may use different colors to write their
sentences.
Instructional Practices for ELA
1. Teachers use high quality appropriately complex text as the center of instruction. There is a balance of
informational and literary texts.
2. Teachers integrate the reading, writing, speaking and listening, and language standards effectively.
3. Activities and instruction support building academic vocabulary systematically.
4. Texts are organized around conceptually-related topics (at a range of complexities) to build students’ knowledge
and vocabulary.
5. Teachers integrate technology and research throughout instruction.
6. There are opportunities for students to engage in effective communication as a part of daily practice.
7. Students think critically while reading, writing, speaking, and listening about texts.
8. Teachers apply formative assessment practices to gauge student mastery and inform instruction.
9. Scaffolds are provided as needed so that all students have access to complex text.
10. Examples, lessons, and tasks are authentic and relevant.
11. Students return to the text to support their ideas, inferences, and conclusions with evidence.
12. Language skills are developed through student writing and supported through mentor texts.
*See http://tinyurl.com/ELAInstructionalPractices for additional information and resources regarding these instructional
practices.
Retrieved from the ELA Virtual Implementation Kit:
https://drive.google.com/drive/folders/1CrLUJ9LcXI08xHKITI6Q3Y4oRDnwX3rz

51
Second Grade: SL.2.2- The Key Details of a Read Aloud Lesson Plan provided by NCDPI ELA Team
Lesson Title: The Key Details of a Read Aloud
Grade: Second Focus Standard(s):
SL 2.2
Supporting Standards:
RL.2.1 or RI.2.1 (depending on the text)
Learning Objective(s):
I can recount or describe key details from a text
read aloud.
Lesson Description:
This lesson is approximately 60 minutes. The teacher begins by modeling how to listen to a text read aloud and taking
notes on the key details. After the key details are noted, the teacher models how to recount those key details orally.
Students listen to a text read aloud and work as a class and with partners to recount the key details of that text.
During independent practice, students listen to a different text and take notes on the key details. They use those key
details to orally recount the key details of the read aloud text. The lesson ends with students reflecting on what they
learned.
Materials/Resources:
Read aloud video or audio file
Read aloud text
Graphic organizers
Sticky notes, if needed.
Instructional Practices for ELA:
X 1 5 X 9
X 2 X 6 X 10
3 X 7 X 11
4 X 8 12
Complexity Analysis of Central Text:
It is critical to analyze a text to evaluate its complexity. North Carolina ELA Reading Standard 10 places a strong
emphasis on providing all students with the opportunity to engage in complex texts with scaffolding and supports as
needed.
Grade Band Lexile Band
K-1 N/A
2-3 420-820
4-5 740-1010
6-8 925-1185
9-10 1050-1335
11-CCR 1185-1385
To learn more about how to analyze a text and consider all three important measures, visit
https://sites.google.com/dpi.nc.gov/englishlanguagearts/resources/text-complexity

52
Text Pairings:
Most texts would pair nicely with this focus standard. Students should practice this skill with increasingly complex
text throughout the year.
Vocabulary
Words to Teach:
Words you teach are Tier 2 words
that require some time and
attention. They are abstract, have
multiple meanings, are a part of a
word family, or are likely to appear
again in future texts.
Tell:
Words you just tell students are
concrete words that students cannot
get the meaning from context, so the
meaning needs to be provided.
Not Address – Students Can Use
Context to Determine Meaning:
Words you do not address are words
that are concrete, or describe an
object/event/process/characteristic
that is familiar to students. They can
also get the meaning of these words
from context.
Introductions:
Teacher Actions:
1. The teacher introduces the learning objectives and
academic language from the standards.
2. The teacher explains that today the students will listen to a
text being read aloud. They will think about and describe
the key details from that text.
Student Actions:
1. Students actively listen.
Direct Instruction/Modeling
Teacher Actions:
1. The teacher chooses a video or audio file of a text being
read aloud.
2. The teacher plays the video or audio file all the way through
the first time without stopping.
3. The second time, the teacher stops the video or file at
predetermined spots. The teacher thinks aloud about the
key details of that section of text. He/she notes those key
details on a graphic organizer for the students to see.
4. At the end of the second playing, the teacher models how
to review the graphic organizer of key details. He/she orally
recounts the key details heard in the text.
Student Actions:
1. Students listen to the text being read.
2. Students comment on and assist the
teacher with his/her thinking.

53
Guided Practice
Teacher Actions:
1. The teacher chooses a text to read aloud. He/she stops at
predetermined spots to discuss the key details of that
section. Students work with partners to recount the key
details from that section of text. The partners share with
the whole class. The teacher records their thinking in a
graphic organizer.
2. At the end of the read aloud, students review the graphic
organizer. As a class, the students recount the key details
from the entire text. The teacher guides and adds to the
discussion as needed.
Student Actions:
1. Students actively listen to the text.
2. Students discuss the key details of each
section with partners.
3. Students add their thinking to the
class’s recount of the key details.
Independent Practice
During small group instruction, the teacher either reads a different text aloud or plays a video or audio recording of a
text for the students. The students independently write their thoughts about the key details of the text on either
sticky notes or graphic organizers. They review their notes and orally recount the key details of the text to their small
groups.
Closure/Culminating Activity
The teacher restates or reminds the students of the objectives of the lesson. The students fold pieces of paper into
four sections. In the first section, they write what they learned in the lesson. In the second section, they write why
this is important. In the third section, they draw a picture or diagram of what they did during the lesson. In the last
Formative Assessment Ideas
● Teacher takes anecdotal notes during guided and independent practice.
● The culminating activity provides the teacher with information regarding individual students’ level of
mastery.
● Students can peer assess each other using a teacher-created rubric.
Scaffolding Ideas
Teacher Actions:
The teacher provides graphic organizers that are partially filled in
and students fill in missing information.
The teacher provides sentence starters to assist students with
recounting the key details.
The teacher chunks the read aloud into smaller sections.
Student Actions:
Students fill in the graphic organizer.

54
Extension Ideas: Ideas for extending learning for students who demonstrate understanding (activities that challenge
students). Ideas for extending student learning for students who demonstrate gaps in understanding (activities that
reinforce a skill).
Teacher Actions:
Reinforce: In a one-one-one conference, the teacher reads aloud a
piece of the student’s writing. The student recounts the key details
from the text that he/she wrote.
Student Actions:
Challenge: Students plan and create a
commercial that includes a recount of the key
details from the text.
Instructional Practices for ELA
1. Teachers use high quality appropriately complex text as the center of instruction. There is a balance of
informational and literary texts.
2. Teachers integrate the reading, writing, speaking and listening, and language standards effectively.
3. Activities and instruction support building academic vocabulary systematically.
4. Texts are organized around conceptually-related topics (at a range of complexities) to build students’ knowledge
and vocabulary.
5. Teachers integrate technology and research throughout instruction.
6. There are opportunities for students to engage in effective communication as a part of daily practice.
7. Students think critically while reading, writing, speaking, and listening about texts.
8. Teachers apply formative assessment practices to gauge student mastery and inform instruction.
9. Scaffolds are provided as needed so that all students have access to complex text.
10. Examples, lessons, and tasks are authentic and relevant.
11. Students return to the text to support their ideas, inferences, and conclusions with evidence.
12. Language skills are developed through student writing and supported through mentor texts.
*See http://tinyurl.com/ELAInstructionalPractices for additional information and resources regarding these instructional
practices.
Retrieved from the ELA Virtual Implementation Kit:
https://drive.google.com/drive/folders/10LuAxRGJnoNbo7FgVIORB6KjBjCzpb17

55

IES Practice Guide Recommendation 2
Phonological Awareness
Explicit phonological awareness skill instruction is crucial to building strong readers. Many commercial literacy
programs do not provide sufficient instruction and practice in phonological skills. Additionally, many
commercial programs confuse phonics with phonological and phonemic awareness skills.
Due to the large amount of misinformation on this subject, caution must be used when seeking reputable
phonological awareness sources on the internet. Many web searches lead to incorrect information on the
terms, skills, and progression of instruction. Since phonological and phonemic awareness skills are so crucial to
future reading success, teachers may need to supplement instruction when the existing curriculum does not
provide sufficient practice.
Print is not incorporated, so skill practice can be “done in the dark.”
● Phonological Awareness Skills encompass awareness of individual words in sentences, syllables, and
onset-rime segments, as well as awareness of individual phonemes (Florida Center for Reading
Research, 2020).
● Phonemic Awareness Skills include the ability to notice, think about, or manipulate the individual
phonemes (sounds) in words and are a subset of phonological awareness. (Kilpatrick, 2016).
Print is incorporated in phonics instruction when connecting letters and graphemes with sounds.
● Phonics is the study of the relationships between letters (graphemes) and the sounds they represent;
also used to describe reading instruction that teaches sound-symbol correspondences (Florida Center
for Reading Research, 2020).
Early childhood through first grade is often identified as the most effective time for the development of these
skills; however, struggling readers continue to benefit from explicit, systematic instruction to strengthen weak
phonological and phonemic awareness.
Essential Tips to Enhance Phonological Awareness Skill Instruction:
● Produce all sounds accurately and avoid adding a schwa to consonant sounds. Errors in sound
production can hinder student’s ability to blend and decode words as they progress.
● Teach 5-10 minutes per day of phonological and phonemic awareness skills.
● Focus children’s attention on speech sounds before letters.
● Encourage mouth awareness in the production of sound. Use mirrors.
● Explicitly teach all English phonemes.
● Use multisensory activities that involve hands, eyes, bodies, and mouths.
● Teach through a routine of I do, we do, you do.
● Give immediate corrective feedback.
● Incorporate phonics and support instruction with print as students learn to attend to sounds.
● Struggling students need more practice and repetition with corrective feedback.

56
Levels of Phonological Awareness
(with Description of Tasks Often Used to Assess and Teach)

Typical
Age
Phonological or Phonemic Skill Sample Tasks
Early Phonological Awareness
4 Responsiveness to rhyme and alliteration
during word play
Enjoying and reciting learned rhyming words
or alliterative phrases in familiar storybooks
or nursery rhymes
5 Rhyme recognition, odd word out,
production of learned rhymes or
recognition of changes that don’t belong
Clapping, counting syllables
Matching words with the same first
sound
Which two words rhyme? stair, steel, chair
Hickory dickory dock, the mouse went up the
______?
truck (1), airplane (2), boat (1), automobile
(4)
Do Mary and Martha start with the same
sound? Yes or no?
Basic Phonemic Awareness
5.5 Distinguishing and remembering
separate phonemes in a series
Blending onset and rime
Segmenting and pronouncing the initial
sound of a word
Showing sequences of single phonemes with
colored blocks, such as /s/, /s/, /f/ or /z/,
/sh/, /z/
What word? th-umb, qu-een, h-alf, d-amp
Say the first sound in shoelace (/sh/), sock
(/s/), funnel (/f/)

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