Reading, Writing, and Communicating

Important News, Announcements, and Updates 

Co-Literacy Conversation: I’m Not a K-3 Teacher! Where Can I Find Support?

Literacy research, resources, evidence-based practices across the nation tend to focus on K-3 literacy, and rightfully so. Developing a strong foundation in reading, writing, speaking, and listening is vital to the success of every student. But what research, resources, and evidence-based practices exist to support literacy in grades 4-12? Beginning Thursday, January 26^th at 3:45pm, a CDE cross-departmental team of secondary literacy experts will host monthly conversations aimed at providing research, resources, and tier 1 instructional support to leaders, teachers, and other classroom practitioners who support literacy in grades 4-12. Attendees will not only have a chance to share what they are doing in their schools, but also learn from each other.

To join, register via Zoom

For more information or questions, please contact Olivia Gillespie at gillespie_o@cde.state.co.us. 

Frequently Asked Questions about READ Plans in Grades 4-12

The Colorado READ Act passed in 2012 by the Colorado legislature with the purpose of ensuring every student in Colorado can read at grade level by the time they exit third grade. The legislation was born out of convincing research by a variety of sources, including by the Annie E. Casey Foundation, that shows students who cannot read by the end of the third grade are four times more likely to drop out of high school. The provisions of the Act promote early identification of reading difficulties and effective intervention to quickly close reading gaps and ensure all Colorado students can demonstrate a level of competency in reading skills necessary to achieve success in school.

READ Act starts by making sure all students receive instruction in the foundational skills of reading. This continues through the grades until each third-grade student can read with ease, understand the materials, and think critically. What happens if a student enters into the fourth grade and cannot read grade-level texts with ease, demonstrate understanding of grade-level material, and/or think critically as asked in the Colorado Academic Standards for Reading, Writing, and Communicating? What happens if the same student has been identified as having a Significant Reading Deficiency (SRD) and is subsequently placed on a READ plan prior to leaving third grade? What does it mean when a student in grades 4 thru 12 is on a READ plan?

The frequently asked questions and subsequent responses found here are the first step in our phased, but targeted approach to provide guidance, support, and resources to districts regarding the topic of READ Plans beyond third grade. 

For more information or questions about READ plans for students in grades 4-12, please contact Olivia Gillespie at gillespie_o@cde.state.co.us. 

The Framework for Writing Instruction

The Framework for Writing Instruction is intended to support district-level leaders in facilitating conversations with their literacy leaders, instructional coaches, and teachers to develop a research-based framework toward the teaching of writing. Research reveals that teachers place little emphasis on persuasive and expository writing. Furthermore, it shows that students seldom write longer papers "that involve analysis and interpretation." It is important to note that, with both in-school writing and writing done beyond the classroom walls, students will be asked to produce writing centered on analysis, interpretation, exposition, and argument. Whether on standardized assessments, or in Advanced Placement and International Baccalaureate exams, or to demonstrate graduate competencies in capstone projects, student are asked to produce multi-paragraph essays. We cannot afford to neglect this complex literacy any longer. 

In July 2022, CDE released the Phase I: Districts/BOCES Leadership which provides guidance in for developing a writing framework, creating belief statements about writing and writing instruction to anchor the framework, evaluating current state v. desired state of writing and writing instruction, and aligning the desired state with instructional resources and professional development. In January 2023, Phase II: School Leadership will be released. This guidance will provide creating and monitoring systems and structures for writing across the content areas and assessing the current state v. desired state of writing and writing instruction within the school to ensure alignment of district initiatives around writing and instructional resources and professional development. 

For more information or questions about the Framework for Writing Instruction, please contact Olivia Gillespie at gillespie_o@cde.state.co.us. 

Keys to Beginning Reading Spring and Summer Cohort Registration Available

The CDE-provided face-to-face reading training is now available for registration for Spring 2023 and Summer 2023. To learn more, please click on the button below.

Keys to Beginning Reading

On-Demand Professional Development Opportunities

The Office of Standards and Instructional Support has compiled several on-demand learning opportunities for educators. Visit the on-demand library on the CDE website