Reading, Writing, and Communicating

The Science of Reading Literacy Series

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

CDE Release of the Colorado Framework for Writing Instruction

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

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

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