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The Scaffolded Framework for Secondary Literacy
In order to be successful after graduation, all Rhode Island students need a strong literacy foundation. Students learn these skills at different rates. Educators recognize that not all students enter middle or high school reading at that grade level. The Scaffolded Framework for Secondary Literacy provides an organizational structure for meeting the reading and writing needs of all students in each subject area. This instruction helps students understand increasingly complex concepts, text structure, and vocabulary.
School-wide discipline-specific literacy instruction includes:
- strategies consistent with the research on adolescent literacy;
- activities to activate/build knowledge and set a purpose for reading;
- activities that support the understanding and acquisition of content; and,
- activities that foster evidence-based speaking and writing.
Some students reading below grade level will require Targeted Literacy Instruction. Specially trained teachers provide explicit instruction. A record of screening, intervention, and progress monitoring results need to be maintained. Several possible models include, but are not limited to: ramp up programs, extended literacy periods, and study skills classes.
Fewer students have substantial reading difficulties. Intensive Literacy Instruction provides support for these students. This direct reading instruction is in addition to classroom literacy instruction and is provided by a certified reading specialist. The Rhode Island Department of Education requires a Personal Literacy Plan (PLP) for each of these students.
Regulations of the Board of Regents for Elementary and Secondary Education Regarding Public High Schools and Ensuring Literacy for Students Entering High School, Section 4.0 High School Literacy requires that the literacy needs of all middle and high school students be met. Further explanation can be found in the Initial Guidance for the Literacy Component.
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