RI Comprehensive Literacy Plan

RIDE is deeply committed to ensuring literacy proficiency for ALL students and has created the Rhode Island Comprehensive Literacy Plan (RICLP) in an effort to unify all state literacy initiatives for students from birth through grade 12. This plan will influence the pre-service and in-service training of teachers educated and/or employed in the state of Rhode Island and articulates that all educators are responsible for literacy instruction birth through grade 12.

Students in group book discussionThe RICLP supports educators in better understanding the components of literacy and implementation of best practices in daily instruction. Included are strategies, methods, and resources for assessment, intervention, and literacy in the content-areas. As educators look to ensure the literacy success of all students, the RICLP provides an abundance of resources and references.

The Rhode Island Comprehensive Literacy Plan is a resource which provides practical information and resources to guide instruction and assessment. Included in the document are user-friendly charts that detail what effective practices look like and how to integrate these practices into teaching. In addition, this document can help with planning instructional and professional goals.

RI Comprehensive Literacy Plan [PDF, 2MB]

Striving Readers Comprehensive Literacy (SRCL) Formula Grants required states to create or maintain a State Literacy Team (SLT) with expertise in literacy development and education for children from birth through grade 12. The grant also required state’s to create a comprehensive literacy plan to advance literacy skills, including pre-literacy skills, reading, and writing, for students from birth through grade 12, including limited-English-proficient students and students with disabilities.

The Striving Readers Comprehensive Literacy (SRCL) program is authorized as part of the FY 2010 Consolidated Appropriations Act (Pub. L. No. 111-117) under the Title I demonstration authority (Part E, Section 1502 of the Elementary and Secondary Education Act [ESEA]). The FY 2010 Appropriations Act provided $250 million under Section 1502 of the ESEA for a comprehensive literacy development and education program to advance literacy skills for students from birth through grade 12. The Act reserved $10 million for the formula grants.


Literacy Resources For Educators

Top 25 Educator Resources for the RICLP

Print-Friendly Version [PDF, 151KB]

Website Grade Level
Center for the Improvement of Early Reading Achievement:
The Center for the Improvement of Early Reading Achievement (CIERA) is a national center for research on early reading, representing a consortium of educators from five universities (the University of Michigan and Michigan State University, with the University of Southern California, the University of Minnesota, and the University of Georgia); teacher educators; teachers; publishers of texts, tests, and technology; professional organizations; and schools and school districts across the United States.
Elementary
National Clearinghouse for English Language Acquisition & Language:
Authorized under Title III of the No Child Left Behind Act of 2001 (NCLB), the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) supports the U.S. Department of Education's Office of English Language Acquisition (OELA) in its mission to respond to Title III educational needs, and implement NCLB as it applies to English language learners (ELLs).
All
Website Grade Level
National Center for Family Literacy:
National Center for Family Literacy has helped more than 1 million families make educational and economic progress by pioneering – and continuously improving – family literacy programs. The goal of the programs is to provide every family with the opportunity to learn as well as the ability to learn and grow together.
All
Reading Rockets Reading Resources:
Reading Rockets, a national multimedia project that looks at how young kids learn to read, offers free downloadable print guides for teachers and parents. This includes a teacher's guide that contains instructional techniques and strategies based on what reading research shows is most effective, as well as a family guide available in Spanish, Hmong and Somali. The family guide is a great resource for teachers to share with the parents of English language learner students.
Elementary
National Association for the Education of Young Children – Position Statement on Assessing English Language Learners:
This article makes recommendations, with specific indi¬cators of effective practice, to help policy makers, program administrators, teachers, and others improve screening and assessment practices for young English language learners.
Early Childhood and Elementary
National Association for the Education of Young Children – Position Statement on Responding to Linguistic and Cultural Diversity:
This document primarily describes linguistically and culturally diverse children who speak languages other than English. However, the recommendations of this position statement can also apply to children who, although they speak only English, are also linguistically and culturally diverse.
Early Childhood and Elementary
Website Grade Level
National Institute for Literacy – Learning to Talk and Listen:

This booklet starts by summarizing the research on children’s language development. It then presents themes about how to help children build their oral language skills during the preschool years.
Early Childhood
Component/Skill Website Grade Level
Reading Florida Center for Reading Research:
The Florida Center for Reading Research headed by Dr. Joe Torgensen, includes information for parents about the science of reading, highlights of recent PowerPoint professional presentations, PDF files of recent publications, and additional resources on reading.
All
Early Literacy Skills National Institute for Literacy – Early Beginnings:
Early Beginnings is based on the research findings from the 2009 publication, Developing Early Literacy: Report of the National Early Literacy Panel. This booklet offers information about early literacy skills, reading predictors, and what effective classroom instruction should look like.
Early Childhood and Elementary
Word Identification and Recognition Pikulski, J. “Teaching Word-Identification Skills and Strategies”:
Beginning reading instruction must be meaning-based, involve students in frequent reading of informative and entertaining texts, and provide clear, explicit instruction of important word-identification strategies and skills. This article provides the research behind that statement and offers suggestions for teaching strategies within the classroom.
Elementary
Fluency Fluent Reader.org:
This website details the what, why, and how of reading fluency instruction and offers reports and results of various published programs.
All
Vocabulary Development “A Focus on Vocabulary”
The focus of this booklet is on vocabulary instruction as a component of reading comprehension.
All
Text Comprehension Reading Resource.net
This website offers a brief but comprehensive summary of the strategies readers use when comprehending text.
All
Text Comprehension Achieve the Core:
This site provides free, high-quality resources to educators now doing the hard work of implementing the higher standards of the Common Core State Standards.
All
Text Comprehension University of Oregon, Center for Teaching and Learning:
This website offers essential information about critical features of comprehension instruction, sequencing comprehension skills, teaching strategies and examples, and programs and materials for teaching comprehension.
Elementary
Text Complexity Hiebert, Elfreida (2012). 7 actions teachers can take right now. TextProject & the University of California, Santa Cruz.:
 This brief article gives very concrete ideas for addressing the standard of increasing text complexity. Teachers can take some important actions to support their students on the staircase of text complexity. 1) Focus on acquisition of knowledge, 2) create connections between existing and new knowledge, 3) activate student’s passions and more.
All
Motivation and Engagement ASCD
This free chapter explains how motivation and engagement affect achievement and provides practical strategies to increase reading motivation within the classroom.
Adolescent & All
Website Grade Level
The National Writing Project:
The National Writing Project focuses the knowledge, expertise, and leadership of our nation's educators on sustained efforts to improve writing and learning for all learners.
All
Website Grade Level
All About Adolescent Literacy:
AdLit.org is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers.
Adolescent
Achieve the Core:
This site provides free, high-quality resources to educators now doing the hard work of implementing the higher standards of the Common Core State Standards.
All
Responsiveness to Intervention (RTI):
How to do it - Schoolwide Screening (Section 1)
:

Section 1 of the RTI Implementation Guide developed by the National Research Center on Learning Disabilities focuses specifically on the goals, development, and use of screening assessments. It provides helpful activities and checklists for schools looking to evaluate, improve, or create a school-wide screening process. It also provides a table of reviewed screening assessments and several links to additional resources.
All
Website Grade Level
Responsiveness to Intervention (RTI):
Progress Monitoring (Section 2)
:

Section 2 of the RTI Implementation Guide developed by the National Research Center on Learning Disabilities focuses on progress monitoring, a valid and efficient tool for gauging the effectiveness of instruction, determining whether instructional modifications are necessary, and providing important information for eventual classification and placement decisions.
All
Rhode Island Department of Education- Interim Assessments: [link to Interim Assessments -> Assessment -> I&A]
This Rhode Island Department of Education webpage provides information on the interim assessment being developed through Race to the Top Initiative. The primary purpose of the interim assessments is for instructional planning and monitoring purposes.
All
Rhode Island Department of Education- Formative Assessments: [link to Formative Assessment PD Online Modules -> Assessment -> I&A]
This Rhode Island Department of Education webpage provides information on the formative assessment modules developed through the Race to the Top Initiative. Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.
All
Intervention Central:
This website has high quality RTI resources available at no cost -including articles on effective academic and behavioral intervention practices and interactive tools to create assessments.
All
Website Grade Level
Literacy Educators and Developing Early Reading Success (LEADERS):
LEADERS is a four-year project funded by an Eisenhower Grant and the Pennsylvania Department of Education. LEADERS was developed to help teachers address the needs of students who are at-risk for encountering difficulties in early reading. LEADERS is designed to provide intensive, stable professional development and ongoing, in-classroom support for teachers in schools serving high numbers of students who struggle to learn to read.
All
Reading Rockets:
A wide selection of articles to help teachers research why readers struggle and what teachers can do to help based on research and best practice.
Elementary
Website Grade Level
International Reading Association – “Teaching Reading Well”:
A synthesis of the International Reading Association’s research on teacher preparation for reading instruction.
All

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