2024

ILLINOIS
COMPREHENSIVE
LITERACY

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PLAN

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isbe.net/LiteracyPlan
Illinois Literacy Plan • 1
Table of Contents
01. Vision and Purpose...............................................................................3

02. Framework for Effective Evidence-based Literacy Instruction........13

03. Educator Professional Learning and Development............................55

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04. Framework for Effective Leadership, Systems of Support, and

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Implementation Considerations........................................................79

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05. Systems of Support and Implementation Considerations................100

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05. Illinois Literacy Plan Workbook........................................................101

06. Tools and Resources.........................................................................120

Illinois Literacy Plan • 2

VISION AND PURPOSE

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*Photo from School District 65 Leadership

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Every educator

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is prepared and
continuously
supported to
deliver high-quality,
evidence-based

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literacy instruction.

Every leader is
equipped to create,
Every student maintain, and sustain
receives high-quality,
1 evidence-based
equitable conditions
for high-quality, 3
literacy instruction. evidence-based
literacy instruction.

The Illinois Comprehensive Literacy Plan GOAL 1: Every student receives high-quality,
serves as a roadmap designed to guide evidence-based literacy instruction.
and unify literacy efforts across the state.
Its purpose is to identify the supports GOAL 2: Every educator is prepared and
and resources necessary to ensure that continuously supported to deliver high-quality,
every student receives developmentally evidence-based literacy instruction.
appropriate evidence-based literacy
instruction.  OAL 3: Every leader is equipped to create,
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maintain, and sustain equitable conditions for
To support this purpose, the plan is structured high-quality, evidence-based literacy instruction.
around the three key goals:

Illinois Literacy Plan • 3

The Illinois Comprehensive Literacy
Plan is the first step in supporting
improved literacy success for all 62%
students. This plan will guide the of fourth grade
Illinois State Board of Education’s students have
at or above basic
future literacy work by offering
reading skills
clarity and direction, empowering
stakeholders to effectively prioritize
and coordinate literacy initiatives.

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Why is this plan necessary?

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33%

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The Illinois State Board of Education firmly of fourth grade
believes in the ability of Illinois educators to students

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provide comprehensive literacy support to at or above
every child in Illinois. Literacy access and skills proficient
are essential and highly correlated with many

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social and life outcomes (e.g., salary as adults,
incarceration rates, dependence on government
assistance, health).1 Acknowledging existing
challenges is our first step toward ensuring that
every student in Illinois has access to high-quality
literacy instruction.

Current data from the 2022 National Assessment

56%
of students
of Educational Progress underscores these
met or exceeded
challenges: 38% of fourth grade students have
expectations in
below-basic reading skills, with 67% falling
ELA
below the proficient level. These concerning
trends persist through eighth and 12th grades
and have only minimally improved over several
decades. Furthermore, the Illinois Assessment
of Readiness indicates that 44% of students “Did us, “Test scores and measures of achievement
Not Meet/Partially Met” expectations in English tell you where a student is, but they don’t tell you
Language Arts. where a student could end up.”3 We firmly
believe that all students possess language skills
While these statistics are troubling, they also and the potential for literacy success, and we
represent an opportunity for improvement are committed to addressing these challenges
through effective, grade-level instruction.2 As professionally to pave the way for brighter literacy
Carol Dweck’s work on growth mindset reminds outcomes for our students

Illinois Literacy Plan • 4

The Illinois Comprehensive Literacy Plan student’s strengths and challenges to guide and
provides a framework for literacy instruction shape their literacy development.
across the state and offers additional insights
into:

Effective Evidence-Based Literacy Instruction

Educator Professional Learning, Development, and Support

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Effective Literacy Leadership

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Support and Implementation Considerations

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Tools and Resources

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Defining Literacy
Literacy encompasses a wide range of skills and
abilities. It is the ability to read, write, identify,
understand, interpret, evaluate, create, and
communicate effectively by using visual, auditory,
and digital materials across disciplines and
contexts.

Moreover, literacy is the continuous development

of multiple skills. It involves applying these
skills in diverse contexts, including academic,
workplace, community, and personal settings.
Literacy is the bridge that connects students to
the experiences of others, building empathy skills.
It is a fundamental right, an enjoyable practice,
and a vital foundation for lifelong learning, active
citizenship, and equitable participation in 21st-
century society.

Our Values
In Illinois, we value and affirm all learners across
our diverse communities. We believe that it
is important to recognize and build on every
*Photo from Rock Island/Milan School District #41
Illinois Literacy Plan • 5
We believe:
• Every learner is capable and has the right to
equitable access to high-quality, inclusive,
differentiated, and evidence-based literacy
instruction and intervention that addresses
their strengths, needs, and goals.
• Every learner has the right to attend schools
that build upon individual assets and interests,
embracing an approach that honors them as
complex individuals within the context of their
communities.

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• Every learner has the right to develop literacy in *Photo from Westinghouse High School
two or more languages to prepare for success in

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our global world.
• Every learner has the right to be empowered • Fosters
 the joy of reading, encourages student
through agency to self-advocate within choice, and cultivates independent reading

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supportive learning environments. habits.
• Every learner has the right to reliable and valid

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assessments that accurately measure their We value equitable literacy instruction that:
literacy skills. •U
 tilizes high-quality, evidence-based literacy
practices.

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We believe equitable literacy education: •A
 pplies principles of Universal Design for
• Empowers and equips students with skills Learning.
to make meaning, cultivating individual and •C
 ontextualizes the components of literacy and
collective agency toward continued growth and aspects of language in explicit, authentic, and
learning throughout schooling and beyond. meaningful ways.
• Provides explicit, systematic, and structured •R
 ecognizes the linguistic knowledge of all
instruction of foundational reading skills. students.
• Honors and leverages family and community •E
 nsures all learners master foundational skills
linguistic and cultural resources. to read the words on the page as well as the
• Promotes collaboration and interdisciplinary skills to “read between the lines” to analyze
partnerships among educators, families, and evaluate the meaning of texts (both
students, and community. informational and literary) that examine power,
• Embraces students’ language practices and equity, and social justice (critical literacy).
ways of showing what they know.
• Leverages the relationship between receptive We value equitable literacy assessment that:
(viewing, listening, reading) and expressive •S  erves as a tool to improve and refine
(representing, writing, speaking) modes of instruction.
communication. •P  rovides early, regular, and reliable
• Supports educators’ implementation of high- opportunities for students to demonstrate their
quality, evidence-based practices by providing literacy skills.
materials, professional learning, and a literacy- • I s contextualized within the sociocultural
focused system of student supports. experiences of students and is culturally and
linguistically responsive.

Illinois Literacy Plan • 6

• U ses multiple modalities that allow students to
show what they know.
• Is sensitive to changes in learning over time.
• Reflects the linguistic resources of each
student.

We value equitable literacy supports that

provide:
• Culturally and linguistically responsive
scaffolding that supports early identification
measures.

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• Ongoing, evidence-based support for students
who struggle with literacy.

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• Recurrent, intensive, dynamic, and cohesive
support across content areas; instructional
contexts; and grade levels, including

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accommodation, assistive technology,
differentiation, acceleration, extension,

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curriculum compacting, accessibility, etc.

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*Photo from Yorkville Community Unit School District 115
Illinois Literacy Plan • 7
Acknowledgement of Key Terms
This plan defines evidence-based in alignment Explicit Systematic
with the definition provided in the Elementary and
Instruction Instruction
Secondary Education Act (ESEA), reauthorized in
2015 as the Every Students Succeeds Act.
Evidence-based Ensures foundational
Evidence-based practices are activities,
instruction skills are introduced
strategies, or interventions supported by strong
evidence from well-designed experimental,
quasi-experimental, or correlational studies, Emphasizes clear
and they involve ongoing efforts to assess their communication,
minimizes cognitive
effects. For more information, please reference Intricate skills
overload, encourages

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Section 8101(21)(A) of the ESEA. active student introduced later
participation, offers

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We also refer to explicit and systematic timely feedback
instruction throughout this plan. Explicit
instruction is evidence-backed instruction that

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emphasizes clear communication, minimizes
cognitive overload, encourages active student Fosters deeper

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participation, offers timely feedback, and understanding
enhances long-term retention through purposeful and proficiency
practice techniques.4 Systematic instruction

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ensures that foundational skills are introduced
prior to more intricate ones, fostering a deeper
understanding and proficiency.
Enhances long-term
retention through
Instruction that differs from explicit and purposeful practice
systematic approaches, such as constructivist, techniques
discovery, or student-led methods, tends to be
less effective in building foundational reading
skills to a level of automaticity. This is particularly
relevant for young students who are learning to
read and for struggling readers.

The science of reading represents decades

of interdisciplinary research that collectively
informs how proficient reading and writing
develop and practices demonstrated to be
effective through study. However, some see it as
a political agenda and ideology, or a new front in
the reading debates. To avoid misunderstandings
pertaining to this new term, this plan refrains
from referencing the science of reading in favor
of describing current understandings of literacy
development and evidence-based instruction.

Illinois Literacy Plan • 8

What is evidence-based instruction? What is not evidence-based instruction?
✓A
 Collection of Research to inform instruction ✗  A program, an intervention, or a product that
We are learning more about what research you can buy
says about how children learn to read, how to  The use of evidence-based instruction is an
make sure every student learns to read, and approach to teaching reading that is based on
what to do when a child encounters difficulty decades of research and evidence. It is NOT a
in learning to read. The research that we’re specific program.
learning about and implementing informs
evidence-based instructional practices. ✗ P honics-based programs that drill phonics
skills
✓ Ever
 Evolving  Phonics is an integral part of teaching reading
There is new research and evidence all the based on science, but it is just one of the five

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time. As populations, communities, and big ideas that should be taught so all children
approaches evolve, so should practice. can learn to read.

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✓  Teaching Based on the ✗ Complete and final
Components of Literacy: As with any research, it is never complete. We

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Phonemic Awareness - The ability to identify can always know more. More study happens
and play with individual sounds in spoken all the time and researchers, teachers, and

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words. families can work together to bring the best
evidence-based practices into classrooms.
 honics - Explicit and systematic reading in
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instruction on understanding how letters and
groups of letters link to sounds to form letter-
sound relationships and spelling patterns.

 luency - The ability to read words, phrases,

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sentences, and stories correctly, with enough
speed, and expression.

Vocabulary - Knowing what words mean and

how to say and use them correctly.

Comprehension - The ability to understand Flexibility and Local Autonomy

what you are reading. The Illinois Comprehensive Literacy Plan is a
flexible framework, aligned with state standards
Writing - Writing is a method of but adaptable to local contexts. It doesn’t
communication and a form of expression in prescribe specific methods, materials, or
which language assessments, allowing districts the freedom to
is inscribed on a surface using symbols, tailor their approaches. We recognize that this
characters, or letters.
plan can’t address all district-specific challenges.
 racy - Oracy refers to the development and
O Districts must design local assessment strategies
use of oral communication skills, which involve and allocate resources based on their unique
the ability to express oneself, listen actively, demographics and context. This plan serves as
and engage in meaningful conversations and a vision -- not a comprehensive solution -- and
discussions. districts should develop policies and practices in
line with it and the Illinois Learning Standards.
Illinois Literacy Plan • 9
Your Journey Through the Illinois Comprehensive Literacy Plan

Vision and
Purpose
Start here

Student Instruction

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GOAL 1: Every student
receives high-quality,

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evidence-based literacy

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Professional instruction.

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Learning
GOAL 2: Every educator

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is prepared and
continuously supported
to deliver high-quality,
2

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evidence-based literacy
Leadership
instruction.
GOAL 3: Every leader
is equipped to create,

Workbook
Every education system
3 maintain, and sustain
equitable conditions
for high-quality,
evidence-based literacy
is transformed for

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instruction.
literacy success.

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Tools and
Resources end here

Illinois Literacy Plan • 10

 VISION & PURPOSE
THE LITERACY PLAN BY AUDIENCE | The Illinois State Literacy Plan
recognizes the need to understand the roles of various stakeholders in education. Each plays
a unique role in shaping literacy support, and understanding your role will offer insights on
effective implementation and collaboration for positive student outcomes.

Teachers Teacher Leaders

Educators encompass a diverse group of Teacher leaders include school librarians, reading
professionals, including teachers, paraprofessionals, resource teachers, literacy coaches, and specialists
interventionists, and specialists responsible for who support classroom teachers. They use their
delivering literacy instruction. They create a expertise and data to guide educators in creating

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supportive and engaging learning environment, and maintaining literacy-rich environments. The
foster a love of reading and writing, tailor instruction knowledge they gain supporting different grade

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to diverse needs, and collaborate to ensure literacy levels allows them to contribute to a sustainable and
goals are met at all grade levels. vertically aligned curriculum.

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School Leaders District Leaders

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Principals and assistant principals provide At this level, the audience consists of
critical support for literacy initiatives by fostering superintendents, deputy superintendents,
collaborative cultures that align with district and curriculum and instruction directors, special

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state goals. They play a critical role in impacting education directors, world language and bilingual
student achievement by providing the structures and coordinators, and college and career leaders, etc.,
support necessary to create the collaborative culture who have the authority to promote new policies
needed to implement and sustain a literacy plan in unique to the district, streamline initiatives for this
alignment with their district and the state’s goals. set of schools, and monitor implementation of state
and federal policy.

Regional Leaders State Leaders

Regional leadership, including Regional Offices of State level decision-makers with authority over
Education (ROEs), Intermediate Service Centers literacy policies and resources include the Illinois
(ISCs), program coordinators, and education State Board of Education, state education agencies,
administrators, oversees literacy initiatives at a educator preparation programs, the governor,
multi-district level. Teacher educators, professional legislators, and education policy stakeholders. They
development providers, and teacher support groups are responsible for shaping literacy development
are also part of this level. They ensure effective and instruction at both state and local levels of the
implementation of state policies, supporting literacy education system.
development statewide.

Community & Family

Parents, guardians, family members, caregivers, home school educators, community members, local business
and organization leaders, literacy organizations, and advocacy groups all play an active role in promoting and
supporting literacy within the community. It’s important to note that the specific members of the community and
family audience may vary depending on the context and demographics of the state or local community.

Illinois Literacy Plan • 11

References in Vision and Purpose
1. Haque, Orchee, Sophie Hoyer, Stephanie Huynh, and Sraddha Uppili. “An Investigation into the Socioeconomic Factors
Correlated with PISA Reading Scores.” STEM Fellowship Journal 8, no. 1 (December 1, 2022): 51–55. https://journal.
stemfellowship.org/doi/10.17975/sfj-2022-012

Aizer, A. “Rising Inequality and Intergenerational Mobility: The Role of Public Investments in Human Capi-
tal.” CESifo Economic Studies 60, no. 2 (June 1, 2014): 280–311. https://academic.oup.com/cesifo/article-ab-
stract/60/2/280/284333?redirectedFrom=fulltext

Kutner, M, E Greenberg, Y Jin, B Boyle, Y Hsu, and E Dunleavy. .“.Literacy in Everyday Life:Results From the 2003
National Assessment of Adult Literacy.” U.S.Department of Education.Washington,DC: National Center for Education
Statistics, 2007.

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Lincoln, Alisa, Michael K. Paasche-Orlow, Debbie M. Cheng, Christine Lloyd-Travaglini, Christine Caruso, Richard

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Saitz, and Jeffrey H. Samet. “Impact of Health Literacy on Depressive Symptoms and Mental Health-Related Quality of
Life among Adults with Addiction.” Journal of General Internal Medicine 21, no. 8 (August 2006): 818–22. https://link.
springer.com/article/10.1111/j.1525-1497.2006.00533.x

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McLaughlin, Katie A., Margaret A. Sheridan, and Hilary K. Lambert. “Childhood Adversity and Neural Development:

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Deprivation and Threat as Distinct Dimensions of Early Experience.” Neuroscience & Biobehavioral Reviews 47 (No-
vember 2014): 578–91. https://www.sciencedirect.com/science/article/abs/pii/S0149763414002620?via%3Dihub.

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Holbrook, M. Cay. “Supporting Students’ Literacy through Data-Driven Decision-Making and Ongoing Assessment of
Achievement.” Journal of Visual Impairment & Blindness 103, no. 3 (March 2009): 133–36. https://journals.sagepub.
com/doi/10.1177/0145482X0910300302.

Olshansky, S. Jay, Toni Antonucci, Lisa Berkman, Robert H. Binstock, Axel Boersch-Supan, John T. Cacioppo,
Bruce A. Carnes, et al. “Differences In Life Expectancy Due To Race And Educational Differences Are Widening, And
Many May Not Catch Up.” Health Affairs 31, no. 8 (August 2012): 1803–13. https://www.healthaffairs.org/doi/10.1377/
hlthaff.2011.0746.

2. King, John B., and Jacquelyn Davis. “Science of Reading Gives Kids the Best Chance to Close the Literacy Gap,” No-
vember 16, 2022. https://www.the74million.org/article/science-of-reading-john-king-close-literacy-gap/.

3. Dweck, Carol S. Mindset: The New Psychology of Success. Ballantine Books trade pbk. ed. New York: Ballantine
Books, 2008.

4. Hughes, Charles A., Jared R. Morris, William J. Therrien, and Sarah K. Benson. “Explicit Instruction: Historical and
Contemporary Contexts.” Learning Disabilities Research & Practice 32, no. 3 (August 2017): 140–48. https://onlineli-
brary.wiley.com/doi/10.1111/ldrp.12142.

Illinois Literacy Plan • 12

 SECTION 1

EFFECTIVE EVIDENCE-BASED

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LITERACY INSTRUCTION

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*Photo from School District 76

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1

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receives high-quality,
evidence-based
literacy instructio n.

This section focuses on GOAL 1: Every student

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the acquisition of literacy skills. Our approach

receives high-quality, evidence-based literacy is firmly grounded in evidence-based literacy
instruction. practices. Our objective is to bridge the gap
between research and practice and provide
The landscape of literacy education in the United educators with a comprehensive guide to best
States has been shaped by ongoing debates, literacy practices.
often referred to as the “reading wars.”1 These
debates swing between proponents of explicit Unlike language development, which unfolds
phonics-based instruction and advocates for naturally and instinctively as individuals engage
whole-language approaches.2 In the development in their environment, literacy is a skill acquired
of the Illinois Comprehensive Literacy Plan, through direct and purposeful instruction.3 It
we’ve diligently harnessed the latest research necessitates deliberate guidance and structured
findings related to brain-based learning and education to navigate the intricate world of

Illinois Literacy Plan • 13

written language effectively. This understanding
highlights the significance of rigorous and
evidence-based literacy instruction to empower
students with the tools needed for proficient
reading and writing, equipping them for success
in their educational journey and beyond.

The Illinois Literacy Instructional

Framework, detailed on the following
pages, offers a comprehensive overview
of developmentally appropriate practices.
These practices align with the crucial

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components of literacy: phonemic
awareness, phonics, fluency,

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vocabulary, comprehension,
oracy, and writing. The instructional
framework is not merely a theoretical

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construct; it’s a practical tool for
educators, designed to enhance

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student literacy outcomes.

Our framework draws inspiration from

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the National Reading Panel Report.4 This
groundbreaking report identified the
essential elements of effective reading
instruction, including phonemic awareness,
phonics, fluency, vocabulary, and comprehension.
However, we recognize the ever-evolving
landscape of literacy education and have
expanded our framework to encompass equally
vital domains: oracy and writing. We acknowledge
the profound influence of oral communication
(oracy) and writing on holistic literacy
development.

This comprehensive approach underscores our

belief that literacy education transcends isolated
skills. It encompasses a broader spectrum of
communication and expression. Embracing this
comprehensive literacy model — incorporating
reading, oracy, and writing — ensures that
students have equitable access to acquire
multifaceted skills, which are vital for success
across academic, professional, and personal
domains.

Illinois Literacy Plan • 14

 PROGRESSION OF LITERACY DEVELOPMENT →
Concepts of Preschoolers Kindergarteners Students
Print: Infants learn how to begin to continue to
and toddlers hold books, recognize develop print
are exposed to turn pages, and letters and awareness
CONCEPTS OF PRINT

board books understand understand and letter

with colorful that print left-to-right recognition.
pictures and carries and top-to-
bottom reading
simple text. meaning. They
direction.
Parents and may start
caregivers recognizing
introduce the some letters.
concept that
words and

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pictures convey
meaning.

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Early exposure Children
to rhymes, engage in
PHONOLOGICAL

songs, and activities

AWARENESS

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simple like rhyming,
wordplay helps clapping
develop an ear syllables, and

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for the sounds identifying
COMPONENTS OF LITERACY

of language. beginning
sounds.

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Students Students refine Students
develop an phonemic work on more
understanding awareness complex
that words skills by phonemic
are made up segmenting, tasks, including
AWARENESS
PHONEMIC

of individual isolating, and multisyllabic

sounds substituting words,
(phonemes) and sounds. common
learn to blend spelling
and segment patterns,
individual deleting adn
sounds within manipulating
words. phonemes.

Early phonics Phonics Phonics While less emphasis is placed

instruction instruction instruction on explicit phonics, advanced
begins with expands to becomes more vocabulary and complex texts
PHONICS

letter-sound include more advanced, continue to reinforce phonics

relationships; complex covering skills; including intricate word
students begin letter-sound spelling study in English and World
encoding an patterns and Language courses.
decoding. word decoding.

Develop fluency with oral Early fluency skills, such as Students work Reading Reading
language through repeated reading sight words and simple on reading fluency fluency
exposure to language. sentences, are developed. fluently with is further extends to a
FLUENCY

Fluency is enhanced by expression and developed, wide range of

practicing reading aloud, using accuracy. with a focus on academic and
expression, intonation, and more complex literary texts.
pacing. texts.

Illinois Literacy Plan • 15

 PROGRESSION OF LITERACY DEVELOPMENT →
Infants, toddlers, and preschool Students build oral and written Students expand vocabulary through reading
VOCABULARY
students acquire vocabulary vocabulary through explicit challenging texts, studying academic vocabulary, and
through exposure to spoken instruction, listening to and using context clues to infer word meanings. Students
language, texts read aloud, and reading a range of connected text develop more sophisticated vocabulary knowledge by
engaging in conversations with sets to build context vocabulary, exploring word origins, prefixes, and suffixes.
caregivers. and engaging in discussions.

Interaction with text begins Reading comprehension strategies are introduced, Critical reading Students
COMPREHENSION

through listening and interacting and students learn to understand interact with text skills are engage in critical
with language, both oral and through speaking, listening, reading, writing, and honed, and analysis of
written (through read-alouds). citing text evidence when responding both orally students learn literature and
COMPONENTS OF LITERACY

and in writing. to analyze texts other texts.

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in-depth.

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Emergent writing is a child’s Reading and writing aquisitions Basic writing Writing skills Advanced
earliest attempt at written are enhanced when they are skills, including progress writing skills
communication. In its earliest taught in an integrated manner. sentence and to include are essential
stages, writing looks like paragraph argumentative for essays,
WRITING

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scribbling and drawing and structure, are and research research papers,
eventually begins to include developed. writing. and college
letters of the alphabet, invented applications.

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spelling, conventional spelling,
and basic grammar.

Infants and Preschoolers Kindergarteners First graders Students Students enhance oracy for

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toddlers begin engage in learn to speak practice work on more academic and real-world contexts,
developing conversation, clearly, follow structured oral complex including debates, presentations,
basic oral express directions, communication, speaking tasks, and persuasive speaking.
ORACY

communication feelings, and and engage in active articulation,

through sounds participate storytelling and listening, and and nonverbal
and responses. in class role-playing. presentations. communication.
discussions.

Illinois Literacy Plan • 16

Connection to Illinois Standards their cultural backgrounds or identities. They
Illinois maintains high-quality learning foster a learning environment that maximizes
standards aligned across grade levels. The literacy development. Including these standards
Illinois Comprehensive Literacy Plan works to in literacy instruction is vital because they
support the learning standards and guide literacy promote inclusive and culturally responsive
teaching practices, ensuring that all students
instruction and development considerations that
have equitable access to high-quality education
span across all grade levels and subject areas.
that honors their unique perspectives and
The learning standards connected to literacy
experiences.
are included below to provide a comprehensive
framework for educators and stakeholders:

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• Illinois Early Learning and Development
Standards

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• Illinois Learning Standards, including the
English Language Arts Standards
• Spanish Language Arts

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• English Language Learning/Bilingual Education
• English Language Development (2020)

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• Spanish Language Development (2013)
•C areer and Technical Education Competencies,
including the Cross-Sector Employability Skills

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•S ocial Emotional Learning Standards (English
and Spanish) Attending to Equity in Literacy Instruction
•T ransitional English Course Parameters, Equity in literacy education stands as an enduring
Competencies, and Policies imperative. It ensures that every student,
irrespective of their background, abilities, or
Moreover, the Standards for Endorsement in circumstances, enjoys equal access to high-
Elementary Education delineate specific literacy quality literacy instruction — a pathway to flourish
standards to guide teacher preparation programs. academically. Recognizing and addressing
These standards empower elementary teachers disparities in literacy education is paramount
to facilitate literacy development effectively. to creating a just and inclusive learning
environment.
Illinois adopted the Culturally Responsive
Teaching and Leading Standards in March Prioritizing equity is not solely an educational
2021. These standards, which are rooted in endeavor; it’s a societal commitment. It strives
research-based best practices, aim to narrow to close achievement gaps, foster diversity,
achievement gaps in literacy and education. and empower all students to become proficient
They beckon future educators, administrators, readers and effective communicators. Equity in
and school support professionals to engage literacy education holds the promise of a more
in self-reflection, cultivate connections with equitable society, where everyone has a voice and
students’ families, align curriculum with students’ the tools to succeed.
real-life experiences, and empower student
leadership. These standards are seamlessly
It’s crucial to acknowledge that students
woven into educator preparation programs,
progress at different rates. Educators adapt their
equipping aspiring educators with the skills to
engage all students effectively, irrespective of instruction to meet the diverse needs of learners,
Illinois Literacy Plan • 17
including students with disabilities, multilingual, 1.  R
 eading difficulties have multifaceted
and bidialectal students, ensuring equitable causes beyond decoding and listening
access to literacy skills development. comprehension.

Reevaluating Our Understanding of Reading 2. Decoding

 and listening comprehension are
The Simple View of Reading5 more intertwined than previously thought,
and some skills function to bridge these
The commonly taught concept of the “simple processes.
view of reading” marks the roles of decoding
(word recognition) and linguistic comprehension 3. A
 dditional factors, such as active self-
regulatory processes, wield significant
in reading. However, recent research has
influence over reading.

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illuminated new insights:

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FLUENCY

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Phonemic
Phonics Vocabulary Comprehension

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Awareness

X --
Word Language Reading
Recognition Comprehension Comprehension

Illinois Literacy Plan • 18

 In response to these insights, a revised theory — the “active view of reading” — has emerged, expanding upon the
simple view. It offers a more comprehensive framework for educators, emphasizing the need to adapt theories
and models from the simple view of reading. This adaptive approach guides reading instruction and supports
students’ literacy development in classrooms and interventions.6

WORD
RECOGNITION
Phonological awareness
(syllables, phonemes, etc.)

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Alphabetic principle
Phonics knowledge

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Decoding skills
Recognition of words at sight

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ACTIVE
→ →

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SELF REGULATION BRIDGING PROCESSES
Motivation and Print concepts

→
engagement

→
Reading fluency

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Executive function skills Vocabulary knowledge
Strategy use READING
Morphological awareness
(word recognition Graphophonological-semantic COMPREHENSION
strategies, cognitve flexibility

→
comprehension (letter-sound-meaning-flexibility)
strategies, vocabulary
strategies,
etc.)
→

LANGUAGE COMPREHENSION
Cultural and other content knowledge
Reading-specific background knowledge
(genre, text features, etc.)
Verbal reasoning
(interference, metaphor, etc.)
Language structure
(syntax, semantics, etc.)
Theory of mind

Adapted from Duke, Nell K., and Kelly B. Cartwright. “The Science of Reading Progresses: Communicating Advances Beyond the
Simple View of Reading.” Reading Research Quarterly 56, no. S1 (May 2021). https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.411

Illinois Literacy Plan • 19

The Components of Reading Foundational foundation for reading and language proficiency.
Skills
It is paramount within literacy instruction Reading relies on the ability to decode text
to acknowledge and embrace the essential sound by sound, making phonological and
components that underpin proficient reading. phonemic awareness a crucial foundational
These components follow developmental skill. For multilingual students, this awareness
trajectories, guiding learners from foundational involves recognizing language-specific sounds
skills to advanced levels. in addition to transferable awareness that
speech is composed of sound parts. Students
Phonological and Phonemic Awareness lacking a strong foundation in oral language
Phonological awareness is the ability to recognize skills may encounter difficulties in isolating

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and manipulate the spoken parts of words, and discerning the sounds necessary for
including syllables, onset-rime, and phonemes. text decoding. Additionally, they may face

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Phonemic awareness is the ability to identify challenges in recognizing printed vocabulary and
and manipulate individual sounds, known as comprehending text structure and meaning.8
phonemes, in spoken words. These two types

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of awareness – phonological and phonemic Phonics
-- together serve as a foundational skill for Phonics instruction encompasses teaching

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proficient reading. The process of learning letter-sound relationship in a structured and
establishes neuropathways in the brain to link logical sequence, with ample opportunities
for cumulative practice. Explicit instruction

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sounds of speech to written symbols of letters.
This begins with infants and toddlers becoming involves teachers providing precise guidance
aware of sounds in their environment, such on sound-letter relationships. In the early years,
as recognizing familiar voices and responding children begin to establish connections between
to music. As children progress into preschool letters and sounds, recognizing letter shapes
and early elementary years, their phonological and associating them with specific sounds. As
awareness expands, enabling them to detect students progress through elementary school,
and manipulate individual sounds within words, they deepen their understanding of letter-sound
including tasks like rhyming and blending correspondences, including consonant and vowel
syllables. This foundational awareness lays the patterns, digraphs, and blends.9
groundwork for phonemic awareness.7

Throughout elementary and middle school,

students refine their phonemic awareness skills
by mastering phoneme segmentation, blending,
and substitution. By high school, students
should possess a well-developed phonological
and phonemic awareness, empowering them
to decode unfamiliar words, enhance spelling
accuracy, and comprehend complex texts.
This developmental trajectory emphasizes the
significance of providing explicit instruction
and targeted interventions to support students
at each developmental stage, ensuring a solid

Illinois Literacy Plan • 20

 “It is paramont
Orthographic mapping (OM) is the cognitive
process in which connections are established

within literacy
between letters, their associated sounds, and
meanings. This process is fundamental for
word recognition, spelling, and vocabulary
acquisition, as it underpins how children learn
to instantly recognize words and store them
instruction to
in their memory. OM unfolds through distinct
developmental phases, commencing with
acknowledge
basic visual connections and evolving toward
more complex grapho-syllabic and grapho-
and embrace
the essential

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morphemic associations. A solid foundation
in phonemic awareness and grapheme-
components that

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phoneme knowledge is essential to achieve
successful OM. Recent studies have indicated
that enhancing OM, especially for sight word
underpin proficient

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recognition, can be facilitated by educating
beginners on the articulatory aspects of
reading.”

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phonemes and incorporating letter-embedded
picture mnemonics into grapheme-phoneme
Fluency
instruction.10

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Fluency, the ability to read text accurately,
automatically, and with expression to facilitate
Continued instruction and practice empower
comprehension, serves as a vital bridge between
students to become automatic and effortless in
word recognition and understanding. Fluent
applying phonics knowledge to decode and spell
readers accurately decode text quickly and read
words accurately. By upper elementary school,
orally with expression. Young children develop
students should possess a solid foundation in
fluency through repeated exposure to language
phonics, enabling them to tackle more complex
and engaging in shared reading experiences.
texts and expand their vocabulary through
As they progress through elementary school,
decoding and word analysis skills. 11
students enhance their fluency by practicing
reading aloud with prosody.12
All students require direct, systematic instruction
in phonics. Without these fundamental reading
Fluency strategies such as choral reading, partner
mechanics, students may encounter obstacles in
reading, paired reading, recorded readings,
their ability to meaningfully piece together sounds
as well as collaborative activities like Reader’s
represented by letters into words and sentences
Theater and poetry may be utilized as students
when engaging with text. This can hinder their
practice their reading skills through elementary
overall reading comprehension. Cross-language
and middle school. In high school, students
transfer of letter sounds varies across languages,
continue to nurture their fluency by exploring a
necessitating explicit attention for ELs. Whenever
wide variety of texts across different subjects,
possible, these mechanics should be taught in the
contributing to enhanced comprehension,
child’s strongest language.
vocabulary growth, and overall reading
proficiency.

Illinois Literacy Plan • 21

Recognizing and valuing the diverse linguistic texts, studying academic vocabulary, and using
backgrounds and cultural experiences of context clues to infer word meanings. A robust
multilingual students is crucial. Providing vocabulary repertoire enhances students’ ability
opportunities for students to maintain and to comprehend complex texts, express ideas
develop fluency in their native language positively effectively, and engage in higher-level thinking
impacts their overall language development, across subject areas.
including English fluency. Promoting oral
language development through meaningful Multilingual students, in the process of building
interactions and opportunities for practice their vocabulary and expanding their background
is vital. Cultivating a supportive and inclusive knowledge, may find that the words they
classroom environment that encourages risk- decode on the page are more meaningful when

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taking and offers ample opportunities for English connected to their growing linguistic and cultural
language practice is essential. Using culturally awareness. A strong vocabulary is essential

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relevant and authentic texts can enhance fluency for enhancing reading comprehension for all
development for non-native English speakers. students, and explicit vocabulary instruction
Additionally, targeted support for vocabulary should be integrated throughout the curriculum.

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development and comprehension strategies It is also important to consider vocabulary and the
can aid ELs in improving their overall fluency. development of background knowledge.16

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Regular formative assessments, such as oral
reading fluency checks, are crucial for monitoring Comprehension
the progress of ELs’ fluency and informing Comprehension is the ability to actively

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instructional decisions.13 and purposefully engage with text, and the
ultimate goal of reading is to understand and
Vocabulary interpret what is read. Children initially develop
Vocabulary encompasses the words people foundational comprehension skills by listening
use to communicate orally and in print. It plays to stories, engaging in conversations, and
a vital role in building background knowledge connecting text to their own experiences. As
and comprehending texts, facilitating readers’ students progress through elementary school,
understanding of what they read. Infants and they acquire strategies for actively engaging
toddlers begin acquiring vocabulary through with text, including predicting, visualizing,
exposure to spoken language and conversations questioning, and summarizing.17
with caregivers. As children progress through
elementary school, they expand their vocabulary Middle school students further enhance
through explicit instruction, exposure to various their comprehension skills by analyzing and
texts, and participation in discussions.14 interpreting more complex texts, comparing
main ideas across texts and authors, and making
Upper elementary and middle school students inferences. By high school, students refine
further enrich their vocabulary by exploring their critical reading skills, evaluate multiple
word origins, prefixes, and suffixes. Morphology perspectives, and synthesize information from
refers to “the knowledge of meaningful word various sources, preparing them for advanced
parts in a language (typically the knowledge academic and real-world reading demands.
of prefixes, suffixes, and/or roots and base
words).”15 In high school, students continue The primary reading goal for students is
building their vocabulary by reading challenging comprehension. While background knowledge

Illinois Literacy Plan • 22

and vocabulary are key components of to effectively convey ideas and navigate the
comprehension, it also relies on a set of skills that world of knowledge. Engaging students in both
proficient readers use to extract meaning from productive (writing) and receptive (reading)
text. Without these skills, students may struggle aspects of literacy enhances their skills in both
to retain information they have read and make areas.19 Neglecting writing instruction can impede
overall sense of a text’s message. These skills students’ development as readers and limit their
transfer across languages, but vocabulary and understanding of the purpose and motivation for
language structures vary. Therefore, explicit literacy.20
teaching about the structure of the English
language in text is essential for ELs Integration of Spelling, Handwriting, and
21st-Century Skills

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Oracy Literacy is a complex concept that involves
Oracy, the ability to communicate effectively various skills not outlined above, each with its

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through spoken language, lays the foundation own developmental trajectory.
for literacy development. It includes acquiring
vocabulary, understanding syntax, and developing Spelling

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comprehension skills through meaningful Proficient spelling is a crucial part of literacy, as it
conversations and discussions. Engaging in has a significant impact on how written language

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conversations nurtures critical thinking, as it functions. Spelling involves understanding
requires active listening and coherent responses, how letters correspond to the sounds in words.
fostering confidence in self-expression. Oracy When students spell, they connect the sounds

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also promotes social interaction, empathy, and they know (phonemes) to the letters in a word
cultural understanding. Developing strong oral (spellings) using the part of their brain that
skills provides a basis for acquiring reading processes spoken language. This skill is essential
and writing abilities, facilitating the transfer of for accurately representing words and reading
knowledge between communication modes and them correctly, bridging the gap between spoken
enhancing overall literacy proficiency.18 and written language.21

Writing However, the importance of spelling goes beyond

Writing is a critical literacy skill that involves word formation. It’s a versatile skill closely tied to
expressing thoughts and ideas coherently in literacy. It not only helps with constructing words
print. It encompasses grammar, sentence but also greatly expands one’s vocabulary. A rich
structure, and organization. Writing complements vocabulary, in turn, is vital for comprehending
reading and enhances language understanding. text deeply and extracting precise meanings.
Writing enables individuals to express their Good spelling ensures that when you write, your
thoughts, ideas, and emotions in a structured expression is clear and accurate, making it a
manner, fostering critical thinking and critical aspect of effective communication. In
promoting vocabulary expansion, sentence summary, spelling isn’t just a part of literacy;
construction, and grammar proficiency. it forms the foundation upon which language
Writing encourages reflection, self-expression, proficiency is built.22
and creativity, deepening understanding of
language and improving written and verbal Handwriting
communication. Writing serves as a catalyst In an era where digital technologies often
for literacy development, enabling individuals overshadow traditional methods, the significance

Illinois Literacy Plan • 23

of handwriting in literacy development cannot be nuances, and textual elements.
overstated. It transcends the act of transcribing
thoughts onto paper; instead, it assumes the The process of literacy development involves
role of a cognitive catalyst, reinforcing letter learners advancing from basic skills to more
recognition, sound-symbol relationships, and advanced ones as they progress over time.
word formation. The process of physically Each subskill, from decoding to grammar,
crafting letters by hand engages fine motor skills follows a unique developmental trajectory,
and hand-eye coordination, fostering intricate significantly influencing overall reading and
cognitive connections between the visual writing competence. However, assessing literacy,
representation of letters and their corresponding especially in early stages of complex content
phonetic sounds. This tactile experience is development, poses a nuanced challenge. To
not confined to the realm of writing fluency; it gauge literacy effectively, one must consider all

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holds profound implications for reading fluency components, including phonemic awareness,
and comprehension. Moreover, the cognitive reading prowess, spelling accuracy, legible

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involvement required for handwriting lends handwriting, and precise spelling. A well-
itself to memory retention and refined cognitive rounded teaching approach that covers language

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processing, nurturing a deeper understanding mechanics, contextual grammar teaching,
of language. The role of handwriting remains improving handwriting or typing skills, and using

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indispensable even in an increasingly digital real-world assessments helps learners become
world where keyboarding skills have gained confident in mastering literacy.24 25
prominence. Handwriting supports learners who

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are equipped with a comprehensive foundation 21st-Century Skills
for literacy that extends far beyond screens and Incorporating 21st-century skills into literacy
keyboards, ultimately enabling them to navigate education is essential for preparing students to
the complexities of written communication with navigate the complexities of the modern world.
confidence and proficiency.23 These skills include critical thinking, problem-
solving, collaboration, creativity, digital literacy,
Encoding and Decoding and global awareness. Integrating these skills into
Reading and writing are intricate processes literacy instruction enhances students’ ability to
that hinge on fluency, intertwining decoding analyze information, evaluate sources, and think
and encoding skills. To engage in reading, it critically about texts. It empowers effective
is essential to perform word decoding, which
involves sounding out words. Conversely,
when it comes to spelling, encoding words is
necessary. To clarify, spelling entails breaking
down the sounds within a word and aligning the
corresponding letters with those sounds. Both
encoding and decoding processes encompass
the integration of auditory and visual processing
elements. While decoding may seem simpler,
simultaneous practice in pronunciation and
spelling enhances decoding proficiency. This
connection of skills extends beyond decoding and
encoding, encompassing phonological awareness,
vocabulary, grammar, text comprehension, tonal communication in various mediums, including
Illinois Literacy Plan • 24
digital platforms, where multimedia and digital navigating the complexities of acquiring a new
literacy skills are essential. Collaboration and language to students with specialized education
communication skills enable students to needs who may require tailored support. Yet,
work in diverse teams, engage in meaningful certain principles and strategies cut across these
discussions, and express ideas effectively. diverse contexts and serve as guiding lights for
Developing global awareness allows students to educators and stakeholders in the field of literacy.
understand different perspectives, engage with
cultural competency, and communicate across High-Quality, Diverse, and Culturally Sustaining
diverse communities. Incorporating 21st-century Materials:
skills into literacy education equips students The selection of books and curriculum materials
to navigate and thrive in a rapidly changing, plays a pivotal role in shaping students’

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interconnected world. perceptions of literacy. Exposure to materials that
reflect their community, ethnicity, and culture

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Recognizing the intricacies of literacy and fosters a sense of belonging and motivation
its various components allows educators to in reading. Additionally, providing access to
customize their teaching to match individual books in students’ home languages strengthens

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requirements and developmental stages. This connections between home and school, enabling
method fosters holistic literacy development, cross-language awareness.27

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guaranteeing that every student possesses the
essential tools and abilities to excel in reading, Concepts of Print:
writing, and navigating today’s society.26 Students must grasp fundamental concepts of

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print, including directionality and the structure of
Public Act 102-0055 amends the Illinois School various genres. Recognizing the purposes of print
Code to ensure that students in every public high is equally vital. Teachers should acknowledge
school in Illinois develop 21st-century skills for that certain concepts of print may differ across
inquiry and critical thinking to better navigate languages and be mindful of these variations.28
the current information landscape. For more
information, please refer to ISBE’s Media Literacy High-Volume Print Access/Active Engagement
webpage. with Text:
Access to print materials and opportunities to
Considerations for Learners engage with books and reading are essential.
Our goal is clear and universal: To equip The more students engage with reading, the
all students with the skills, strategies, and better they become at it. Making books available
knowledge they need to become proficient in students’ home languages is essential, as it
readers and writers. However, the path to promotes engagement and motivation.29
achieving this goal is multifaceted, and the
diverse needs of students demand a nuanced Print-Immersive, Language-Rich, and Content-
approach. This section delves into the Rich Environment:
considerations that apply to a broad spectrum Creating an environment rich in content,
of learners, emphasizing that quality literacy language, and print materials significantly
instruction is not a one-size-fits-all endeavor. enhances learning. Visual and tangible reminders
support ELs’ comprehension, especially when
Every learner’s journey toward literacy proficiency content includes print in their home language in
is unique -- from English learners, who are addition to English.30

Illinois Literacy Plan • 25

Support for Home Language and Bilingualism: The research unequivocally demonstrated that
Encouraging students to draw upon their primary instruction must be adapted to align with the
language’s linguistic resources is advantageous. specific requirements and backgrounds of
Recognizing that all students come equipped ELs. This includes a substantial emphasis on
with language skills is essential. Fostering cross- the development of oral English proficiency,
language awareness strengthens literacy. A encompassing essential areas such as vocabulary
supportive and affirming environment is essential expansion, listening comprehension, and syntax.
to motivate students to engage in literacy and
academic work.31 In the instructional realm, it becomes imperative
for educators to engage in ongoing dialogues
Flexible, Differentiated Instruction Based on concerning word meanings, including those

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Formative Assessment: shorter and simpler terms that might not
Literacy development varies among students. conventionally be categorized as vocabulary

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Differentiated instruction rooted in ongoing words when teaching native English speakers.
assessment ensures personalized support. When instructing students in the process of
This approach is particularly critical for ELs acquiring a new language, educators must

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and students with disabilities, addressing their be meticulous in their approach, consistently
unique needs, such as vocabulary development, nurturing vocabulary and oral language skills

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and fostering language acquisition and throughout every lesson.33
comprehension. Differentiated instruction
supports an inclusive learning environment Additionally, consider the following:

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catering to diverse strengths and requirements.
English Language Development (ELD):
Further Considerations for English Learners: Dedicated ELD instruction is essential to facilitate
The Significance of Oracy and Vocabulary learning to read in English. This instruction should
The U.S. Department of Education established focus on how English functions and provide ELs
the National Literacy Panel on Language Minority with the tools to navigate the linguistic demands
Children and Youth in 2002. It was tasked with of academic tasks. ELD instruction is a legal
conducting a comprehensive review of research requirement and a fundamental civil right for
focused on effective strategies for enhancing English learners.34
literacy development among English learners.32
Cross-Language Connections:
The findings of the panel, released in 2006, ELs bring linguistic resources from their primary
underscored the importance of five key language to the process of learning English and
components in reading -- phonemic awareness, literacy. Neglecting to leverage these resources,
phonics, fluency, vocabulary, and text as well as failing to address differences between
comprehension. The report highlighted that languages, can lead to confusion and errors.
these components yield “clear benefits” for ELs Recognizing sound-letter relationships and
when implemented effectively. It emphasized language structures is crucial.35
that two critical adjustments must be made to
cater to the needs of culturally and linguistically Considerations for Learners with Specialized
diverse learners: (1) examining cross-language Education Needs
connections and transfers, and (2) fostering oral It should be noted that all students should
language proficiency. receive instruction focused on the areas

Illinois Literacy Plan • 26

identified by the National Reading Panel.35 skills, even when working above grade level.
Differences in the amount, type, and intensity of Acceleration allows advanced learners to
instruction may need to vary for these learners. move through the curriculum at a pace that
While some readers may have mastered skills challenges them appropriately, preventing
with minimal practice, others will need much boredom and stagnation. Extension activities
more intense instruction to gain the same provide opportunities for in-depth exploration
mastery. Careful evaluation of these students of literacy concepts and texts, fostering a
will guide classroom teachers, reading teachers, deeper understanding. Enhancement involves
special education teachers, reading specialists, incorporating complex and enriched materials
and other stakeholders to the appropriate levels that stimulate critical thinking and creativity.
for instruction in each domain. For example, Curriculum compacting allows advanced learners

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most learners will have generalized phonemic to skip redundant content and focus on more
awareness skills by the end of second grade. challenging literacy tasks. By integrating these

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Some learners with reading disabilities will strategies, we aim to create a supportive learning
continue to need this instruction beyond second environment where all students, regardless of
grade to have the skills necessary to be good their level, can thrive and continue their literacy

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readers. Additionally, some students may be journey with enthusiasm and confidence.
dually identified as ELs with special education

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needs or considered twice exceptional, gifted, Progression of Literacy Development
and talented students with one or more learning Literacy is not a static skill but a dynamic journey
disabilities. These students will need additional that unfolds over the course of a lifetime. Each

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supports and considerations that may not be stage of development presents unique challenges
needed or appropriate for monolingual English- and opportunities to build the foundation of
speaking students with special needs.37 reading, writing, and communication abilities.
Whether guiding the earliest interactions with
Early screening is important to identify students language or nurturing advanced critical thinking
at risk and who who may need evidence- and communication skills, this exploration
based supports for students with specialized of developmental trajectories equips us
education needs. Identification takes place with the knowledge to foster lifelong literacy
through screening and assessment, and learning proficiency. Following are brief overviews of
supports for individuals are determined through literacy skills by different age bands. See the
and individualized learning plans. Explicit and Literacy Progressions resource for more detailed
systematic approaches are especially important information.
for specialized education needs.
Early Childhood (Birth through Prekindergarten)
Considerations for Advanced Learners The period from birth to prekindergarten is
The Illinois Comprehensive Literacy Plan crucial for laying the foundation of language and
recognizes the importance of catering to literacy development. It starts with interactions
the unique needs of advanced learners in between caregivers and infants, fostering
our educational system. We emphasize bonding and early language skills. Exposure to
the implementation of strategies such as board books, colorful pictures, and simple text
acceleration, extension, enhancement, and introduces the concept that words carry meaning.
curriculum compacting to ensure that these Rhymes, songs, and wordplay help develop an ear
students continue to progress in their literacy for language sounds. The focus here is on building

Illinois Literacy Plan • 27

oral communication skills and nurturing the joy of become essential. Reading, writing, and analysis
language. are integral to success in advanced coursework.
Students engage in complex tasks, both in
Early Elementary (Kindergarten through 2nd content areas and in broader literacy contexts.
grade) Literacy is integrated into diverse subjects and
Emergent literacy takes center stage in these formats to prepare students for a rapidly evolving
early years of formal education. Children world.
transition from recognizing environmental
sounds to breaking the reading code. Key Assessment to Support Literacy
practices include explicit phonics instruction, Assessment plays a pivotal role in education,
fluency development, and letter recognition. serving as the compass by which we navigate

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Children learn to decode and encode words, toward our educational goals. It shapes decisions
recognizing the connection between letters and about grades, student placement, progression,

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sounds. Emphasis is placed on building a strong instructional needs, curriculum development,
foundation for reading and writing, including and, in some instances, funding allocation.
comprehension, vocabulary, and oral language.

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Universal Screening
Upper Elementary (3rd grade through 5th grade) Universal screening for literacy skills is

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This stage marks a progression into more foundational. This process empowers school
advanced literacy skills. Students refine and district staff to identify students who
their phonics skills, enhance reading fluency, are thriving, those at risk, or those in need of

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expand vocabulary, and delve deeper into text accelerated support. It also serves as a vital
comprehension. Critical reading skills are honed, signal for potential systematic instructional
and students learn to analyze texts at a more improvements. Universal screeners should be
profound level. The focus shifts toward reading concise assessments that provide a holistic view
proficiency, comprehension, and vocabulary need. We emphasize that the screening process’s
growth. of a student’s academic well-being, enabling
educators to intervene at the earliest signs of
Middle Grades (6th grade through 8th grade)
Literacy becomes a shared responsibility
across content areas in middle school. Fluency
with complex texts, vocabulary development,
critical analysis, and advanced writing skills
are cultivated. Students work on decoding
multisyllabic words, analyzing texts critically, and
crafting sophisticated written responses. Literacy
is integrated into various subjects, emphasizing
its importance across the curriculum.

High School (9th grade through 12th grade)

High school continues to emphasize literacy
skills, encompassing communication, critical
thinking, and problem-solving across all subjects.
Multimodal literacy and 21st-century skills

Illinois Literacy Plan • 28

integrity relies on the use of measures with Diagnostic Assessments
proven reliability and validity. Educators must determine the specific needs of
students who do not make progress with universal
Universal screening encompasses a systematic instruction. Diagnostic assessments serve as
evaluation of all students within a class, grade, valuable tools to identify precise skill gaps and
school building, or school district, focusing on areas of deficit. Following this determination, a
critical academic and social-emotional indicators. problem-solving approach should be applied to
This data helps school teams assess whether match interventions with the areas that require
the core curriculum effectively meets the growth. Ongoing progress monitoring is essential
majority of students’ needs and if enhancements throughout and after the implementation
are warranted in curriculum, instruction, or of intervention strategies to assess their

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educational environments. Universal screening effectiveness in meeting the learner’s needs.
also guides decisions about which students may

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require additional assessments or supplemental Progress Monitoring
or intensive intervention beyond what the core Monitoring the impact of specific interventions
program provides. should occur at least every two weeks to assess

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their efficacy. This process is distinct from
Additional information on universal screening, benchmarking. Progress monitoring should

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assessments, and the process for identifying incorporate standardized procedures to track
specific learning disabilities can be found in student performance and progress toward
The Dyslexia Guide. predefined goals. We emphasize that the

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rate of improvement is a critical indicator of
Benchmarking student progress. More intensive interventions
Benchmark assessment is a cyclical process that should be prescribed for students who do not
involves using a screening tool multiple times adequately respond to targeted interventions.
throughout the school year. Its purpose is to These interventions should increase in duration,
monitor students’ response to core instruction, intensity, and frequency and should be regularly
which also informs curriculum improvement monitored for progress
efforts, and to identify students who will benefit
from additional support. Benchmarks define Formative and Summative Assessment
expected skill levels for students at each grade Formative assessment aims to measure student
level. When students fall below the expected learning as it unfolds, enabling instructors
levels -- as determined by the district -- further to make timely adjustments and identify
assessment is warranted to pinpoint specific skill misconceptions and learning gaps. Summative
deficits. assessment, conversely, evaluates student
learning at the conclusion of an instructional
Our approach to assessing students aligns unit, comparing it to established standards. Both
with the Illinois State Response to Intervention formative and summative assessments are vital
plan. Ideally, all students should participate in for monitoring core instruction and measuring
benchmark assessments three times annually — student progress.
typically, at the beginning, middle, and end of the
school year. State Assessment
The federal Every Student Succeeds Act (ESSA)
mandates that states assess learning standards

Illinois Literacy Plan • 29

for English language arts, mathematics, •T ier 1 - Whole Class: All students in Tier
and science. Each state may have a general 1 receive core instruction in the general
assessment for the majority of its students education classroom. Teachers utilize
and an alternate assessment for students with evidence-based literacy instruction
significant cognitive disabilities. Additionally, techniques, differentiating instruction to
English learners are assessed in four domains accommodate individual strengths and
(reading, writing, speaking, and listening) annually needs. Continuous monitoring allows for
until they attain proficiency. For the most up- early identification of students who may
to-date information regarding Illinois state need additional support.
assessments, please visit thee ISBE Assessment •T ier 2 - Small Group Interventions:
webpage. Students who require more focused

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assistance move to Tier 2 while still
Interventions to Support Literacy participating in Tier 1 lessons. Here, they

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Multi-Tiered System of Supports (MTSS) is a receive targeted support through small
proactive comprehensive approach to provide group lessons and interventions.
targeted assistance to students who require •T ier 3 - Small Group Interventions: Tier

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additional support in literacy instruction and 3 provides even more intensive support
intervention. It addresses students’ diverse needs for students who continue to face

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while providing essential support to educators. challenges. This may include individual
This system is designed to identify struggling lessons or small group work, with an
students early and offer timely interventions increased focus on addressing underlying

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that encompass various aspects of a child’s literacy difficulties.
development, including academics, behavior, • Fluid Movement Among Tiers: Movement
social and emotional needs, and absenteeism. among tiers in the MTSS framework is fluid
ESSA specifies that MTSS is recognized as and not solely based on specific designations
a means to enhance teacher effectiveness, or diagnosed disabilities. Instead, it relies on
with states receiving funding for professional data from assessments, progress monitoring,
development to facilitate its implementation. In and the student’s response to interventions to
this context, MTSS ensures that educators are determine the appropriate level of support.
equipped with the necessary tools and strategies • Integrated Plans: MTSS emphasizes integrated
to address these diverse needs effectively. plans that address not only academic but also
behavioral, social, and emotional needs of
Key Components of MTSS in Literacy Instruction students. It encourages collaboration among
and Intervention:38 educators, counselors, psychologists, and
• Universal Screening: MTSS begins with specialists to assess students comprehensively
universal screening for all students at the outset and plan interventions accordingly.
of the school year. This process aims to identify • Professional Development: MTSS supports
students who may require additional support in ongoing professional development for educators
literacy. to ensure that staff can provide effective
• Tiered Support: MTSS is organized into tiers interventions and monitor progress.
of support, each escalating in intensity. These • Family Involvement: MTSS rcognizes the
tiers cater to the specific needs of students importance of involving parents and caregivers
based on their level of struggle. in the intervention process. They are
encouraged to understand the interventions

Illinois Literacy Plan • 30

 being employed and offer support at home. Classroom Practices in Alignment with
• F requent Progress Monitoring: Continuous Evidence-based instruction:
monitoring of students’ progress is a vital • Explicit and systematic phonics instruction
aspect of MTSS. This ongoing assessment
• Phonemic awareness
helps determine if students require additional
• Decodable readers
interventions or modifications to their support
• Oral reading fluency assessments and
plan.
diagnostic skills assessments
• Evidence-Based Strategies: MTSS emphasizes
the use of evidence-based strategies at • Knowledge building and vocabulary
every tier of support to guide instruction and
intervention. Classroom Practices not in Alignment
with Evidence-based instruction:

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• Data-Driven Decision Making: MTSS
emphasizes data-driven decision making, • Three-cueing system: identifying words by
meaning, structure, or visually matching

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ensuring that interventions are tailored to
the specific needs of students. It utilizes • Guided reading
screening assessments and information about • Leveled readers

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instructional materials to guide instructional • Running records
decisions effectively. • Miscue analysis

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• Equity and Cultural Responsiveness: MTSS • Balanced literacy models
plays a critical role in promoting equity by • Reading workshop
shifting the focus from assuming deficits • Embedded/implicit phonics

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within students to assessing the quality of • Developmental Reading Assessment
support they have received. It encourages (DRA), Informal Reading Inventory (IRI), or
educators to consider various factors that may Qualitative Reading Inventory (QRI)
hinder a student’s learning progress, including
inadequate instruction, resource disparities,
low expectations, or prior tracking into remedial
learning. This approach is particularly relevant
when addressing the over-identification of
certain groups of students for special education
services.

Illinois Literacy Plan • 31

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Illinois Literacy Plan • 37
 Medwell, Jane, Steve Strand, and David Wray. “The Links between Handwriting and Composing for Y6 Children.”
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Fayol, M., and A. Miret. “Écrire, orthographier et rédiger des textes.” Psychologie Française 50, no. 3 (September
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Abbott, Robert D., Virginia W. Berninger, and Michel Fayol. “Longitudinal Relationships of Levels of Language in

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24. Weiser, Beverly, and Patricia Mathes. “Using Encoding Instruction to Improve the Reading and Spelling Performances
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26. Merga, Margaret K. “‘Fallen through the Cracks’: Teachers’ Perceptions of Barriers Faced by Struggling Literacy
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Darling-Hammond, Linda, and Frank Adamson. Developing Assessments of Deeper Learning: The Costs and Benefits
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Vacca, Richard T., Jo Anne L. Vacca, and Maryann Mraz. Content Area Reading: Literacy and Learning across the
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Illinois Literacy Plan • 38
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28. Koskinen, Patricia S., Irene H. Blum, Stephanie A. Bisson, Stephanie M. Phillips, Terry S. Creamer, and Tara Kelley
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Merga, Margaret K., and Saiyidi Mat Roni. “The Influence of Access to eReaders, Computers and Mobile Phones on

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29. Rashid, Fontina L., Robin D. Morris, and Rose A. Sevcik. “Relationship between Home Literacy Environment and
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Neumann, Michelle M., Michelle Hood, and David L. Neumann. “The Scaffolding of Emergent Literacy Skills in the
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30. Hawkins, Margaret R. “Becoming a Student: Identity Work and Academic Literacies in Early Schooling.” TESOL
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32. August, Diane, and Timothy Shanahan. “Response to a Review and Update on Developing Literacy in Second-
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Goldenberg, Claude. “Reading Wars, Reading Science, and English Learners.” Reading Research Quarterly 55, no. S1
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Lau, Sunny Man Chu. “Reconceptualizing Critical Literacy Teaching in Esl Classrooms.” The Reading Teacher 65, no. 5
(February 2012): 325–29. https://ila.onlinelibrary.wiley.com/doi/10.1002/TRTR.01050.

34. Verhoeven, Ludo T. “Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited.”
Illinois Literacy Plan • 39
 Language Learning 44, no. 3 (September 1994): 381–415. https://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1994.
tb01112.x.

Howard, Elizabeth R., Mariela M. Páez, Diane L. August, Christopher D. Barr, Dorry Kenyon, and Valerie Malabonga.
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Children’s English Reading Development.” Bilingual Research Journal 37, no. 2 (May 4, 2014): 120–41. https://www.
tandfonline.com/doi/abs/10.1080/15235882.2014.934485.

Sun, Xin, Kehui Zhang, Rebecca A. Marks, Nia Nickerson, Rachel L. Eggleston, Chi‐Lin Yu, Tai‐Li Chou, Twila Tardif,
and Ioulia Kovelman. “What’s in a Word? Cross‐linguistic Influences on Spanish–English and Chinese–English
Bilingual Children’s Word Reading Development.” Child Development 93, no. 1 (January 2022): 84–100. https://srcd.
onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13666.

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 Marks, Rebecca A., Danielle Labotka, Xin Sun, Nia Nickerson, Kehui Zhang, Rachel L. Eggleston, Chi-Lin Yu, Yuuko

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Uchikoshi, Fumiko Hoeft, and Ioulia Kovelman. “Morphological Awareness and Its Role in Early Word Reading in English
Monolinguals, Spanish–English, and Chinese–English Simultaneous Bilinguals.” Bilingualism: Language and Cognition
26, no. 2 (March 2023): 268–83. https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/

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article/morphological-awareness-and-its-role-in-early-word-reading-in-english-monolinguals-spanishenglish-and-
chineseenglish-simultaneous-bilinguals/85C57E363BD695918D911A26DA1E3932.

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Blair, Heather, Jacqueline Filipek, Hongliang Fu, and Miao Sun. “When Learners Read in Two Languages:
Understanding Chinese-English Bilingual Readers through Miscue Analysis.” Language and Literacy 24, no. 2 (August

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19, 2022): 245–66. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29451.

Bedore, Lisa M., Elizabeth D. Peña, Christine Fiestas, and Mirza J. Lugo-Neris. “Language and Literacy Together:
Supporting Grammatical Development in Dual Language Learners with Risk for Language and Learning Difficulties.”
Language, Speech, and Hearing Services in Schools 51, no. 2 (April 7, 2020): 282–97. https://pubs.asha.org/
doi/10.1044/2020_LSHSS-19-00055.

Cárdenas-Hagan, Elsa. “Cross-Language Connections for English Learners’ Literacy Development.” Intervention in
School and Clinic 54, no. 1 (September 2018): 14–21. https://journals.sagepub.com/doi/10.1177/1053451218762583.

35. National Reading Panel. “Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research
Literature on Reading and Its Implications for Reading Instruction.” Report of the National Reading Panel.
Washington, D.C: National Institute of Child Health and Human Development, 2000. https://www.nichd.nih.gov/sites/
default/files/publications/pubs/nrp/Documents/report.pdf.

36. Burr, Elizabeth, Hass, and WestEd. “Identifying and Supporting English Learner Students with Learning Disabilities:
Key Issues in the Literature and State Practice.” Institute of Education Sciences, National Center for Educational
Evaluation and Regional Assistance, U.S. Department of Education, Regional Education Laboratory, July 2015.
https://www.researchgate.net/publication/315546622_Identifying_and_supporting_English_learner_students_with_
learning_disabilities_Key_issues_in_the_literature_and_state_practice.

37. American Institutes for Research . “Center on Muti-Tiered Systems of Support,” 2023. https://mtss4success.org/.

Illinois Literacy Plan • 40

 TEACHERS

Goal 1
dent
Every stu
s h i g h - q uality,
receive
-based
evidence
cy i n s t r uction.
litera

f t
Implementation Considerations

 lassroom environments should be rich with evidence-based literacy practices.

✓C

a
 ffective collaboration between all levels ensures the integration of evidence-based literacy
✓E

r
practices within classroom instruction.

 urriculum and access to resources must be equitable and implemented with fidelity.
✓C

D
✓ L iteracy instruction should combat the barriers that may exist outside the classroom.

 ducators need to be equipped to make evidence-based instructional decisions that are data-
✓E
based, student-centered, and consistent vertically across grade bands.

Next Steps

 Ensure that curated collections of materials that enhance units are available and well-
implemented.

 Ensure the instruction delivers access to

decodable books where students practice what they are learning.

 Acknowledge that best practices evolve.

 Collaborate within grade bands, school, and district to ensure curriculum is

implemented with fidelity.

 Utilize consistent data collection that shows student growth and areas of need over
grade-level bands.

Illinois Literacy Plan • 41

 TEACHERS

Reflection Questions

1. What are the essential components of literacy-rich classroom environments?

2. How does a literacy-rich classroom environment look and sound?

t
3. H
 ow does equitable implementation across all student populations look?

f
4. What tools and systems (instruction, curriculum, interventions, data, etc.) are in place

a
to assess if the curriculum and related resources are of high quality?

r
5. W
 hat obstacles get in the way of me implementing evidence-based literacy best

D
practices with fidelity?

notes:

Illinois Literacy Plan • 42

 TEACHER LEADERS

Goal 1
dent
Every stu
s h i g h - q uality,
receive
-based
evidence
y i n s t r u ction.
literac

f t
Implementation Considerations

 lassroom environments should be rich with evidence-based literacy practices.

a
✓C

 ffective collaboration between all levels ensures the integration of evidence-based literacy

r
✓E
practices within classroom instruction.

 urriculum and access to resources must be equitable and implemented with fidelity.
✓C

D
✓ L iteracy instruction should combat the barriers that may exist outside the classroom.

✓ T eacher leaders need to be equipped to make evidence-based instructional decisions that are
data-based, student-centered, and consistent vertically across grade bands.

Next Steps

 Ensure that curated collections of materials that enhance units are available and well-
implemented.

 Identify cross-curricular connections to infuse literacy in all subject areas.

 Acknowledge that best practices evolve and work to support educators in the transition.

 Focus on consistent data collection that shows student growth and areas of need over grade-
level bands.

 Communicate implementation success, needs, and gaps with teachers and administrators.

Illinois Literacy Plan • 43

 TEACHER LEADERS

Reflection Questions

1. What are the essential components of literacy-rich classroom environments?

2. How does a literacy-rich classroom environment look and sound?

t
3. How does equitable implementation across all student populations look?

f
4. What tools and systems (instruction, curriculum, interventions, data, etc.) are in

a
place to assess if the curriculum and related resources are of high quality?

r
5. What obstacles get in the way of me implementing evidence-based literacy best
practices with fidelity?

notes:

D
Illinois Literacy Plan • 44
 SCHOOL LEADERS

Goal 1
dent
Every stu
s h i g h - q uality,
receive
-based
evidence
y i n s t r u ction.
literac

f t
Implementation Considerations

a
 lassroom environments should be rich with evidence-based literacy practices.
✓C

r
 ffective collaboration between all levels ensures the integration of evidence-based literacy
✓E
practices within classroom instruction.

 urriculum and access to resources must be equitable and implemented with fidelity.
✓C

D
✓ L iteracy instruction should combat the barriers that may exist outside the classroom.

 ppropriate, school-level assessment tools accessible by all students are necessary to drive
✓A
instruction and monitor whether students are advancing in their literacy skills.

Next Steps

 Engage teacher teams in data analysis to understand who is served by current literacy
instruction and what gaps exist.

 Evaluate current curriculum and intervention materials with teachers and staff and invest in high
quality curriculum and resources as needed.

 Screen students in their primary language, when valid and reliable screeners are available, in
addition to the district’s universal screening measures.

 Identify criteria to determine if students need interventions in accordance with MTSS.

 Build school-level capacity in assessment administration and communication of the

assessments with families.

Illinois Literacy Plan • 45

 SCHOOL LEADERS

Reflection Questions

1. Are all student literacy needs being met?

2. Are the school’s actions developmentally appropriate and based on evidence?

t
3. Does the curriculum meet the standards of high-quality, evidenced-based literacy
instruction?

a f
4. Are the appropriate assessments used to monitor student progress and determine
when students need intervention?

r
5. Does student data support the school’s current literacy strategy?

notes:

D
Illinois Literacy Plan • 46
 DISTRICT LEADERS

Goal 1
dent
Every stu ,
i ve s h i g h-quality
rece
-based
evidence
r a cy i n s truction.
lite

f t
Implementation Considerations

a
 ll districts, regardless of grades served, need to consider how a literacy plan could help improve
✓A
their student achievement.

r
 istrict literacy plans should consider the local context of student data to establish a plan that will
✓D
be beneficial for all learners.

D
✓ S tudent data should guide instruction throughout the year as part of the district assessment plan
and MTSS system.

✓ Identifying quality curriculum and intervention materials will be necessary.

 urriculum may look different for different grade bands. The district needs to consider how to
✓C
support all its educators in the best way possible.

Next Steps

 Identify quality curriculum as a top priority. Review current curriculum and implementation using
an approved rubric.

 Access year-over-year data to understand student achievement and identify success in schools.
Disaggregate data by race, language learners, and diverse learners.

 Implement assessment systems to identify students in need of intervention.

 Avoid excessive testing and value diverse assessment methods.

 Identify criteria to determine if students need interventions in accordance with MTSS.

Illinois Literacy Plan • 47

 DISTRICT LEADERS

Reflection Questions

1. What do the current structures and data indicate about the district’s beliefs and the
implementation of support for literacy instruction?

2. How can data be utilized to present a comprehensive overview of the reading

proficiency of all students?

f t
3. What notable achievements can be identified within the district’s practices?

a
4. What evidence-based strategies are being employed successfully and which

r
strategies are being excluded?

D
5. What resources are allocated at each grade level to ensure that all students can read
and receive the necessary support?

notes:

Illinois Literacy Plan • 48

 REGIONAL LEADERS

Goal 1
dent
Every stu y,
e i v e s h i gh-qualit
rec
v i d e nc e -based
e .
e r a c y i n struction
lit

f t
Implementation Considerations

a
 iffering support may be needed across regions.
✓D

r
 egional support may look like guiding the analysis of the local context of student data,
✓R
reviewing curriculum on a regular cycle, connecting schools to resources, providing professional
learning, and so on.

D
 ducators within the region have varied experiences, professional learning, teacher preparation,
✓E
and beliefs about literacy. Consider the strengths that the variety presents.

✓ S tudents in most need of literacy support will benefit from prioritizing the commitment to
equity.

Next Steps

 Utilize a needs assessment with districts to deepen the understanding of the instructional shifts
that need to take place.

 Analyze regional data to identify who is served by current literacy instruction and what gaps
exist.

 Engage in review cycles of literacy curriculum and intervention materials that are commonly
used across the region.

 Offer guidance for districts who need help with selecting and or purchasing literacy materials.

 Provide special attention to alternative education students to specifically support their unique
literacy needs.

Illinois Literacy Plan • 49

 REGIONAL LEADERS

Reflection Questions

1. How will regional leaders identify localized support needed across districts?

2. How can regional leaders build educator capacity when using MTSS to support the
implementation of the literacy plan?

t
3. W
 hat existing organizations or resources in the area are engaged in similar work?

a f
4. How can regional leaders meet the diverse needs of all students, including
English learners, students with disabilities, and students from marginalized and

r
disenfranchised communities?

D
5. What obstacles exist that prevent regional leaders from achieving this goal?

notes:

Illinois Literacy Plan • 50

 STATE LEADERS

Goal 1
dent
Every stu ,
i v e s h i g h-quality
rece
v i d e nc e -based
e
r a c y i n s truction.
lite

f t
Implementation Considerations

a
✓ L iteracy should be a focus for all students, grades, and content areas.

r
 urriculum and access to resources must be equitable across the state.
✓C

✓ L ocalized contexts must be considered. Differing support may be needed across regions.

D
✓O  ngoing research continues to change the literacy landscape.

✓ S tudents in most need of literacy support will benefit from prioritizing the commitment to
equity.

Next Steps

 Communicate the state literacy plan to all stakeholders and provide aligned resources and
training.

 Provide an evaluation tool for selecting high-quality materials to support the implementation
of the literacy plan and prioritize the selection of materials that meet the diverse needs of all
students.

 Monitor state trends in student data and provide timely, actionable data to educators to inform
instruction and intervention.

 Identify areas of need and target resources to support students in high-poverty areas or those
facing other systemic barriers to literacy development.

 Require professional learning opportunities to be aligned to the latest research and evidence-
based practices.

Illinois Literacy Plan • 51

 STATE LEADERS

Reflection Questions

1. How will state leaders ensure a comprehensive, inclusive, and equitable perspective is
used to attend to student learning?

2. How can state leaders meet the diverse needs of all students, including English
learners, students with disabilities, and students from marginalized and
disenfranchised communities?

f t
3. How can state leaders ensure that assessments provide timely, actionable data to
inform instruction and intervention?

ra
4. How can state leaders ensure that all schools have equitable access to literacy
resources and opportunities, particularly in areas with high rates of poverty or other
systemic barriers to literacy development?

D
5. What other obstacles exist in meeting this goal?

notes:

Illinois Literacy Plan • 52

 COMMUNITY & FAMILY

Goal 1
dent
Every stu ,
i v e s h i g h-quality
rece
i d e nc e - based
ev
r a c y i n s truction.
lite

f t
Implementation Considerations

✓ L ocal literacy plans should be comprehensive, inclusive, and consider the needs and challenges

a
of all students, including those with diverse learning needs, linguistic backgrounds, and
abilities.

r
 esources and support services should promote equitable access to literacy education for
✓R
every student.

D
 quitable resource distribution to schools, districts, and communities with the greatest literacy
✓E
challenges ensure that all students have access to high-quality instruction and materials.

✓ T ransparency in assessment practices, including reporting and using assessment data to

inform instructional decisions, is an important component to instruction.

Next Steps

 Ask questions and be involved.

 Collaborate
 with local educators and stakeholders to develop supplementary literacy support
programs tailored to local needs.

A
 dvocate for the inclusion of resources and strategies that promote accessibility and inclusivity.

A
 nalyze resource distribution within the community and identify disparities.

R
 eview literacy assessment methods and provide feedback on their fairness and relevance.

E
 ncourage the development of transparent reporting mechanisms that share assessment data
with community and family partners to inform their involvement.

Illinois Literacy Plan • 53

 COMMUNITY & FAMILY

Reflection Questions

1. H
 ow does the literacy plan ensure that it is accessible and inclusive for all students,
including those with diverse backgrounds and abilities?

2. H
 ow the partnership between schools and families be strengthened to enhance
literacy development for our students?

f t
3. D
 oes the literacy plan distribute resources, such as funding, materials, and staffing, in
an equitable manner?

a
4. Are there any resource disparities that need to be addressed to ensure that all

r
students have access to quality literacy education?

D
5. W
 hat assessment methods are outlined locally, and do they provide fair and
meaningful insights into student progress?

notes:

Illinois Literacy Plan • 54

 SECTION 2

EDUCATOR PROFESSIONAL LEARNING

t
AND DEVELOPMENT

f
*Photo from Clearmont Elementary School

ra
Every educator
is prepared and
continuously
supported to
deliver high-quality,
evidence-based

D
literacy instructio n.

Every student
receives high-quality,
1 evidence-based 3
literacy instruction.

This section focuses on GOAL 2: Every educator educator preparation programs at colleges and
is prepared and continuously supported to deliver universities.
high-quality, evidence-based literacy instruction.
The commitment here lies in establishing
Overview intentional, comprehensive, and coordinated
The cornerstone of improving literacy outcomes approaches aimed at fostering equitable and
for Illinois learners hinges upon the professional positive literacy outcomes for all Illinois learners.
learning and development of educators. A This approach recognizes the vital roles played
by various educators and professional learning
comprehensive approach is imperative to achieve
audiences, such as classroom teachers, pre-
this goal. It must address the holistic landscape
service teachers, school leaders, external
of professional learning, which encompasses
consultants, professional development providers,
both in-service educators and those in

Illinois Literacy Plan • 55

instructional coaches, and faculty at institutions Attending to Equity
of higher education. This section is unequivocally committed to
addressing equity throughout every facet of
At its core, professional learning in literacy professional learning for in-service educators.
seeks to cultivate a deep understanding of the Equitable access to high-quality professional
continuum of language and literacy development, development opportunities is essential for
along with the creation of literacy-rich
fostering inclusive and effective literacy
environments. This vision necessitates alignment
instruction. Educators from all backgrounds who
at every system level:
serve diverse students need equal access to the
resources, strategies, and support necessary to
• C lassroom and pre-service teachers are
excel in their roles. By prioritizing equity, we aim
equipped with the knowledge and skills to teach

t
to narrow the literacy achievement gap and create
concepts explicitly and in ways that align with
a more inclusive and empowering educational
children’s developmental needs, fostering the

f
landscape for all learners across Illinois.
authentic application of acquired skills.
• School leaders, responsible for curriculum

a
development and teacher evaluation, possess a
thorough understanding of creating literacy-rich

r
environments.
• External consultants, professional
development providers, and instructional

D
coaches build upon this knowledge and provide
evidence of successful implementation across
Pre-K through Grade 12 settings. *Photo from Affinity Group at
• Faculty at institutions of higher education align Naperville District 203
their instruction with the literacy framework and
incorporate practical experiences or research-
based practices into their courses.

In addition to addressing the professional learning

of in-service educators, this section delves
into the critical role of educator preparation
programs in colleges. It explores how these
programs can be tailored to align with literacy
*Photo from Literacy Summit 2020
goals, emphasizing curriculum design, preparing
teachers for diverse learners, and integrating
assessment and accountability measures.

Ultimately, the aim is to foster the development Teacher Preparation Education and Training
of a robust and interconnected ecosystem of Importance of Preparing Future Educators
educator professional learning and development. The preparation of future educators is pivotal
This ecosystem empowers every educator, from to our mission of improving literacy outcomes
aspiring teachers in colleges to experienced for Illinois learners. While we may not directly
professionals in the field, to deliver evidence- oversee educator preparation programs in
based literacy instruction effectively.1 colleges and universities, we recognize the

Illinois Literacy Plan • 56

crucial role these institutions play in shaping backgrounds. This includes understanding and
the educators who will work in our elementary respecting cultural differences, fostering an
and secondary schools. Our commitment is to inclusive classroom environment, and tailoring
collaborate and provide guidance to ensure that instruction to meet the needs of all learners.
the preparation of future educators aligns with Given the increasing number of English learners
our state’s literacy goals. and multilingual students in our schools, educator
preparation programs should emphasize
We support the following considerations in strategies for supporting multilingual learners.
the design and implementation of educator This includes training in language acquisition,
preparation programs and courses: differentiation, and the use of resources like the
• Alignment with literacy framework: We WIDA English Language Development Framework.

t
encourage our higher education partners to
align their educator preparation programs Data-Driven Evaluation of Program Success

f
with the literacy framework and the objectives An emphasis is placed on robust evaluation
outlined in this plan. By doing so, we aim to processes within educator preparation programs
create a cohesive and unified approach to because the importance of evaluating teacher

a
literacy instruction, from the classroom to candidates’ readiness to effectively teach literacy
teacher preparation institutions. has been recognized. These assessments are

r
• Inclusion of evidence-based practices: designed to gauge candidates’ knowledge of
We invite educator preparation programs to literacy instruction and their ability to apply it in
incorporate evidence-based practices into real-world classroom settings.

D
their curricula. This includes the integration
of the latest research in literacy education, Furthermore, there is an encouragement for
technology-driven teaching methods, and educator preparation programs to leverage
strategies that address the diverse needs of assessment data for the purpose of program
learners. Embracing evidence-based practices improvement. This data-driven approach ensures
ensures that future educators are well-equipped that teacher candidates receive the most
to deliver effective literacy instruction. relevant and effective training, aligning with
• Incorporating practical experiences: Illinois the overarching goal of evidence-based literacy
is known for its diverse student population, instruction.
including students from various cultural and
linguistic backgrounds. We encourage educator Another consideration for existing educator
preparation programs to equip future educators preparation programs to examine is the alignment
with the skills and knowledge necessary to to the Standards for Endorsement in Elementary
address the unique needs of these diverse Education, which provide specific literacy
learners. This includes training in multicultural standards for elementary teachers to guide the
education, multilingual learner support, and content of educator preparation programs that
culturally responsive teaching practices. are preparing elementary teachers to facilitate
literacy development.2 These standards address
Preparing Teachers for Diverse Learners seven domains of learning that cover instruction,
We recognize the importance of cultural and assessment, instructional methods, the needs
linguistic diversity in our classrooms and of all learners, and a supportive environment
encourage educator preparation programs to for literacy learning. The following graphic
provide training that equips future teachers provides a brief overview of these standards for
to work effectively with students from various endorsement.
Illinois Literacy Plan • 57
The Seven Domains of Learning
1.
a. Teaching and learning theory;
Literacy Curriculum
The Language and

b.Developmental sequence of language and literacy skills;

c. Appropriate Illinois learning standards;
d. Components and evaluation of a comprehensive curriculum
e. Role of early, systematic, and explicit teaching of foundationl literacy skills;
f. Research-based strategies to support struggling readers; and
g. Developmentally appropriate literacy assessments.

2.

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a. Language: Semantics, syntax, morphology & pragmatics; Theories and stages
of first and second literacy acquisition; Emergent literacy evidence-based development

f
of language, reading, and writing; Academic language; Conventions of standard English
Foundational
Knowledge

grammar/usage.
b. Alphabetic Code: Phonological awareness; Orthographic-phonological system; Structural

a
analysis.
c. Text: Factors that affect text complexity; Organizational structures, literacy devices,

r
rhetorical and text features and graphics; Genre characteristics; Resources for struggling
readers; and Text in specific disciplines.

3.

D
a. Decoding and fluency
Instructional Approaches
Using Research-Based

b. Reading comprehension
c. Writing
d. Speaking and listening; and
e. Vocabulary

4.
a. High-quality literature and informational texts;
Using Materials, Texts,

b. Selecting materials to address interests, background, and learning needs of each student;
and Technology

c. Research-based criteria to select and evaluate materials;

d. Estimate difficulty level of text
e. Culturally responseive texts; and
f. Technology to support literacy instruction

Illinois Literacy Plan • 58

 5.
a. Developmentally appropriate literacy assessments;
Monitoring Student Learning

b. Monitor student progress toward benchmarks;

Through Assessment

c. Assess student interest, engagement, and response;

d. Use assessment data, student work, and observations to monitor progress and evaluate
instruction
e. Providing feedback to help students understand progress and performance;
f. Engage students in self-assessment;
g. Maintain and use records of student performance; and
h. Interpret and use student oucome data.

t
6
a. Impact of cultural, linguistic, cognitive, academic, physical, and social and

f
emotional differences on language development and literacy;
Meeting the Needs of
Diverse Learners

b. Plan and implement targeted literacy instruction responsive to student strengths and needs;

a
c. Seeking assistance for struggling readers and writers;
d. Vertical alignment of literacy instruction
e. Meeting diverse learning needs of each student;

r
f. English learner accessible content
g. Delivering literacy instruction within a multi-tier system of support;
h. Data-based decision making to target interventions; and

D
i. Delivering instruction explicitly to struggling readers.

7.
a. Design learning around motivation, engagement and the “gradual release of
Constructing a Supportive Language

responsibility” approach;
and Literacy Environment

b. P romote independence, self-directions, collaboration, and responsibility for literacy

learning;
c. Using flexible grouping to meet individual learner needs;
d. Incorporate student choices in materials and activities;
e. Build collaborative classroom communities.

Illinois Literacy Plan • 59

Considerations for Aligning Teacher Consider referencing the ISBE Illinois Educator
Preparation Programs to the Illinois Preparation Profile (IEPP) webpage, which
Comprehensive Literacy Plan offers a glimpse into the strength and quality
The following considerations serve as a strategic of educator preparation programs across the
guide for aligning educator preparation programs state, in addition to this plan. The IEPP is a
valuable tool for prospective educators, PK-12
with the overarching goals and principles of the
administrators involved in teacher hiring, current
Illinois Comprehensive Literacy Plan.3
higher education faculty and staff, parents,
and others interested in learning more about
Course Content Improvement educator preparation programs in Illinois. The
• Assess courses for the comprehensive coverage IEPP includes program data across several key
of the seven literacy components outlined program performance indicators.
in Section 1, pinpointing opportunities for

t
enhancement.
Professional Learning for In-Service
• Consider consistency in instruction across

f
Educators
various sections of a course.
Professional learning emerges as a pivotal focus
• Explore strategies for enhancing existing
in the pursuit of advancing literacy outcomes for

a
courses to incorporate a greater emphasis on
evidence-based reading instruction. all Illinois learners. This section addresses the
distinct realm of professional learning tailored for

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• Refine lecture topics and assignments to center
on the fundamental components of reading in-service educators, which includes teachers,
instruction outlined in Section 1. school and district leaders, professional learning
Quality of Course Materials and Instruction: providers, and more. Our approach to professional

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• Guarantee that practice opportunities enable learning is firmly anchored in the delivery of high-
candidates to apply every facet of effective quality, job-embedded experiences meticulously
reading instruction across a variety of student aligned with the Illinois Comprehensive Literacy
demographics. Plan. The paramount objective is to bolster
• Use high-quality, evidence-based materials. educators at every juncture of their professional
• Remove instruction that contradicts evidence- journey in recognition of the dynamic nature of
based practices from the curriculum. effective literacy instruction.

Faculty Development and Hiring Practices: Differentiated Professional Learning Training

• Explore supplementary training opportunities Strategies for Educators
for existing faculty members who may require Educators are diverse, with varying needs and
further familiarity with the evidence-based preferences. Therefore, professional learning
reading practices. strategies should cater to the diverse audience
• Ensure that reading instructors who are hired encompassing teachers, school and district
are prepared to provide instruction on evidence- leaders, professional learning providers,
based practices. and more. There are different strategies for
professional learning for in-service educators that
External Collaboration and Expert Review: depend on the urgency, budget, and willingness of
• Harness professional networks to establish teachers to participate.
connections with experts in evidence-based
reading instruction. Strategy 1: Online, Asynchronous
• Extend invitations to reading specialists to • Prepare modules to allow learners to progress
assess course syllabi and materials. at their own pace, accommodating busy

Illinois Literacy Plan • 60

 schedules. curriculum with instructors participating in
• Include brief learning checks to document weekly meetings with each other to debrief
minimum learning attainment. on the past week and discuss the upcoming
• Acknowledge completion with “badges” for implementation for the next week.
completing predetermined suites of modules.
• Have modules span the curriculum, offering a
comprehensive approach.

Strategy 2: Synchronous/Asynchronous Hybrid

• Blend synchronous online sessions with
asynchronous learning for flexibility.

t
• Participate in online sessions with instructors
and peers for real-time engagement.

f
• Complete modules on the topic at your
convenience.
• Repeat strategy across a suite of topics to Effective Professional Learning Systems

a
ensure comprehensive coverage. Professional learning should make strategic
efforts to ground instructional methods in

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Strategy 3: Live/Hybrid/Asynchronous Mix evidence-supported approaches. The objective
• Combine in-person and online elements for a is to empower educators with the knowledge and
blended approach. skills necessary for the effective application of

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• Attend in-person sessions, fostering a sense of evidence-based practices in their instructional
community and initial learning. contexts. Professional learning experiences,
• Engage in further learning and implementation which are a blend of theoretical insights and
remotely. practical applications, equip educators with
• Conclude the course with another in-person the tools needed to implement these practices,
session to acknowledge completion. fostering literacy growth in their students.

The use of Strategies 2 or 3 will result in increased Additionally, tailoring professional learning,
engagement by teachers. including formats and delivery methods, to meet
the diverse needs of the target audience is a
Cohorts should be formed based on grade level. powerful lever to improving literacy outcomes.
Instruction for each module should incorporate
initial learning plus implementation to bring the • Teachers: These professional learning needs
new knowledge “into the classroom.” Each class center around cultivating a deep understanding
then builds on what was learned during the week’s of the continuum of language and literacy
implementation. The strength of a networked development, while concurrently creating
cohort by grade model is that teachers will be literacy-rich environments within their
experiencing common knowledge in conjunction classrooms.
with a common implementation that gives
meaning to instruction and that can then be • Pre-Service Teachers: The focus here is on
shared with colleagues in breakout rooms. equipping future educators with the essential
knowledge and skills required to explicitly teach
Consistency can be achieved by a common literacy concepts, ensuring alignment with

Illinois Literacy Plan • 61

 children’s developmental needs.
• School Leaders: Professional learning for school Considerations for in-service educators
leaders involves the development of expertise participating in professional learning include:
in curriculum development and the ability to
foster literacy-rich environments throughout • Developing a deeper understanding of the
educational institutions. Illinois Literacy Instructional Framework.
• Professional Development Providers: These • Mastery of evidence-based literacy practices
providers must build upon their foundational • The ability to create literacy-rich environments
knowledge to offer evidence-based professional in their classrooms.
learning experiences, thereby supporting • Implementation of diverse and inclusive
educators in their literacy instruction journey. instructional strategies.

t
• Instructional Coaches: The key emphasis is on • Effective use of assessment tools and data to
extending their expertise to effectively support inform instruction.

f
educators in implementing evidence-based • Building positive dispositions toward language
literacy practices within their classrooms. and literacy skills.
• Higher Education Faculty: The primary focus for • Collaborative engagement within professional

a
these educators lies in aligning their instruction learning communities.
with the literacy framework, integrating • A commitment to ongoing reflection and

r
research-based practices, and ensuring the improvement in literacy instruction.
robust design of their curriculum to prepare
future teachers effectively. Professional Development Prioritization

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Professional development should begin with
Provision of various avenues for professional preschool and early elementary teachers as
learning ensures that equitable access and they are in the most advantageous position to
meaningful development opportunities are quickly impact reading achievement. State
available for educators committed to advancing statutes, mandates pertaining to compulsory
literacy instruction. Furthermore, prioritizing school attendance, and provisions for learners
equitable access to professional learning with special needs should be considered when
opportunities tailored to the unique needs of considering grade- or age-level content for
diverse learners is paramount. Focused learning professional learning. Additional information
in evidence-based practices that best support for consideration may be found in Section 3:
ELs, multilingual students, neurodiverse learners, Framework for Effective Literacy Leadership.
and so on is imperative. Emphasis on equity in
professional learning empowers educators to
deliver on the goal of inclusive and effective
literacy instruction to all students, irrespective of
their own language backgrounds.

Learning Outcomes for In-Service Educators

Our focus on professional learning is rooted in a
commitment to see measurable improvements
in literacy instruction. We believe that when
educators are supported with high-quality, job-
embedded professional learning, the positive
impact on student outcomes is undeniable.
Illinois Literacy Plan • 62
References in Section 2: Educator Professional Learning and Development
1. Pittman, Ramona T., Shuai Zhang, Emily Binks‐Cantrell, Alida Hudson, and R. Malatesha Joshi. “Teachers’ Knowledge
about Language Constructs Related to Literacy Skills and Student Achievement in Low Socio‐economic Status
Schools.” Dyslexia 26, no. 2 (May 2020): 200–219. https://onlinelibrary.wiley.com/doi/10.1002/dys.1628.

Darling-Hammond, Linda, and Maria E. Hyler. “Preparing Educators for the Time of COVID … and Beyond.” European
Journal of Teacher Education 43, no. 4 (August 7, 2020): 457–65. https://www.tandfonline.com/doi/full/10.1080/02619
768.2020.1816961.

Powell, Cathy, and Yasar Bodur. “Teachers’ Perceptions of an Online Professional Development Experience: Implica-
tions for a Design and Implementation Framework.” Teaching and Teacher Education, no. 77 (2019): 19–30. https://
www.sciencedirect.com/science/article/abs/pii/S0742051X17316724?via%3Dihub

t
Hallinger, Philip, and Dhirapat Kulophas. “The Evolving Knowledge Base on Leadership and Teacher Professional

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Learning: A Bibliometric Analysis of the Literature, 1960-2018.” Professional Development in Education 46, no. 4 (Au-
gust 7, 2020): 521–40. https://www.tandfonline.com/doi/full/10.1080/19415257.2019.1623287.

a
2. Standards for Endorsements in Elementary Education, No. 23 Illinois Administrative Code 20 (2021).

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3. Ellis, C., Holston, S., Drake, G., Putman, H., Swisher, A., & Peske, H. (2023). Teacher Prep Review: Strengthening Ele-
mentary Reading Instruction. Washington, DC: National Council on Teacher Quality.

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Illinois Literacy Plan • 63
 TEACHERS

Goal 2
ucator
Every ed d and
e
is prepar usly
continuo to
d
supporte uality,
igh-q
deliver h e-based
evidenc ruction.
nst
literacy i

f t
Implementation Considerations

✓ P rofessional learning priorities and experiences vary and recognizing how prior learning

a
experiences were anchored is important.

r
 ducators’ professional learning goals are valuable mechanisms to build capacity in evidence-
✓E
based literacy instruction

D
 ollaboration with colleagues to share effective instructional strategies and resources should
✓C
be prioritized as they benefit student achievement.

 ngoing formative assessment to adapt instruction is valuable, and professional learning should
✓O
reflect this need.

 ducators need to be equipped to make evidence-based instructional decisions that are data-
✓E
based, student-centered, and consistent vertically across grade bands.

Next Steps

 Create an individual professional learning plan focused on evidence-based literacy practices.

 Attend
 relevant workshops, webinars, or conferences.

F
 orm or join a literacy-focused PLC (Professional Learning Community).

R
 equest peer observations and provide feedback to colleagues.

C
 ollect and analyze student data to inform instructional adjustments.

A
 dvocate for quality professional learning on evidence-based literacy practices within your
school or district.

Illinois Literacy Plan • 64

 TEACHERS

Reflection Questions

1. How does the literacy plan ensure that it is accessible and inclusive for all students,
including those with diverse backgrounds and abilities?

2. How the partnership between schools and families be strengthened to enhance

literacy development for our students?

f t
3. Does the literacy plan distribute resources, such as funding, materials, and staffing, in
an equitable manner?

a
4. Are there any resource disparities that need to be addressed to ensure that all

r
students have access to quality literacy education?

D
5. What assessment methods are outlined locally, and do they provide fair and
meaningful insights into student progress?

notes:

Illinois Literacy Plan • 65

 TEACHER LEADERS

Goal 2
ucator
Every ed d and
e
is prepar usly
continuo to
d
supporte uality,
igh-q
deliver h e-based
evidenc ruction.
nst
literacy i

f t
Implementation Considerations

a
✓ T eacher leader capacity in evidence-based literacy practice is essential in shifting educators’
instructional practices.

r
 entoring and supporting fellow teachers in implementing literacy practices requires teacher
✓M
leaders to prioritize their own professional learning in literacy.

D
✓ T he newest reading research in literacy pedagogy should guide professional development and
instructional decisions and teacher leaders should commit to staying updated in this area.

 ollaboration with school leadership to align literacy goals to the needs of the district is key.
✓C

 ata should drive professional learning decision making.

✓D

Next Steps

 Connects with experts in the field to share strategies that will enhance instruction and provide
opportunities for teacher growth in mindset and practice.

 Organize and lead literacy-focused workshops or PLCs.

 Provide ongoing coaching and feedback to teachers.

 Collaborate with school leaders to set literacy-related goals aligned to the local literacy plan and
the state literacy plan.

 Create a resource library for teachers on evidence-based literacy practices.

 Advocate for dedicated time and resources for literacy instruction.

Illinois Literacy Plan • 66

 TEACHER LEADERS

Reflection Questions

1. What support is needed for educators to effectively utilize the available tools and
systems?

2. What professional development experiences equip educators to make evidence-

based literacy decisions? What can I provide? What professional learning do I need
help providing?

f t
3. How can I promote a culture of evidence-based literacy instruction within my school?

a
4. What data can inform decisions about professional learning?

D r
5. Are there specific challenges or needs related to literacy instruction within our
school?

notes:

Illinois Literacy Plan • 67

 SCHOOL LEADERS

Goal 2
ucator
Every ed d and
e
is prepar usly
continuo to
d
supporte uality,
igh-q
deliver h e-based
evidenc ruction.
nst
literacy i

f t
Implementation Considerations

a
✓ L iteracy development applies to all grade levels and content areas. Be explicit and strategic in
building capacity for the different teacher groups and staff who interact with students daily.

r
 ll educators within the school need access to appropriate materials and professional learning
✓A
on high quality, evidence-based literacy practices.

D
 ducators require sustained and appropriate professional learning and development
✓E
opportunities to hone their skills that demand current evidence-based practice.

✓ T eachers may feel a sense of attachment towards a specific activity or curriculum, and
recognizing and understanding that is essential for shifting practices.

 ppropriate, school-level assessment tools accessible by all students are necessary to drive
✓A
instruction and monitor whether students are advancing in their literacy skills.

Next Steps

 Train staff to analyze assessment data and allocate time for data review.

 Provide funding and time for teachers to attend relevant literacy training.

 Provide job-embedded and sustained professional learning.

 Form a literacy leadership team with representation from various grade levels and subject
areas.

 Implement regular classroom observations with a focus on literacy instruction.

Illinois Literacy Plan • 68

 SCHOOL LEADERS

Reflection Questions

1. How will the structure of professional learning be leveraged or changed to let teachers
use their expertise yet also learn about new approaches and ideas?

2. How will literacy leaders within the school be developed and utilized?

t
3. How are paraprofessionals being upskilled to ensure consistent implementation

f
practices for all students?

a
4. How can we measure the impact of evidence-based literacy practices on student
achievement? How can we measure the impact of professional learning on student

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achievement?

D
5. Are resource allocations effectively supporting literacy initiatives?

notes:

Illinois Literacy Plan • 69

 DISTRICT LEADERS

Goal 2
ucator
Every ed d and
e
is prepar usly Implementation Considerations
continuo to
d
supporte uality,  quitable access to evidence-based literacy
✓E
igh-q
deliver h e-based
resources and training across the district is

evidenc ruction.
essential.
nst
literacy i ✓ P rofessional learning and curriculum may
look different for different grade bands.

t
 istrict-wide literacy standards and benchmarks should guide professional learning.
✓D

f
✓ S tudent literacy outcome should be analyzed to guide instruction and professional learning.

a
 n effective feedback cycle should support professional learning
✓A

r
 ollaboration to align literacy initiatives with regional and state leaders increases effectiveness
✓C
of local efforts.

D
Next Steps

 Build school capacity through professional development, funding, and creating a safe space for
planning and continuous improvement in literacy instruction.

 Allocate funding and resources for district-wide literacy initiatives.

 Utilize state and national professional organizations for support to secure high quality
professional learning.

 Focus on evidence-based practices for literacy instruction. Include topics such as systematic
phonics instruction, direct instruction, explicit instruction, five components of reading,
adolescent literacy, writing development and instruction, language learners literacy
development, reading intervention, assessment, and structures for continuous improvement.

 Provide training on supporting implementation, evaluating instructional materials, and

monitoring fidelity of use.

 Implement a data management system for tracking literacy outcomes.

 Provide ongoing coaching and support to schools for effective literacy instruction.

 Engage in regular communication and collaboration with regional and state leaders on literacy
initiatives.

Illinois Literacy Plan • 70

 DISTRICT LEADERS

Reflection Questions

1. How are educators involved in the planning process and how is feedback obtained
from local stakeholders by school districts?

2. How does the district support and monitor school level implementation of evidence-
based literacy practices? How is professional learning offered to facilitate the
implementation of the evidence-based curriculum?

f t
3. Do our district literacy standards align with state literacy plan?

a
4. How can we provide consistent access to literacy resources and training across all

r
schools?

D
5. What data are we collecting to assess district-wide literacy outcomes?

6. Are there opportunities for collaboration with regional and state leaders to strengthen
literacy efforts?

notes:

Illinois Literacy Plan • 71

 REGIONAL LEADERS

Goal 2
ucator
Every ed d and
e
is prepar usly
continuo to
d
supporte uality,
igh-q
deliver h e-based
evidenc ruction.
nst
literacy i

t
Implementation Considerations

f
✓ Identifying regional champions of literacy and providing the necessary professional learning
for implementation of evidence-based literacy practices creates a coalition supportive of

a
literacy and one another.

r
 egional leaders need to be proactive and strategic when designing and implementing state
✓R
level support to ensure districts have the appropriate levels of guidance to support them
where they are at.

D
✓ P rofessional learning opportunities should be encouraged and promoted to all Pre-K through
12th grade teachers.

 egional leaders should identify and monitor literacy outcomes and trends impacting local
✓R
student outcomes.

Next Steps

 Research and apply for funding to support professional learning for administrators and
teachers across your region.

 Assist districts in developing their own professional learning and embedded on-the-job training
using district coaches.

 Share messaging plans with regional leaders to help maintain a consistent focus on literacy.

 Establish regional literacy coordination committees, conferences, or workshops

 Create a platform for districts to share effective literacy strategies.

 Share strategies for analyzing and monitoring literacy data and progress.

 Advocate or policy changes that promote evidence-based literacy instruction at the state level.

Illinois Literacy Plan • 72

 REGIONAL LEADERS

Reflection Questions

1. How can regional coordination enhance the impact of literacy initiatives?

2. Do can regional coordination enhance the impact of literacy initiatives?

t
3. How will regional leaders sustain ongoing professional learning?

f
4. How can we ensure the exchange of successful literacy practices among districts?

ra
5. What data should we monitor to assess regional literacy progress?

D
6. Are there policy barriers at the regional level that need to be addressed to support
evidence-based literacy instruction?

notes:

Illinois Literacy Plan • 73

 STATE LEADERS

Goal 2
ucator
Every ed d and
e
is prepar usly
continuo to
d
supporte uality,
igh-q
deliver h e-based
evidenc ruction. Implementation Considerations
nst
literacy i
✓ S hifting instructional practices require significant

t
investments at many levels.

f
✓ P rofessional learning must consider the sociodemographic needs of teachers and learners.

✓ S tate leaders must be proactive in addressing obstacles related to funding and resources.

a
 lear communication of state-level literacy initiatives is necessary.
✓C

r
✓ S tate level monitoring and evaluation of literacy outcomes is essential to statewide progress.

D
✓ T he state should lead the work in collaborating with educational stakeholders to refine and improve
literacy initiatives.

Next Steps

 Provide guidance about appropriate professional learning that can be leveraged to support initiatives
in the State Literacy Plan.

 Establish and fund ongoing, high-quality professional learning opportunities that are accessible and
relevant to educators in all regions of the state. This could include online courses, in-person workshops,
and coaching and mentoring programs, all of which should be designed to provide educators with the latest
research and evidence-based practices related to literacy instruction and assessment.

 Promote professional learning opportunities through established networks.

 Provide support to districts and schools in prioritizing and focusing their efforts on the most effective
literacy strategies and initiatives, such as through targeted professional development and coaching.

 Establish a centralized literacy resource center for districts and regions.

 Develop a statewide literacy assessment and reporting system.

 Engage in regular dialogue and collaboration with educational stakeholders to refine literacy initiatives.

Illinois Literacy Plan • 74

 STATE LEADERS

Reflection Questions

1. How can state funding be strategically allocated to maximize literacy impact?

2. Are state-provided resources and guidance effectively supporting districts and

regions?

f t
3. What statewide data can be collected and analyzed to assess literacy outcomes?

ra
4. How can collaboration with educators, researchers, and advocates enhance state-
level literacy efforts?

D
5. How can state leaders provide ongoing, high-quality professional learning
opportunities that are accessible and relevant to educators in all regions of the state?

6. How can state leaders ensure that all educators have access to the latest research
and evidence-based practices related to literacy instruction and assessment?

7. How can state leaders support educators in applying evidence-based practices

to meet the diverse needs of all learners, including those with disabilities, English
learners, and students from marginalized and disenfranchised communities?

Illinois Literacy Plan • 75

 STATE LEADERS

Reflection Questions

8. How can state leaders create a culture of collaboration and continuous improvement
around literacy instruction and assessment among educators at all levels of the
education system?

9. How can state leaders use data and assessment to guide educators in making

t
instructional decisions, identifying areas of need, and monitoring progress toward
literacy goals?

a f
10. As best practices and evidence-based research continues to evolve, how will ISBE
ensure the State Literacy Plan considers longitudinal and current best practices?

D r
11. What obstacles exist that prevent us from achieving this goal?

notes:

Illinois Literacy Plan • 76

 COMMUNITY & FAMILY

Goal 2
ucator
Every ed d and
e
is prepar usly
continuo to
d
supporte uality, Implementation Considerations
igh-q
deliver h e-based
evidenc ruction. ✓ S trategies that foster family engagement, such
nst
literacy i as literacy workshops, home reading programs,
and regular communication between schools and

t
parents to support children’s literacy development
should be encouraged and promoted.

f
✓ T he allocation of resources, including funding, staffing, and materials, to support literacy education
within a school, district, region, or state often indicate areas of strengths and weaknesses.

a
 ach community varies in its literacy awareness and engagement.
✓E

r
✓ F amilies, caregivers, and communities need support too.

D
Next Steps

 Provide learning opportunities for parents and community members to share the reasoning behind a
literacy plan and provide ways to support their children at home.

 Participate in training sessions and workshops to better understand and support students with diverse
needs.

 Collaborate with local childcare centers, libraries, or after-school programs to share expectations on
what literacy skills need to be developed prior to kindergarten. Work with these community members to
develop literacy programs that students can access all year (e.g., summer, winter breaks, before or after
school).

 Organize community literacy events, book drives, or reading programs.

 Establish parent and caregiver workshops on supporting literacy development.

 Collaborate with local schools to create literacy-focused family engagement programs.

 Attend school board meetings and advocate for strong literacy policies.

 Participate in local literacy task forces or committees to contribute to evidence-based instruction

efforts.

Illinois Literacy Plan • 77

 COMMUNITY & FAMILY

Reflection Questions

1. How can the community play a role in supporting literacy initiatives?

2. What strategies can promote greater family involvement in literacy education?

t
3. What resources can be made available to parents and caregivers to support literacy at
home?

a f
4. How can partnerships with schools and districts enhance community literacy efforts?

r
5. Are there opportunities to engage in public advocacy for evidence-based literacy
instruction?

notes:

D
Illinois Literacy Plan • 78
 SECTION 3

FRAMEWORK FOR EFFECTIVE

t
LEADERSHIP

f
*Photo from Prairie Trails School

ra
Every educator
is prepared and
continuously
supported to
deliver high-quality,
evidence-based

D
literacy instructio n.

Every leader is
equipped to create,
Every student maintain, and sustain
receives high-quality,
1 evidence-based
equitable conditions
for high-quality, 3
literacy instructio n. evidence-based
literacy instructio n.

This section focuses on GOAL 3: Every leader strategies for enhancing leadership capacity,
is equipped to create, maintain, and sustain encompassing leaders at every level. The aim is
equitable conditions for high-quality, evidence- to empower leaders to champion evidence-based
based literacy instruction. literacy instruction effectively.

Overview Attending to Equity

Leadership across all levels of the educational At the core of our commitment to literacy success
system plays a pivotal role. A solid foundation lies an unwavering dedication to equity. We
of literacy expertise within leadership is acknowledge persistent disparities in literacy
essential for cultivating an environment where outcomes and firmly resolve to confront these
all students become proficient readers and disparities head-on. Our strategic approach
effective communicators.1 This section delineates to enhancing leadership capacity is anchored

Illinois Literacy Plan • 79

in principles of fairness, inclusivity, and Mastery of Literacy Instructional Knowledge
justice. Leaders across all echelons must and Skills
prioritize equity in their decision-making, Leadership capacity begins with a solid base of
recognizing the distinct needs of diverse students knowledge and expertise. At its core, effective
and working to dismantle systemic barriers leadership in literacy instruction is about creating
to literacy achievement. Our commitment to an environment where every student has the
equity mandates the acknowledgment of the opportunity to become a proficient reader
multifaceted identities and experiences of and a skilled communicator. This foundational
students, fostering a learning milieu where all knowledge is the bedrock upon which leaders
voices resonate with significance. can construct such an environment, and it serves
multiple critical purposes.

t
We appreciate the ongoing commitment of
districts to adopt state and local equity-focused 1. Informated Decision-Making: Leaders

f
initiatives, and we aim to provide them with clear, equipped with a deep understanding of
explicit, and evidence-based guidance. Our focus Effective Evidence-Based Literacy Instruction
is on supporting educators in implementing these are poised to make well-informed decisions.

a
changes, and we encourage all stakeholders to They can decipher the intricate science of
approach the Illinois Comprehensive Literacy Plan literacy instruction, discern between effective

r
with an asset-based mindset, recognizing the and less effective pedagogical practices,
collective responsibility of ALL educators to help and navigate the web of research findings. In
every student achieve literacy upon graduation. doing so, they not only lead their teams with

D
confidence but also align their decisions with
evidence-based practices, thereby optimizing
the chances of literacy success for all students.

2. Tailored Support: Leadership isn’t just about

setting directions; it’s about understanding the
unique needs and roles of various stakeholders
within the educational landscape. Proficiency
in literacy instruction allows leaders to provide
tailored support to teachers, specialists, and
support staff through Educator Professional
Learning and Development. They can identify
gaps in knowledge or skills and provide
targeted resources and guidance, thus ensuring
that each member of the team is equipped to
contribute effectively to literacy development.

Administrators must prioritize strategies

that equip educators with essential training
in language acquisition, differentiation, and
resource utilization to effectively support our
diverse population of multilingual students. This
approach aims to create an inclusive learning
*Photo from
East Aurora School District Illinois Literacy Plan • 80
environment that fosters both academic success conducive to evidence-based literacy instruction
and linguistic development among multilingual should apply the following levers as they apply
students. to the specific local system in which they are
operating.
3. Visionary Leadership: Leaders well-versed in
literacy instruction are not only custodians of
the present but also architects of the future.
They can craft a vision for their institutions that
centers on literacy excellence. This vision is
not vague or abstract; it’s grounded in a deep
understanding of the processes and practices

t
that underpin literacy success. Such visionary
leadership can inspire and mobilize teams

f
to work cohesively toward the shared goal of
improving literacy outcomes through the use
of coordinated Support and Implementation

a
Considerations.

r
4. Continuous Improvement: The field of literacy
is dynamic, with new research and practices
emerging regularly. Leaders who possess

D
an understanding of literacy instruction
recognize the need for continuous learning
and improvement. They set a precedent for a
culture of ongoing professional development *Photo from School District 65
and growth within their institutions. This
commitment to continuous improvement
ensures that their leadership remains relevant
and effective in an ever-evolving educational “Leadership without
landscape.
this foundational
knowledge is like
In essence, the importance of leaders acquiring
a deep understanding of literacy instruction lies

a ship without a
in their ability to effectively lead, support, and
inspire those within their purview. It is the key

compass - it may set

to unlocking the potential for improved literacy
outcomes and, in turn, a brighter future for all

sail, but its direction

students. Leadership without this foundational
knowledge is like a ship without a compass – it
may set sail, but its direction and destination
remain uncertain.2 and destination
Leadership Levers to Promote Literacy
Success
remain uncertain.”
Leaders who want to cultivate an environment
Illinois Literacy Plan • 81
Cultivate a Passion for Literacy: Prioritize Tailored Professional Learning:
Empower the educational system to instill a Implement educator professional learning
culture that underscores literacy as a paramount initiatives that delve deeply into the nuances
priority. Encourage the articulation of clear of evidence-based literacy best practices and
expectations, the nurturing of enthusiasm for the most current research findings. Tailor these
reading, and the seamless integration of literacy initiatives to the distinctive requisites and roles
objectives into the broader educational spectrum. within the educational system..

Fostering family and community engagement Encourage Interdisciplinary Collaboration:

as it relates to literacy is important. It is widely Encourage educators at every level to engage in
acknowledged that learning begins at birth fruitful collaborations with literacy luminaries,

t
and takes place in the home, school, and researchers, and educators -- both internal
community. Meaningful family engagement is and external to their respective institutions.

f
based on the premise that parents, educators, Encourage cross-pollination of ideas and
and community members share responsibility practices to enrich the collective consciousness
for the academic, physical, social, emotional, of literacy instruction..

a
and behavioral development of youth. Family
engagement is fostered through a deliberate Strengthen Data-Informed Decision-Making

r
process that is embraced throughout the school. Skills:
It empowers adults to jointly support student Equip all educators with the aptitude to
growth, addresses any barriers to learning, and judiciously analyze literacy data. Promote insights

D
ensures college and career readiness. Foremost, derived from data-driven methodologies to guide
effective family engagement systems, policies, decisions relating to curriculum, pedagogy, and
and practices are inclusive of diverse school- interventions, thereby ensuring the equitable
communities that are rich in language, culture, availability of requisite support to all students.3
and school experiences. They are responsive to
student and family needs. Undertake Equity Appraisals:
Conduct comprehensive equity assessments
aimed at identifying and rectifying inequities
in literacy outcomes across different student
groups. This examination should encompass the
scrutiny of existing policies, resource allocation
paradigms, and pedagogical strategies.

Champion Culturally Sustaining Literacy

Instruction:
Provide leaders guidance and resources for the
skillful implementation of culturally responsive
literacy instruction, one that both reveres and
reflects the rich tapestry of cultural backgrounds
represented among the student population.4

*Photo from Skinner West Elementary Illinois Literacy Plan • 82

 a f t
r
*Photo from Community Consolidated School District 89

D
Benchmark Performance: In summary, a deep understanding
Establish clear and visible performance
of literacy instruction is essential for
benchmarks concerning literacy outcomes
and equity. These benchmarks may form the effective leadership in education. It
foundation for assessing the competence of enables leaders to make informed
individual leaders. decisions, provide tailored support, and
inspire a vision of literacy excellence.
Engage in Continuous Feedback and
Sustained Support: This knowledge is crucial for navigating
Institute mechanisms for the provision of the dynamic world of literacy, fostering
structured feedback and steadfast support of a culture of continuous improvement,
all educators. This strategic commitment will
and ensuring positive outcomes for
facilitate a process of continual improvement in
leadership aptitude within the context of literacy all students. By applying specific
instruction.5 strategies, leaders can create an
environment where literacy is a
transformative force, contributing to a
more equitable and inclusive education
system.

Illinois Literacy Plan • 83

References in Section 3: Framework for Effective Leadership
1. Allensworth, E.M., and H Hart. “How Do Principals Influence Student Achievement? ” Chicago, IL: University of Chica-
go Consortium on School Research., 2018.

2. Leithwood, Kenneth, Alma Harris, and David Hopkins. “Seven Strong Claims about Successful School Leader-
ship.” School Leadership & Management 28, no. 1 (February 2008): 27–42. https://www.tandfonline.com/doi/
abs/10.1080/13632430701800060.

3. Greenleaf, Cynthia, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, and Nika Hogan. Reading for Understanding:
How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Third edition. San
Francisco: Hoboken, New Jersey: Jossey-Bass; John Wiley & Sons, Inc, 2023.

t
4. Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. San Francis-
co, Calif: Jossey-Bass Publishers, 2009.

f
5. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: National Academies
Press, 2000. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-

a
school-expanded-edition.

D r
Illinois Literacy Plan • 84
 TEACHERS

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality,
for high based
-
evidence ruction.
nst
literacy i

f t
Implementation Considerations

a
✓ T eachers play a pivotal role in fostering a culture of literacy within their classrooms and school

r
communities.

 quipping teachers with the knowledge and tools to promote literacy empowers them to be
✓E

D
effective agents of change.

 ollaboration among teachers, teacher leaders, and other stakeholders is essential for creating a
✓C
comprehensive literacy-supportive environment.

Next Steps

 Attend professional development workshops focused on literacy instruction.

 Collaborate with colleagues to share effective literacy strategies and resources.

 Engage in ongoing assessment and reflection of literacy practices in the classroom.

Illinois Literacy Plan • 85

 TEACHERS

Reflection Questions

1. How can I integrate literacy promotion into my subject-specific instruction and

classroom routines?

2. What professional development opportunities can help me enhance my literacy

t
instruction skills?

a f
3. How can I collaborate with teacher leaders and administrators to align classroom
practices with literacy goals?

notes:

D r
Illinois Literacy Plan • 86
 TEACHER LEADERS

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality,
for high based
-
evidence ruction.
nst
literacy i

f t
Implementation Considerations

a
✓ T he entire school community must work together to curate opportunities for a home-to-school
connection by providing opportunities for literacy-based programming, access to a school

r
library, or by creating additional literacy access points for students in and out of the school
learning environment.

D
✓ T eacher leaders serve as instructional experts and advocates for literacy excellence in their
schools.

 mpowering teacher leaders with leadership skills and literacy expertise amplifies their influence
✓E
on peers.

 entoship and collaboration with teachers are essential components of teacher leaders’ roles in
✓M
shaping literacy conditions.

Next Steps

 School administrators can hire certified teacher leaders who are specialists in their field and
create systems of support for classroom teachers and students.

 Facilitate professional learning communities focused on literacy improvement.

 Seek opportunities for leadership training and development.

 Mentor and coach teachers in literacy best practices.

Illinois Literacy Plan • 87

 TEACHER LEADERS

Reflection Questions

1. How can teacher leaders streamline curricular goals and focus on effective literacy
strategies and initiatives?

2. How can I support fellow teachers in implementing evidence-based literacy

practices?

f t
 hat leadership skills do I need to effectively advocate for literacy excellence in my
3. W

a
school?

r
4. How can I foster a culture of continuous improvement in literacy instruction?

notes:

D
Illinois Literacy Plan • 88
 SCHOOL LEADERS

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality,
for high based
-
evidence ruction.
nst
literacy i

f t
Implementation Considerations

✓ L eadership should understand the history of literacy achievement in the building.

a
✓ L eadership has an opportunity to create the conditions for learning, which is key for all students

r
to achieve grade level literacy standards.

 s a school builds out their strategy to achieve higher levels of literacy success, they should
✓A

D
examine current initiatives and obligations and remove those which have not been successful or
are duplicative efforts.

✓ S chool leaders are crucial in establishing a school-wide commitment to literacy success.

 ffective leadership requires a deep understanding of literacy research and best practices.
✓E

✓ S chool leaders play a pivotal role in allocating resources to support literacy initiatives.

Next Steps

 Foster relationships and use discussion protocols to analyze the data with staff.

 Streamline school efforts to align with improved literacy practices.

 Engage in a continuous improvement cycle.

 Develop a school-wide literacy plan aligned with the state’s goals.

 Provide leadership training for teachers and teacher leaders.

 Regularly monitor and assess the effectiveness of literacy initiatives within the school.

Illinois Literacy Plan • 89

 SCHOOL LEADERS

Reflection Questions

1. How will literacy leaders within the school be developed and utilized?

2. Can building level MTSS data be utilized to document student growth?

t
3. How can the local literacy plan overlap with current initiatives, such as School
Improvement Plans?

a f
4. How can I create a school culture that prioritizes literacy as a foundation for all
learning?

r
5. What professional development can enhance my literacy leadership skills?

D
6. How can I allocate resources to provide teachers with the tools and materials needed
for literacy instruction?

notes:

Illinois Literacy Plan • 90

 DISTRICT LEADERS

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality, Implementation Considerations
for high based
-
evidence ruction.  istrict leaders should consider developing a
✓D
nst
literacy i feedback loop for checking in and monitoring
implementation.

t
✓ T eachers need to be deeply and meaningfully engaged in district planning work.

f
✓ L iteracy is the bedrock of achievement. The district must take bold steps to align district efforts
so schools are not unnecessarily overwhelmed with a myriad of different initiatives.

a
 ata should be used to signal improvements and separated from measures of accountability.
✓D

r
 ngaging teachers and district leaders collaboratively in the work will facilitate transparency and
✓E
connect closely to the daily work of the schools.

D
 istrict leaders shape policies and allocate resources to support literacy initiatives across
✓D
schools.

 ollaboration with schools and communities is essential for district-wide literacy success.
✓C

 ata-driven decision-making and assessment are key components of effective district

✓D
leadership in literacy.

Next Steps

 Build leadership capacity within schools.

 Establish principal support groups.

 Consider piloting implementation to learn what works best.

 Initiate a Request for Proposal process with curriculum providers.

 Collaborate with school leaders to develop district-wide literacy benchmarks and goals.

 Establish regular communication channels for sharing best practices and successes.

 Allocate funding and resources strategically to support district-wide literacy initiatives.

Illinois Literacy Plan • 91

 DISTRICT LEADERS

Reflection Questions

1. Where is overlap evident in the current systems and structures?

2. What demonstrates effectiveness in our current systems and structures and what can
be eliminated?

t
3. H
 ow are openness and transparency demonstrated in the actions of district leaders?

a f
4. How can I align district policies and resources to support literacy from pre-K through
12th grade?

r
5. W
 hat partnerships can be forged with schools, regional leaders, and community

D
partners to strengthen literacy efforts?

6. H
 ow can I ensure equitable access to literacy resources and opportunities for all
students?

notes:

Illinois Literacy Plan • 92

 REGIONAL LEADERS

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality,
for high based
-
evidence ruction.
nst
literacy i

f t
Implementation Considerations

a
✓ S takeholder understanding of the state literacy plan may differ. Explicit should be
consistent across all audiences.

r
 ecognize the vast diversity of the state while acknowledging that each school and community
✓R
commitment to literacy will vary.

D
✓ T hrough data, community, engagement, analysis and strategies, implementation, and
accountability and communication must remain at the center of the work ahead.

 egional leaders serve as connectors between districts, schools, and the state education
✓R
system.

 ollaboration among regional leaders fosters a unified approach to literacy improvement.

✓C

✓ S upporting district leaders in implementing state literacy goals is a core responsibility.

Next Steps

 Organize regional conferences or workshops focused on literacy best practices.

 Foster
 partnerships between districts and community organizations to expand literacy
resources.

A
 dvocate for state-level support for regional literacy initiatives.

Illinois Literacy Plan • 93

 REGIONAL LEADERS

Reflection Questions

1. How will regional leaders communicate and update the districts in your region
regarding the State Literacy Plan?

2. How will regional leaders identify localized support needed across districts?

t
3. H
 ow can I facilitate collaboration among districts to share effective literacy strategies

f
and resources?

a
4. What regional professional development opportunities can support district and school
leaders in their literacy efforts?

D r
5. H
 ow can I advocate for regional initiatives that
align with the state’s literacy vision?

notes:

Illinois Literacy Plan • 94

 STATE LEADERS

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality, Implementation Considerations
for high based
-
evidence ruction. ✓ V arying levels of understanding and
nst
literacy i acceptance of the State Literacy Plan

 OE/ISC office staff are integral in supporting

t
✓R
the implementation of the literacy plan as an
intermediary between ISBE and local districts

f
✓ S tate leaders provide the overarching vision and guidance for literacy education statewide.

a
 ligning state policies, standards, and assessments with literacy goals is fundamental.
✓A

r
✓ S tate leaders are instrumental in driving systemic change for literacy success.

D
Next Steps

 Collaborate with teacher preparation programs to ensure they are aligning longitudinal
and current evidenced-based practices when providing literacy instruction to preservice
teachers.

 Provide opportunities for educators to work together, share best practices, and provide
feedback on each other’s instructional practices. This could include providing training on how
to analyze and interpret data, as well as using data to inform instructional decisions. Leaders
can also support the development and implementation of effective assessment practices
that align with state standards and provide timely, actionable data.

 Establish clear criteria and standards for evaluating literacy initiatives and programs to
ensure they align with state priorities and goals for literacy development. This can include
identifying evidence-based practices and strategies.

 Develop and communicate statewide literacy standards and guidelines.

 Invest in research to identify and promote effective literacy programs.

 Collaborate with educators, researchers, and policymakers to create a cohesive statewide

literacy strategy.

Illinois
Illinois
Literacy
Literacy
Plan
Plan• •9595
 STATE LEADERS

Reflection Questions

1. How can state leaders ensure that all literacy initiatives and programs align with the
state’s goals and priorities for literacy development?

t
2. How can state leaders support schools and districts in prioritizing and focusing their
efforts on the most effective literacy strategies and initiatives?

ra f
3. How can state leaders create a system for assessing the effectiveness of literacy
initiatives and programs, and making data-driven decisions about whether to continue
or modify them?

D
4. How can state leaders streamline reporting and communication processes to
reduce burden and duplication, and ensure that all stakeholders have access to the
information they need to support literacy development?

5. What obstacles exist that prevent us from achieving this goal?

Illinois Literacy Plan • 96

 STATE LEADERS

Reflection Questions

6. How can state policies and regulations better support literacy development at all
levels?

t
7. How research and evidence-based practices should guide statewide literacy

f
initiatives?

ra
5. How can I engage with other states to learn from their successful literacy programs?

notes:

D
Illinois Literacy Plan • 97
 COMMUNITY & FAMILY

Goal 3
der is
Every lea create,
to
equipped nd sustain
,a
maintain conditions
equitable -quality,
for high based
-
evidence ruction.
nst
literacy i

t
Implementation Considerations

f
✓ L ocal schools need to be explicit on their view surrounding literacy. Information regarding

a
educational goals, initiatives, and expectations should be shared freely with informal learning
partners in the community.

r
 ommunity and family partners play a vital role in supporting literacy beyond the school
✓C
environment.

D
 ollaboration between schools, families, and community organizations enhances students’
✓C
access to literacy resources.

 ngaging families in literacy activities strengthens the home-school connection.

✓E

Next Steps

 Collaborate with local policymakers and education authorities to advocate for fair resource
allocation that ensures equitable access to literacy support.

 Establish
 a parent and caregiver support group or committee to facilitate engagement in literacy
activities.

C
 ommunicate regularly with the school to stay informed about literacy initiatives and
opportunities for involvement.

Establish literacy-focused community programs or initiatives.



C
 ollaborate with schools to host literacy-related events and workshops for families.

A
 dvocate for policies that promote literacy engagement within the community.

Illinois
IllinoisLiteracy
LiteracyPlan
Plan • • 98
98
 COMMUNITY & FAMILY

Reflection Questions

1. How can our organization or group contribute to improving literacy outcomes

for students?

t
2. What literacy resources and programs can we provide to support schools and
families?

ra f
3. How can we empower parents and caregivers to become active participants in
their child’s literacy journey?

notes:

D
Illinois Literacy Plan • 99
 SECTION 4

SYSTEMS OF SUPPORT AND

t
IMPLEMENTATION CONSIDERATIONS

f
*Photo from Diamond Lake School District 76

a
This section focuses to ensure that every systemic disparities. Aligning the entire system

r
system is aligned to promote literacy success by to prioritize the elimination of barriers and biases
streamlining and focusing initiatives on literacy. that hinder access to quality literacy instruction
and resources is necessary. We understand

D
Overview that students come from diverse backgrounds,
Our primary goal in this section of the Illinois each with unique needs and challenges. This
Comprehensive Literacy Plan is crystal clear: To commitment means actively working to provide
ensure that every system within our education additional support and resources to those who
framework is aligned and dedicated to promoting need it most, ensuring that every child, regardless
literacy success for all students at every grade of their background, can reach their full literacy
level. We recognize that literacy is the foundation potential. Thoughtful reflection and action can
upon which all other learning is built, making enable us to create a system in which every
it imperative that we streamline and focus our student has an equitable opportunity to excel in
initiatives on literacy instruction. By doing so, we literacy, setting the stage for a brighter future for
empower our students with the essential skills all while making equity a central guiding principle.
and knowledge they need to thrive academically,
professionally, and personally. This workbook- Next Steps
style section is designed to guide educators, Consider the following questions from your
administrators, and stakeholders in reflecting specific role and what leverages exist that can
on their current practices, recognizing the implement change and transform the system in
importance of alignment in literacy education, which you operate.
and providing actionable strategies to bring about
positive change. The reflections and guiding questions below are
provided as a resource to build upon the previous
Attending to Equity context built through the preceding stakeholder
We prioritize equity by recognizing that literacy reflections from the end of previous sections.
success cannot be achieved without addressing

Illinois Literacy Plan • 100

 UNDERSTANDING YOUR
CONTEXT
Assessing Your Current Literacy Landscape

 eflection: What are the strengths and weaknesses of our current literacy
• R
programs?

a f t
D r
• Guiding Question: How can we build on our strengths and address our
weaknesses?

Illinois Literacy Plan • 101

 UNDERSTANDING YOUR
CONTEXT
Analyzing Student Data

 eflection: What patterns or trends do you notice in student performance

• R
data?

a f t
D r
 uiding Question: How can data inform our literacy improvement efforts?
•G

Illinois Literacy Plan • 102

 UNDERSTANDING YOUR
CONTEXT
Identifying Stakeholders

• Reflection: Who are the key stakeholders in our literacy initiative?

a f t
D r
• Guiding Question: How can we involve these stakeholders in shaping our
literacy plan?

Illinois Literacy Plan • 103

 SETTING CLEAR
GOALS
Defining Your Vision and Mission

 eflection: What do you envision for literacy achievement in your school/

• R
district?

a f t
D r
 uiding Question: How can a clear vision and mission guide your literacy plan?
• G

Illinois Literacy Plan • 104

 SETTING CLEAR
GOALS
Setting Specific Goals

• Reflection: What specific literacy goals are most critical for your students?

a f t
D r
 uiding Question: How will you measure progress toward these goals?
•G

Illinois Literacy Plan • 105

 ALIGNED SYSTEMS
OF SUPPORT
Building a Collaborative Team

• Reflection: Who should be part of your literacy leadership team?

a f t
D r
 uiding Question: How can diverse expertise benefit your literacy efforts?
• G

Illinois Literacy Plan • 106

 ALIGNED SYSTEMS
OF SUPPORT
Curriculum Alignment

• Reflection: How well does your current curriculum align with state standards?

a f t
D r
• Guiding Question: What changes or enhancements are needed for alignment?

Illinois Literacy Plan • 107

 ALIGNED SYSTEMS
OF SUPPORT
Instructional Strategies

 eflection: Are there innovative instructional strategies you can

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incorporate?

a f t
D r
• Guiding Question: How can these strategies engage students effectively?

Illinois Literacy Plan • 108

 ALIGNED SYSTEMS
OF SUPPORT
Assessment and Progress Monitoring

• Reflection: What assessment tools will help you track student growth?

a f t
D r
• Guiding Question: How can assessment data guide instructional
adjustments?

Illinois Literacy Plan • 109

 IMPLEMENTATION
CONSIDERATIONS
Resource Allocation

• Reflection: How can you allocate resources strategically for maximum

impact?

a f t
D r
 uiding Question: What resources are essential for successful
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implementation?

Illinois Literacy Plan • 110

 IMPLEMENTATION
CONSIDERATIONS
Professional Development

 eflection: What professional development opportunities do your

• R
educators need?

a f t
D r
• Guiding Question: How will ongoing training support your literacy plan?

Illinois Literacy Plan • 111

 IMPLEMENTATION
CONSIDERATIONS
Family and Community Engagement

 eflection: How can you actively involve families and the successful in
• R
literacy?

a f t
D r
• Guiding Question: What strategies will enhance family and community
partnerships?

Illinois Literacy Plan • 112

 IMPLEMENTATION
CONSIDERATIONS
Communication Plan

• Reflection: How will you ensure transparent and effective communication?

a f t
D r
 uiding Question: What channels and methods will be most effective?
• G

Illinois Literacy Plan • 113

 CONTINUOUS
IMPROVEMENT
Data-Driven Decision-Making

• Reflection: How will you use data to inform decisions throughout the plan?

a f t
D r
 uiding Question: What processes can ensure data-driven decision-making?
• G

Illinois Literacy Plan • 114

 CONTINUOUS
IMPROVEMENT
Evaluation and Reflection

• Reflection: How often will you evaluate the effectiveness of your plan?

a f t
D r
• Guiding Question: What indicators will you use to measure success?

Illinois Literacy Plan • 115

 CONTINUOUS
IMPROVEMENT
Adjusting Your Plan

• Reflection: Are you open to adapting and refining your plan as needed?

a f t
D r
• Guiding Question: How can flexibility contribute to long-term success?

Illinois Literacy Plan • 116

 CONCLUSION AND
NEXT STEPS
Finalizing Your Literacy Plan

• Reflection: What key elements must be included in your final plan?

a f t
D r
• Guiding Question: How can you ensure your plan is comprehensive?

Illinois Literacy Plan • 117

 IMPLEMENTATION
TIMELINE
Finalizing Your Literacy Plan

• Reflection: What is a realistic timeline for executing your plan?

a f t
D r
• Guiding Question: How will you prioritize tasks to meet your goals?

Illinois Literacy Plan • 118

 IMPLEMENTATION
TIMELINE
Commitment to Literacy

• Reflection: What is your personal commitment to improving literacy?

a f t
D r
 uiding Statement: Your dedication is crucial; together, we can transform
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literacy outcomes.

Illinois Literacy Plan • 119

 SECTION 5

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TOOLS AND RESOURCES

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*Photo from Fremont School District 79

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Overview diverse needs of all students. We recognize that

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This section of the Illinois Comprehensive every student’s journey to literacy proficiency
Literacy Plan offers a list of tools and resources is unique, influenced by a myriad of factors,
designed to support districts, teachers, and including cultural background, learning abilities,

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families in their efforts to enhance literacy and socio-economic circumstances. Therefore,
education across the state. It is important to we encourage school districts, educators, and
note that Illinois is a locally controlled state, and parents to select resources that not only align
as such, school districts have the responsibility with their educational goals but also take into
to identify resources that align with their unique account the individual needs and identities of
needs and state mandates. their students. Inclusivity and diversity should be
at the forefront of resource selection, ensuring
The Illinois State Board of Education does not that all learners have access to materials that
endorse specific curriculum or paid resources. resonate with their experiences and facilitate
Instead, the tools and resources provided in their literacy development. We aim to empower
this list are a compilation of materials that educators and families to make informed choices
complement the Illinois Comprehensive Literacy that promote equitable educational outcomes for
Plan. all students.

It is important to emphasize that this section is a For ease of access, the resources below are
work in progress, and we will continue to expand listed section by section.
and update the available resources on the Illinois
Comprehensive LIteracy Plan webpage. Vision and Purpose
The federal Every Student Succeeds Act (ESSA)
Attending to Equity requires states to assess their learning standards
It is imperative that the tools and resources for English language arts (ELA), mathematics,
offered in this section reflect our commitment and science. Each state may also have a general
to fostering educational equity and meet the assessment for the majority of its students,

Illinois Literacy Plan • 120

and an alternate assessment for the 1 percent Effective Evidence-Based Literacy Instruction
of students with the most significant cognitive Supports provided by the Illinois State Board of
disabilities. ESSA also requires that English Education include:
learners (Els) be assessed in four domains
(reading, writing, speaking, and listening) each The Standards and Instruction Department is
year until they reach proficiency. committed to supporting Illinois schools and
educators by providing tools, resources, and
From the Illinois ESSA Plan: “In Illinois, we believe professional learning to support the identification
that a universal culture of high expectations and utilization of high-quality instructional
is fundamental to creating and supporting the materials to increase student achievement and
conditions that provide the best opportunities equitable learning outcomes.

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for all students. ESSA fosters the conditions for
Illinois to implement a holistic, comprehensive, The Specialized Instruction center oversees

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and coordinated system of support that prepares administers programs, operations, and staff
each and every student for academic excellence within the departments of Early Childhood
and postsecondary success. Illinois is using the Development, Multilingual/Language

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opportunities provided through ESSA to reduce Development, Special Education Operational
barriers to learning in order to achieve fair access Support, and Special Education Programmatic

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to high-quality educational opportunities for each Support.
and every child.” The Assessment Department
oversees the assessment of students in Illinois. Multilingual Department provides leadership,

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advocacy, and support to districts, parents, and
The Illinois Report Card is released annually by policymakers by promoting equitable access to
the Illinois State Board of Education. It shows language support services for students from
how the state, and each school and district, culturally and linguistically diverse backgrounds
are progressing on a wide range of educational who have been identified as English learners.
goals. The Report Card offers a complete picture
of student and school performance to inform The Early Childhood Department provides
and empower families and communities as they leadership and technical assistance to support
support their local schools. state programs serving children from prenatal
to age 8 and their families. Services provided
My Data Dashboard is a tool that provides include state Prevention Initiative, Preschool for
administrators and teachers with detailed data All, and Preschool for All Expansion grants, and
related to critical performance metrics to allow a variety of resources for parents, teachers, and
for data-driven decision-making and a deeper administrators.
understanding of how data can be used within the
state, districts, schools, and classrooms.. College and Career and CTE is a dedicated team
of education professionals working to provide
Public Act 103-0402- Literacy and Justice for high-quality educational programs, resources,
All Act - requires the following: “In consultation and training for all Illinois students, teachers,
with education stakeholders, the State and administrators. The CTE and Innovation
Board of Education shall develop and adopt a Department provides a blend of academic and
comprehensive literacy plan for the State on or CTE educational guidance, leadership, and
before January 31, 2024.” technical assistance to local districts and regional

Workbook pages Illinois Literacy Plan • 121

staff that is designed to support and enhance experts, university researchers, and technical
opportunities for students to be ready for college assistance providers from the University of
and career. Oregon, Florida State University, and RMC
Research Corporation. Resources are provided
Additional information and resources for effective for parents/families, schools/districts, and state
evidence-based literacy instruction and practices agencies.
include:
The Illinois MTSS Network (IL MTSS-N) provides
The What Works Clearinghouse is an investment high-quality professional learning and coaching
of the Institute of Education Sciences (IES) for schools and districts in order to develop and
within the U.S. Department of Education that was sustain a Multi-Tiered System of Supports (MTSS).

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established in 2002. The work of the What Works MTSS is a framework for continuous improvement
Clearinghouse is managed by a team of staff that is systemic, prevention-focused, and data-

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at IES and conducted under a set of contracts informed, providing a coherent continuum of
held by several leading firms with expertise supports to meet the needs of all learners.
in education, research methodology, and the

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dissemination of education research. Multitiered Systems of Supports for English
Learners provides model demonstration research

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The Florida Center for Reading Research (FCRR) sponsored by the Office of Special Education
multidisciplinary research center at Florida State Programs in the U.S. Department of Education.
University that was established in 2002 by the

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Governor’s Office and the Legislature. Educators The national public media literacy intiative,
can find resources to support their knowledge Reading Rockets offers information and
and practice to make evidence-based decisions resources pertaining to how youngsters learn to
to improve reading outcomes for all learners. read, why so many struggle, and how caring adults
can help. This resource provides information on
The International Literacy Association (ILA) is reading instruction and presents “what works” in
a professional organization with a mission of a way that parents and educators can understand
connecting research and practice to continuously and use.
improve the quality of literacy instruction across
the globe. Research-based resources are The Center: Resources for Teaching and Learning
provided by literacy topic. is a not-for-profit organization that serves as
the umbrella organization for specific programs
The National Coalition for Literacy is an alliance that address different, but often related, aspects
of the leading national and regional organizations of high-quality education for students who may
dedicated to advancing adult education, family be at risk of academic failure. This includes
literacy, and English language acquisition in the students of all ages from linguistically and
United States. culturally diverse backgrounds; English learners,
including adults; young children at risk of failure
The National Center on Improving Literacy because of poverty, family issues, disabilities,
(NCIL), operated by Boston University’s Wheelock or other circumstances; refugee and immigrant
College of Education and Human Development populations; and others.
with funding from the United States Department
of Education, is a partnership among literacy Workbook pages

Illinois Literacy Plan • 122

Educator Professional Learning, Development, department also supports stakeholders as they
and Support recruit, coach, and retain high-quality, equity-
The Educator Licensure teamprocesses and minded education leaders who support and
issues licenses for teachers, school support reflect the diversity of our students.
personnel, administrators, paraprofessionals,
and substitute teachers. It oversees the state’s The Regional Offices of Education (ROEs) and
educator preparation programs and all aspects Intermediate Service Centers (ISCs) help ensure
of educator license renewal. The department that every school district has a locally based point
collaborates with institutions of higher of access to numerous supports and services.
education, Regional Offices of Education, and
other stakeholders on licensure initiatives. It Organizations that provide support to

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researches and implements strategies to address administrators include:
the teacher shortage.

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• Illinois Principals Association (IPA)
The Illinois Educator Preparation Profile (IEPP) • The Ed Leaders Network (ELN) is
offers a glimpse into the strength and quality grounded in the belief that educational

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of educator preparation programs across the leaders impact student performance.
state. The IEPP is a valuable tool for prospective With this foundational belief at

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educators, PK-12 administrators involved in ELN’s core, multiple state principal
teacher hiring, current higher education faculty associations have partnered together to
and staff, parents, and others interested in provide you with high quality, on-demand

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learning more about educator preparation professional development to enhance
programs in Illinois. The IEPP includes program your educational leadership. A dynamic
data across several key program performance professional networking community has
indicators. also been created so you can learn and
interact with your peers and leadership
Current educators can find resources to support experts from across the country. ELN’s
professional advancement and the maintenance mission is to provide educators with the
of their Professional Educator License. professional development and capacity-
building professional network needed
Organizations that provide support to educators to do what’s best for your students and
include: learning community.
• Illinois Education Association (IEA) and the • Illinois Association of School Administrators
National Education Association (NEA) (IASA)
• Illinois Federation of Teachers (IFT) and the • Illinois Association of School Business Officials
American Federation of Teachers (AFT) (Illinois ASBO)
• Illinois Association of Regional School
Workbook pages Superintendents (IARSS)
• Association of Illinois Rural and Small Schools
Effective Literacy Leadership (AIRSS)
District/School Leadership The Department of • Superintendents’ Commission for the Study of
District and School Leadership partners with Demographics and Diversity
stakeholders to foster a robust leadership pipeline
that reflects the diversity of our students. The Workbook pages

Illinois Literacy Plan • 123

Systems of Support and Implementation
Considerations
ISBE’s Curriculum Evaluation Tool was designed
to support best practices and continuous quality
improvement, including an emphasis on equity
and diversity, and the selection of high-quality
instructional materials. ISBE encourages districts
to use this tool to help evaluate their curriculum,
foster meaningful discussions, and make
decisions about the selection of new materials, as
appropriate.

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Public Act 103-0402- Literacy and Justice for All

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Act “The State Board of Education shall adopt and
make available all of the following to each publicly
funded school district by July 1, 2024: A rubric

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by which districts may evaluate curricula and
select and implement evidence-based, culturally

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inclusive core reading instruction programs
aligned with the comprehensive literacy plan for
the State.” Information regarding this tool will

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be made available on the Illinois Comprehensive
Literacy Plan webpage.

Illinois Literacy Plan • 124

Key Terms
This glossary provides explanations to terms found in the Illinois Comprehensive Literacy Plan.

Exhibit 1. Table Exhibit

Term Definition
Literacy is the ability to identify, understand, interpret, evaluate, create, compute, and communicate
effectively through using visual, audible, and digital materials across disciplines and in any context.

Literacy is the ongoing development of multiple skills and involves the ability to apply these skills in diverse
contexts, including academic, workplace, community, and personal settings, and to adapt and transfer

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LITERACY these skills across different disciplines, cultures, languages, and technologies.

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Literacy is a fundamental right, a practice of enjoyment, and an essential foundation for lifelong learning,
active citizenship, and equitable participation in 21st-century society.

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Such skills involve the nimble use of strategies and mindsets required to navigate, evaluate, communicate,
and collaboratively create online across multiple contexts to accomplish personal, educational, and

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professional goals. They also include use novel resources, tools, and interfaces in efficient and flexible
21ST CENTURY ways. As noted by Don Leu and other experts, the term new literacies is preferred because the essential
SKILLS
aspect of this new world of literacy is that technologies -- and the ways they are used -- continually change

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and generate even newer forms of literacy. (See also new literacies.)*

Agency is the capacity to set a goal, reflect, and act responsibly to effect change.
AGENCY

Alphabetic principle is the concept that letters or groups of letters in alphabetic orthographies (i.e., written
ALPHABETIC systems) represent the phonemes (sounds) of spoken language.*
PRINCIPLE

Artificial Intelligence (AI) in literacy involves having the skills and competencies required to use AI
technologies and applications effectively. It’s about viewing these technologies critically, understanding
ARTIFICIAL their context, and questioning their design and implementation. It’s also about being able to discern the
INTELLIGENCE benefits and challenges of AI while making informed decisions about its use. See What is AI Literacy? A
(AI) (IN LITERACY)
Comprehensive Guide for Beginners.

Assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and
document the academic readiness, learning progress, skill acquisition, or educational needs of students.
ASSESSMENT (See also Benchmark Assessment, Diagnostic Assessment, Formative Assessment, Early Literacy
Screening, Summative Assessment in The Glossary of Education Reform.

An asset-based approach seeks untapped resources for supporting students whose academic
ASSET-BASED competence needs a boost. Such an approach to instruction asks, “What is present that we can build
APPROACH upon?”*

Illinois Literacy Plan • 125

 Asynchronous is a general term used to describe forms of education, instruction, and learning that do
not occur in the same place or at the same time. The term is most commonly applied to various forms of
digital and online learning in which students learn from instruction — such as prerecorded video lessons
or game-based learning tasks that students complete on their own — that is not being delivered in person
ASYNCHRONOUS or in real time. Yet asynchronous learning also may encompass a wide variety of instructional interactions,
including email exchanges between teachers; online discussion boards; and course-management systems
that organize instructional materials and correspondence, among many other possible variations. See The
Glossary of Education Reform.

Authentic texts are used in everyday life but not solely or mainly for the purpose of instruction (e.g.,
AUTHENTIC novels and children’s literature, hobbyist magazines, newspapers). A text that has been changed to make
TEXTS sentences shorter would not be considered an authentic text.*

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A balanced literacy program includes both foundational and language comprehension instructional

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features, such as phonemic awareness and phonics (understanding the relationships between sounds and
BALANCED their written representations), fluency, guided oral reading, vocabulary development, and comprehension.
LITERACY An alternative interpretation of balanced literacy is that it mixes features of whole language and basic skills

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INSTRUCTION
instruction.*

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Benchmark assessment is a process of using a screening tool multiple times across the school year to
BENCHMARK assess the effectiveness of the core curriculum and identify students at risk for failure.
ASSESSMENT

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Bidialectism is proficiency in using two dialects of the same language.
BIDIALECTISM

Bilingualism is the use of at least two languages by an individual. It is a fluctuating system in children and
adults whereby use of and proficiency in two languages may change depending on the opportunities to
BILINGUALISM use the languages and exposure to other users of the languages. It is a dynamic and fluid process across a
number of domains, including experience, tasks, topics, and time.*

The ability to read and write proficiently in two languages. A biliterate is a person who is proficient in two
BILITERACY different languages.*

A blend is a consonant sequence before or after a vowel within a syllable, such as cl, br, or st; it is the
BLENDS written language equivalent of a consonant cluster. See Foundation Literacy Glossary of Terms.

Brain-based research and instruction refers to teaching methods, lesson designs, and school programs
that are based on the latest scientific research about how the brain learns, including such factors as
BRAIN-BASED
RESEARCH AND cognitive development — how students learn differently as they age, grow, and mature socially, emotionally,
INSTRUCTION and cognitively. See The Glossary of Education Reform.

Close reading is a critical analysis of the form, craft, language, and meaning of a text to determine what it
says, how it says it, and what it means in order to understand the deepest intentions of the author and the
CLOSE READING
text’s message.*

Illinois Literacy Plan • 126

 College and career readiness is the academic preparation that would be sufficient to allow a student to
COLLEGE participate successfully in postsecondary education or a career without the need for remedial academic
AND CAREER
READINESS support.*

Community literacy involves the development of literacy and learning skills for any individual or group of
COMMUNITY individuals outside of the formal education system. It is learning that happens in the context of home and
LITERACY community, and it happens as a collective approach.*

Comprehension is making meaning of what is viewed, read, or heard. It includes understanding what is
expressed outright or implied as well as interpreting what is viewed, read, or heard by drawing on one’s
COMPREHENSION knowledge and experiences. Comprehension may also involve application and critical examination of the
message in terms of intent, rhetorical choices, and credibility.*

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Content-area reading is what students do to learn content in subject areas, such as mathematics, history,

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CONTENT-AREA science, and literature. It also involves instruction in the reading and study strategies that can be used
LITERACY across the content areas to help students make sense of their subject area texts.*

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Context clues are hints that are provided by an author to support readers as they connect them to their
prior knowledge to interpret its vocabulary and message.*

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CONTEXT CLUES

When students can connect what is learned in one language and apply it to new situations in the

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CROSS- other language they are making a cross-linguistic transfer. See The Bridge: Making Cross-Linguistic
LINGUISTIC
TRANSFER Connections.

Culturally responsive education is the deliberate recognition and inclusion of all forms of student diversity
as a pool of resources from and toward which curriculum, instruction, and all aspects of school policy
CULTURALLY
RESPONSIVE should be designed. In practice, it means the alignment of curriculum and instruction with students’
EDUCATION backgrounds, life experiences, and cultures.*

Curriculum is the overall design of instruction or opportunities provided for learning. A curriculum may
include materials and textbooks, planned activities, lesson plans, lessons, and the total program of formal
studies or educational experiences provided by a teacher or school. (Note: Definitions of curriculum vary
CURRICULUM widely because of alternative perceptions held by theorists about the nature and organization of formal
schooling; adj. curricular.)*

Decodable text is reading material that is designed to prompt beginning readers to apply their increasing
knowledge of how the alphabetic system works. Decodable texts are progressively sequenced, primarily
incorporating words that consist of previously taught letter–sound patterns (e.g., the letter p represents
the sound /p/) and spelling-sound (e.g., the pattern igh represents the long i sound, as in the words light,
DECODABLE TEXT bright, night) correspondences, along with selected high-frequency irregularly spelled sight words. (Note:

Some words are temporarily irregular because the spelling-sound correspondences have not yet been
taught.)*

Illinois Literacy Plan • 127

 Decoding (reading): (1) Using one or more strategies to identify a printed word and its meaning; (2) using
knowledge of the logic of the written symbol system (especially letter–sound relationships and patterns in
DECODING alphabetic orthographies) to translate print into speech. Encoding involves translating speech into print
using this knowledge.

Diagnostic assessments are tests that can be used to measure a variety of reading, language, or cognitive
skills. They can be given as soon as a screening test indicates a child is behind in reading growth, but they
DIAGNOSTIC will usually be given only if a child fails to make adequate progress after being given extra help in learning
ASSESSMENT to read. They are designed to provide a more precise and detailed picture of the full range of a child’s
knowledge and skill so that instruction can be more precisely planned. See the Reading Rockets Glossary.

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The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a set of assessments designed to measure
DIBELS reading fluency and early literacy skills of elementary students.*

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Differentiated instruction is an approach to teaching that includes planning and executing various
DIFFERENTIATED approaches to content, process, and product. It is used to meet the needs of student differences in

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INSTRUCTION readiness, interests, and learning needs.

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Digital literacies encompass the socially mediated ways of generating and interpreting online content
through multiple modes (e.g., still and moving images, sounds, gestures, performances). Being digitally
literate requires readers and writers to examine how the texts they consume, produce, and distribute
DIGITAL

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online advocate for certain views while silencing other ideas. The American Library Association refers to
LITERACIES
digital literacy as “the ability to use information and communication technologies to find, evaluate, create,
and communicate information, requiring both cognitive and technical skills.”*

A digraph is a combination of two letters representing one sound (e.g., /sh/, /ch/, /th/, /ph/, /ea/, and /ck/).
DIGRAPHS See the Reading Rockets Glossary.

Direct instruction is a teaching technique used to explicitly teach a specific skill or set of information.
The approach expects teachers to follow a specific script to teach reading skills one at a time. Initially
DIRECT developed by Bereiter and Engelmann in the late 1960s, the approach of direct instruction for special
INSTRUCTION
education students the approach has expanded to include general education.*

Disciplinary literacy is the use of specialized information and organizational patterns, language,
vocabulary, syntax, text features, and ways to interpret, evaluate, and convey evidence and information
DISCIPLINARY within a particular discipline. It is an approach that identifies and teaches the specialized reading and
LITERACY writing skills, text features, and foci needed to successfully comprehend material in a particular discipline.
(See content-area literacy.)*

Spoken or written communication about ways of being and doing (e.g., how one dresses, behaves) and
the language (dialect, register, national or regional language) one uses are components of a person’s
discourse. Discourse often manifests itself in the form of influences or moves that constitute group
DISCOURSE understandings of what is acceptable, desirable, or permitted in a particular domain, such as the field of
education.*

Illinois Literacy Plan • 128

 Dual language is a form of education in which students are taught literacy and content in two languages.
DUAL LANGUAGE

A dual language program also is known as two-way immersion or two-way bilingual education. These
DUAL LANGUAGE programs are designed to serve both language minority and language majority students concurrently. Two
PROGRAM language groups are put together and instruction is delivered through both languages.

Dyslexia is a language-based disability that affects both oral and written language. It also may be referred
DYSLEXIA to as reading disability, reading difference, or reading disorder.

Early intervention includes a range of targeted services designed to identify reading difficulties that might
interfere with learning. Providing early intervention services helps children acquire these missing skills
EARLY

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and knowledge and increases their chances for future learning success. (Note: Early literacy intervention
INTERVENTION
may be something different, as it may not mean cognitive or health risk factors but reading difficulty.)*

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Early literacy screening is a short process to identify or find students who need help in reading. Screening
EARLY LITERACY assessments can help capture each child’s reading and language strengths and weaknesses in key early

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SCREENING stages of development. See also Literacy Screening

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Early reading and writing behaviors (e.g., scribble writing and pretend reading); knowledge (e.g., a book
is a source of a story or information); and attitudes (e.g., question asking about neighborhood signs) are
demonstrated by individuals as precursors of conventional literacy. Emergent literacy is a term is often
EMERGENT

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used to characterize those aspects of literacy that develop without any formal instruction but rather
LITERACY
through a stimulating environment. The concept reflects an appreciation for the notion that literacy
development begins well before formal instruction.*

Encoding (writing) involves translating speech into print using the knowledge of the logic of the written
ENCODING symbol system (especially letter–sound relationships and patterns in alphabetic orthographies).

Engagement is the behavioral, cognitive, and emotional activities and processes of literacy that enable
ENGAGEMENT individuals to gain pleasure, knowledge, and self-realization from text interactions.*

English language development means instruction designed specifically for English learners to develop
ENGLISH
LANGUAGE their listening, speaking, reading, and writing skills in English.
DEVELOPMENT
Equity and equality are two strategies used in an effort to produce fairness. Equity is giving everyone what
EQUITY VS. they need to be successful. Equality is treating everyone the same. Equality aims to promote fairness, but
EQUALITY it can work only if everyone starts from the same place and needs the same help.*

Evidence-based practices refer to individual practices (e.g., single lessons or in-class activities)
or programs (e.g.,, year-long curricula) that are considered effective based on scientific evidence.
Researchers will typically study the impact of the resource(s) in a controlled setting e.g., for example,
EVIDENCE-BASED they may study differences in skill growth between students whose educators used the resources and
PRACTICES
students whose educators did not) before deeming a program or practice “evidence-based.” See Research
v Evidence What does it really mean?

Illinois Literacy Plan • 129

 Explicit instruction is teaching that is direct and step-by-step, including explaining and showing a student
EXPLICIT how to do something. See Learning Literacy Glossary.
INSTRUCTION

Fluency is the ability to act (speak, read, write) with ease and accuracy. Research indicates that oral
reading fluency is the ability to read text accurately, with sufficient speed, prosody, and expression. It is an
FLUENCY essential component of reading because it permits the reader to focus on constructing meaning from the
text rather than on decoding words.*

Formative assessment Is the continuing study of student learning in an instructional program as it moves
toward its goals and objectives by monitoring the learning progress of its participants. Diagnostic testing
FORMATIVE and various formal and informal assessment procedures can be used to identify needed adjustments to the
ASSESSMENT

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teaching and learning activities.*

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A funds of knowledge are the historically accumulated and culturally developed bodies of knowledge and
FUNDS OF skills essential for household or individual functioning and well-being.*
KNOWLEDGE

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Genre is a recognized category of writing, music, film, games, and artistic expression. Knowing the
characteristics or features of a genre is foundational to communicating within it (e.g., frequent use of

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GENRE
figurative language would be considered a hallmark of poetry or literary expression).*

Home language is the language that a person learned as a child at home (usually from his or her parents).

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Children growing up in bilingual homes can, according to this definition, have more than one mother tongue
HOME LANGUAGE or native language.*

Illiteracy is the inability to read or write using the conventions of written language (phonics, encoding,
ILLITERACY decoding, comprehension, etc.).*

In education, inclusion is the placement of students of all abilities in the same classroom. The term
captures, in one word, an all-embracing societal ideology that involves securing opportunities for students
INCLUSION
with disabilities to learn alongside their peers without disabilities in general education classrooms.*

Language learning is the act of understanding spoken language. It is a term associated with Stephen
Krashen’s (1977) monitor theory of second language instruction. He contrasts language learning with
language acquisition. For Krashen, language learning is a conscious and deliberate learning of the various
LANGUAGE components of language, such as grammar and vocabulary. It is what often occurs in classrooms where
LEARNING second languages are taught. Language acquisition, on the other hand, is what typically occurs when
young children are exposed to the language or languages of their community and they become native
speakers of these languages.*

Listening is the act of understanding spoken language.*

LISTENING

Language acquisition is the process by which humans obtain competence in the use of language.*
LANGUAGE
ACQUISITION

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 Literacy screening is a type of assessment that helps teachers identify students who are not meeting
grade-level learning goals. Screening assessments check for warning signs to see if students have reading
LITERACY difficulties, including dyslexia. Screening can provide valuable information to teachers to help struggling
SCREENING
readers or those who are likely to struggle in the future.

Media literacy is the ability to compose and analyze contenst using all forms of communication. It is
an expanded notion of literacy that provides a framework for evaluating message, meaning, and the
MEDIA LITERACY relationships between medium, audience, information, and power.*

Morphology is the study of structure and forms of words, including derivation, inflection, and compounding
MORPHOLOGY (e.g. the adjective is morphological).*

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Motivation is the goals, values, beliefs, and dispositions that energize behavior, elicit cognitions, and

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MOTIVATION regulate literacy processes and learning.*

MULTILINGUALISM See Bilingualism.

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Multiliteracies are part of an instructional framework that supports an awareness of how new

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communications media are shaping the way we use language in a highly diverse and globally connected
world. Its four components are (1) learning that takes place in the same context in which it is to be applied;
MULTILITERACIES (2) interactive teaching and learning that involves both instructors and students; (3) questioning what
counts as “truth” for whom under what conditions, and with what consequences; and (4) transformed

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practice, which equates to applying what was learned in the three previous components.*

A Multi-Tiered System of Supports (MTSS) is a proactive and preventative framework that integrates data
and instruction to maximize student achievement and support students social, emotional, and behavior
needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-
MULTI-TIERED
SYSTEMS OF based decision making related to program improvement, high-quality instruction and intervention, social
SUPPORT and emotional learning, and positive behavioral supports necessary to ensure positive outcomes for
districts, schools, teachers, and students. See Multi-Tiered Systems of Support.

Neurodiversity is an understanding and a recognition that not all brains are the same or work the same way.
NEURODIVERSITY

Neuroscience is the study of how the brain and nervous system are developed and how they work.
NEUROSCIENCE

Oracy is the ability to communicate effectively through spoken language.

ORACY

Orthography is the study of the nature and use of symbols in a writing system. It also can be thought of as
standardized spelling according to established usage in a given language or a conventional writing system
ORTHOGRAPHY in a given language.*

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 Phonemic awareness is the ability to detect and manipulate the smallest units (i.e., phonemes) of spoken
language (e.g., recognition that the word cat includes three distinct sounds or phonemes represents
PHONEMIC phonemic awareness). Individuals with phonemic awareness can blend phonemes to form spoken words,
AWARENESS segment spoken words into their constituent phonemes, delete phonemes from spoken words, add
phonemes, and substitute phonemes. *

Phonics is an approach to teaching reading that emphasizes the systematic relationship between the
sounds of language and the graphemes (i.e., letters or letter combinations) that represent those sounds.
PHONICS Learners apply this knowledge to decode printed words. *

Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and

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words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a
PHONOLOGICAL sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The
AWARENESS

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most sophisticated — and last to develop — is called phonemic awareness.

In linguistics, pragmatics is the study of the choices of language persons make in social interaction and of

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PRAGMATICS the effects of these choices on others.

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Print awareness (also called concepts of print) is the understanding that print carries meaning, that books
contain letters and words. Print awareness also includes an understanding of what books are used for and
PRINT CONCEPTS how a book “works” — how to turn pages, how to find the top and bottom of a page, and how to identify the

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title and the front and back covers. See Basics: Print Awareness.

Professional development is ongoing learning provided to teachers and staff pertaining to specific
PROFESSIONAL strategies and skills and often based on a grade level/building/district student learning goal.*
DEVELOPMENT

A proficient level represents solid academic performance for each grade assessed. Students reaching
this level have demonstrated competency over challenging subject matter, including subject-matter
PROFICIENT knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the
subject matter. See Achievement Levels.

Progress monitoring is administered frequently throughout instruction. An assessment is used to

PROGRESS determine whether students are making adequate progress and to determine whether instruction needs to
MONITORING be adjusted. See the Reading Rockets Glossary.

Prosody is a pattern of stress or intonation in language, such as the rising intonation at the end of a
PROSODY question in English. It is an important feature of oral reading.*

Readiness is a culturally situated cut point at which a learner is considered equipped to engage in a
READINESS particular activity/process and/or specific content.*

Reading is the process of simultaneously extracting and constructing meaning through interaction and
involvement with written language. We use the words extracting and constructing to emphasize both the
READING importance and the insufficiency of the text as a determinant of reading comprehension.*

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 Foundational skills are the building blocks of reading. The goal is to help students comprehend the texts
READING they read. Students must develop proficiency with print concepts, phonological and phonemic awareness,
FOUNDATIONAL phonics, and fluency skills that will help them better understand texts.
SKILLS

A student’s reading level is determined from an assessment, usually a running record or an informal reading
inventory. The level is an attempt to match children with books that are optimal for effective small-group
READING LEVEL or individual instruction.*

A reading/literacy specialist is a teacher who has specialized preparation in literacy and is highly qualified
READING/
LITERACY to teach struggling readers.
SPECIALIST

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A reluctant reader lacks interest in reading or in learning to read.*
RELUCTANT
READER

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Such practices were developed based on the best research available in the field. This means that users can
feel confident that the strategies and activities included in the program or practice have a strong scientific
RESEARCH- basis for their use. Unlike evidence-based practices or programs, research-based practices have not been

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BASED
researched in a controlled setting. See Research v Evidence What does it really mean?

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Response to Intervention is a three-tiered approach designed to address the learning needs of all
students. The first tier of support -- classroom instruction -- aims to provide all students with high-quality
RESPONSE TO teaching. Those who do not make sufficient learning progress are then provided additional intervention

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INTERVENTION
teaching and, perhaps, special education depending upon their response to the intervention.*

A rubric identifies the expectations of a given task and provides examples of differing levels of
achievement, with scoring on a categorical scale (e.g., 1–4). One is often used by teachers and students to
RUBRIC provide specific feedback.*

Reading a text with the guidance or support of a teacher is called scaffolded reading. It is the provision
and gradual withdrawal of teaching support through modeling, questioning, feedback, and so forth for a
SCAFFOLDED student’s learning growth across successive attempts, thus transferring more and more responsibility to
READING
the student.*

Science of reading is a term that, in the broadest sense, refers to a corpus of peer-reviewed research on
how we learn to read and develop as readers. The International Literacy Association defines science of
reading as a convergence of accumulated and evolving findings from research regarding
SCIENCE OF reading processes and reading instruction (pedagogy) and how the two are implemented across contexts
READING
that interactively bridge cultural, social, biological, psychological, linguistic, and historical bases of
learning.*

Semantics is the study of meaning in language, the analysis of the meanings of words, phrases, sentences,
discourse, and whole texts. In semiotics, semantics can also denote the study of the relationships between
SEMANTICS signs and their objects.*

Speaking is the act of communicating by producing oral–aural language.

SPEAKING

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 Standards are the learning goals or what students should know or be able to do at each grade level. States
have identified a set of competencies (known as the Common Core State Standards) expected of students
STANDARDS across the grade levels for literacy in fiction and informational reading as well as in writing, speaking, and
listening.

Standards-based instruction is a system of instruction identifying a progression of learning goals and

STANDARDS- objectives for students to master as they progress through the grades. Curriculum, instruction, and
BASED assessments are aligned to these goals.*
INSTRUCTION

Struggling readers exhibit problems with decoding, comprehension, or both.*

STRUGGLING
READER

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Summarizing is to give a brief statement of the main points in a text.*
SUMMARIZING

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A summative assessment is the final evaluation, usually quantitative, of the degree to which the goals and
objectives of a program have been attained. Different types of evidence, as the final test score of students
SUMMATIVE and the statistical analysis of program results, may enter into summative evaluation. (See formative

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ASSESSMENT
assessment.)*

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“Syntax is the pattern or structure of word order in sentences, clauses, and phrases, or the rules for
determining how a language will be used to formulate a thought,” according to ILS. (The adjective is
SYNTAX syntactic(al.)

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Synthesize is to mentally combine ideas to form a theory, system, or representation.*
SYNTHESIZE

Translanguaging is the process whereby multilingual speakers use their multiple ways of expressing
themselves in an integrated communication system. A well-known example of translanguaging is present
TRANSLANGUAGING in South African classrooms but also elsewhere in the world where people who are informed about cultural
diversity and the use of multiple languages see translanguaging as an asset, not a deficit.*

A trigraph is a combination of three letters that represent one sound (phoneme) in a word (e.g., the three-
TRIGRAPHS letter combination igh in light is a trigraph). See Trigraphs and Quadgraphs/Tetragraphs.

Universal screening is the systematic assessment of all students within a given class, grade, school
UNIVERSAL building, or school district on critical academic and/or social-emotional indicators.
SCREENING

Visualization is the process, or result, of mentally picturing objects or events that are normally experienced
VISUALIZATION directly. Visualizing can be an effective reading strategy for increasing reading comprehension.*

Illinois Literacy Plan • 134

 Whole language is an educational philosophy that stresses “using children as educational informants”
and building curriculum from that base. Whole language developed from studies of readers’ miscues as
they read whole texts as well as what young children knew about language prior to going to school. As a
curricular approach, it advocates
meaning making by using authentic texts such as children’s literature (rather than basal texts) as the core
WHOLE- of reading and setting aside uninterrupted time for personal writing each day. From a cross-curriculum
LANGUAGE
perspective, it advocates inquiry-based learning in which students’ inquiry questions become the focus of
instruction and where the disciplines are seen as perspectives that students might take in exploring topics
of interest. Child-centered advocates were some of the first educators who picked up on this approach to
instruction and are often credited with having coined the term itself.*

Writing is the process of recording language graphically by hand or other means, as by letters, logograms,

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WRITING and other symbols.

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*Entries taken from the International Literacy Association

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