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Concept Paper: What Literacy Instruction Should Look Like

Created By

EL Education

Topic

  • Academic Achievement
  • Classroom Instruction
  • Professional Development

Type

Guidance Documents

Grade Level

Discipline

This concept paper describes a critical missing element in the national efforts to close the achievement gap. EL Education's unique approach to literacy curriculum aims to put all students on a pathway to reach 9th grade ready to “read to learn” and on track to graduate from high school college- and career-ready.

There is a fundamental disconnect between the clear body of research on literacy achievement, and the curriculum available to guide classroom instruction.  There is a compelling case made by both the authors of the Common Core State Standards and the research base from which they drew that the causal relationship between a child’s knowledge of words and the world – the connection between content knowledge and literacy achievement – and her chances to succeed academically is startlingly strong.  Yet in the five plus years since the Standards were published, this has been the least understood and most neglected part of Common Core implementation. Though research shows the building of vocabulary and content knowledge is essential to students’ academic performance and success, the great majority of current educational approaches and classroom materials, even several years into the Common Core era, fail to address this need.  Time is overdue for a robust response that brings these research-proven strategies to life in American classrooms.  

Download this resource to read the full text.


Created By

EL Education

Topic

  • Academic Achievement
  • Classroom Instruction
  • Professional Development

Type

Guidance Documents

Grade Level

Discipline

This concept paper describes a critical missing element in the national efforts to close the achievement gap. EL Education's unique approach to literacy curriculum aims to put all students on a pathway to reach 9th grade ready to “read to learn” and on track to graduate from high school college- and career-ready.

There is a fundamental disconnect between the clear body of research on literacy achievement, and the curriculum available to guide classroom instruction.  There is a compelling case made by both the authors of the Common Core State Standards and the research base from which they drew that the causal relationship between a child’s knowledge of words and the world – the connection between content knowledge and literacy achievement – and her chances to succeed academically is startlingly strong.  Yet in the five plus years since the Standards were published, this has been the least understood and most neglected part of Common Core implementation. Though research shows the building of vocabulary and content knowledge is essential to students’ academic performance and success, the great majority of current educational approaches and classroom materials, even several years into the Common Core era, fail to address this need.  Time is overdue for a robust response that brings these research-proven strategies to life in American classrooms.  

Download this resource to read the full text.


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