Early Literacy Task Force
Looking for more information?
Check out LiteracyEssentials.org for all things regarding the Essential documents (below). There you will find YouTube videos, coaching modules, instructional modules, and more!
Early Literacy Resources
Coaches' Essentials Booklet A compilation of all Essential Practices in one book. These booklets can be purchased by districts from International Minute Press at (517) 323-7777. Request the "Coaches' Essentials Booklet". Booklets with tabs are $6.13 per book and without tabs $4 per book.
Lagging to Leading For the last 12 years, while nearly all other states across the country made gains in their literacy performance for 4th graders, Michigan lagged behind. This means Michigan is one of the lowest performing states, with no literacy growth demonstrated. The impact of this pattern in 4th grade is that more students struggle throughout school and many graduate without strong literacy skills. More than 50% of Michigan’s K-12 students are not proficient in their English Language Arts skills according to state tests. With over half a million students ill-equipped in literacy, as a state we face significant hurdles. Our young people are unprepared; unprepared for the workforce, unprepared for college or career training, and unprepared to be productive citizens. Many will face incarceration or turn to government assistance to survive. It is estimated that the cost of illiteracy to U.S. businesses and taxpayers is approximately $300 billion a year. We can’t afford to ignore these staggering facts.
Executive Summary This document provides a summary of the work of the Early Literacy Task Force to (1) Establish a sense of urgency for increasing literacy achievement for every Michigan student; (2) Create awareness of the statewide collaborative network focused on literacy; and (3) Provide examples of the efforts to leverage resources focused on a vision for student learning.
Theory of Action The path to raising student achievement is not a direct line from funding to outcome. High levels of student achievement will result only when core instructional practices are defined and educator and system practices are in place to contribute to literacy success for every student.
School and Center-Level Essentials The purpose of this document is to increase Michigan’s capacity to improve children’s literacy by identifying systematic and effective practices that can be implemented at the organizational level in educational and child care that serve young children. To meet the needs of all young learners, organizational practices must support literacy development in ways that systematically impact learning throughout elementary schools, early childhood learning centers, and other literacy-oriented learning environments and programs.
Essential Coaching Practices The purpose of this document is to increase Michigan’s capacity to improve children’s literacy by identifying a small set of research-supported literacy coaching practices that should be a focus of professional development throughout the state. Literacy coaching can provide powerful job-embedded, ongoing professional development with a primary goal of enhancing classroom literacy instruction through improving teacher expertise. Effective literacy coaching supports teachers to successfully navigate the daily challenges they face in their classrooms.
Essential Instructional Practices in Early Literacy (K-3) GELN and its Early Literacy Task Force are pleased to share these Essential Instructional Practices in Early Literacy Grades K-3. The purpose of these essentials is to increase Michigan's capacity to improve children's literacy by identifying a small set of research-supported literacy instructional practices that could be a focus of professional development throughout the state. Stay tuned for more information on how we are using the documents to strengthen instruction.
Essential Instructional Practices in Early Literacy (Pre-K) The purpose of this document is to increase Michigan’s capacity to improve children’s literacy by identifying a small set of research supported literacy instructional practices that could be a focus of professional development throughout the state.
Essential Instructional Practices in Literacy (4-5) This document is intended to be read in concert with Essential Instructional Practices in Literacy, Grades K to 3. There is important overlap and continuity in these two documents, and some students will benefit from instructional practices identified in the K to 3 document beyond the K to 3 years.