Essential Instructional Practices in Early Literacy, Grades 4 to 5


Released Fall 2016


The purpose of the document is to increase Michigan’s capacity to improve children’s literacy by identifying a small set of research-supported instructional practices that could be the focus of professional development
throughout the state. The focus of the document is on classroom practices, rather than on school- or systems-level practices (which are addressed in the document: Essential School-Wide and Center-Wide Practices in Literacy). Research suggests that each of these ten practices in every classroom every day could make a measurable positive difference in the State’s literacy achievement. They should be viewed, as in practice guides in medicine, as presenting a minimum ‘standard of care’ for Michigan’s children

Essential Instructional Practices in Literacy

This document is intended to be read in concert with Essential Instructional Practices in Literacy, K-3. There is important overlap and continuity in these two documents, and some children will benefit from instructional practices identified in the prekindergarten document beyond the prekindergarten year