Essential Instructional Practices in Early Literacy, Grades K to 3
The purpose of early literacy essentials for grades K through third is to improve children’s literacy in Michigan. Professional development throughout the state can focus on this set of research-supported literacy instructional practices for daily use in the classroom. Emphasis is on the younger elementary child since literacy knowledge and skills developed in these early grades predict later literacy achievement.
Early elementary education can help improve literacy proficiency outcomes. Expert research suggests that each of the 10 practices outlined in this document can have a positive impact on literacy development.
The use of these practices in every Michigan classroom every day can make a measurable, positive difference in the state’s literacy achievement.
This Self-Reflection and Planning Guide contains supportive resources for Michigan educators to use as they self-reflect on their implementation and use of the Essential Instructional Practices in Early Literacy: K to 31 and plan for their professional growth. Use of the reflection tool in collaboration with a literacy coach can maximize impact for the teacher.
This Self-Reflection and Planning Guide is not intended to be used as part of an evaluation process.
This document is intended to be read in concert with Essential Instructional Practices in Literacy, Prekindergarten. 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