Acronyms, acronyms, everywhere!
The Virginia General Assembly in 2022 passed the Virginia Literacy Act (VLA) and expanded it in 2023 to include grades K-8. The VLA focuses on improving literacy outcomes for all students and requires the Virginia Department of Education (VDOE) to recommend instructional programs, including core, supplemental, and intervention materials related to literacy. There are many requirements beyond the recommendations for instructional programs; you can learn about them here.
There are acronyms and vocabulary you may read and hear as educators of literacy for our Commonwealth’s youth that may be unfamiliar. This digital newsletter article aims to provide clarity, resources, and a brief explanation of some key acronyms for understanding literacy instructional materials and methods supported by the VDOE.
The acronym SBLI is used for science-based literacy instruction, which is an approach that enables all students to read based on research from different fields of study. This research informs educators that reading is not a naturally acquired skill, and children need to be taught decoding (i.e., word recognition) skills and understanding of what words mean. Instruction needs to focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension skills to develop strong readers. These skills should be introduced in a cumulative order to build on one another. For more information, visit the Virginia Literacy Partnership (VLP) website.
Science-based reading research, SBRR, points us to a collection of evidence-based literacy instructional practices, EBLI, that make reading instruction effective and efficient for learners. EBLI includes direct instruction techniques for reading concepts, which should be taught explicitly and systematically. Students are supported with scaffolding, feedback, and multiple opportunities for practice. Explicit instruction is imperative and represented by teachers using an “I do,” “We do,” and “You do” approach. SBRR is not a literacy curriculum or program, a one-size-fits-all approach, or only for students with reading difficulties/disabilities. The VLP provides a brief video for more information.
The VDOE is partnering with Virginia Literacy Partnerships at the University of Virginia School of Education and Human Development to build a plethora of resources for families and educators in Virginia. You can utilize these resources from the Virginia Assessment for Literacy – Updated & Expanded, VALUE Series, website.
On June 15, 2023, Dr. Lisa Coons, Superintendent of Public Instruction, notified school divisions with Superintendent’s Memo #118-23 of the approved K-3 Core Instructional Program Guide. In addition, this memorandum included key information regarding the second review cycle for K-5 core instructional programs, K-8 supplemental literacy programs, and K-8 intervention programs. The VLA will require all Commonwealth of Virginia school divisions to adopt programs that have been strategically reviewed and adopted as meeting the components defined in SBRR by the start of the 2024-25 school year.
Acronyms are in abundance throughout the world of education. Hopefully, these resources and brief explanations will be helpful as Commonwealth of Virginia educators prepare for the full implementation of VLA in the 2024-25 school year.
Resources
Coons, L. Superintendent’s Memorandum #118-23, Approval of K-3 core curriculum and deadline for submitting locally created literacy resources https://bit.ly/doe-virginia
Virginia Department of Education’s Virginia Literacy Act Page: https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/literacy/virginia-literacy-act
Virginia Literacy Partnerships – Educators Page (formerly PALS): https://literacy.virginia.edu/educators
For more information, contact Diane Lewis ([email protected]), Program Specialist, T/TAC at VCU.
Categories Inclusive Practices, Reading